Digging Deeper Into the English Language Proficiency Standards for Adult Education,” is the third in a three-part series professional development modules about using the English Language Proficiency (ELP) Standards for Adult Education. The training is intended for instructors, instructional leaders, program administrators, and professional development providers.
English Language Acquisition
Analyzing Student Tasks in Relation to Content Demands, Thinking Skills, and Language Use - Module Two
Analyzing Student Tasks in Relation to Content Demands, Thinking Skills, and Language Use” is the second in a three-part series of professional development modules about using the English Language Proficiency (ELP) Standards for Adult Education. This training is intended for instructors, instructional leaders, administrators, and professional development providers who are learning to use the new ELP standards in conjunction with their academic content standards.
This training will begin with a discussion of some of the factors that affect the development of English vocabulary for English language learners (ELL): English speaking and listening ability, native language literacy, and the amount of English language reading they engage in. In addition, the relevance of the Basic Interpersonal Communication Skills/Cognitive Academic Language Proficiency distinction for ELL vocabulary instruction will be covered.
Participants in this study circle will have the opportunity to read about and discuss how the home language influences the learning of English, further exploring if the first language is an asset or a barrier to learning English. Teachers will share their own experiences and have the opportunity to apply their learning in their own classrooms.
Participants in this study circle will read and discuss key research findings about effective approaches to teaching vocabulary to adult English language learners. Teachers will share their own experiences and have the opportunity to try out new teaching ideas in their own classrooms.
This training provides an overview of the latest research on vocabulary teaching in English for Speakers of Other Languages and Adult Basic Education. Participants will discuss the issues with one another, engage in practical, hands-on activities, and come away with ideas for teaching vocabulary effectively.
This study circle will provide an additional opportunity to discuss course content from Teaching ELLs Who Are Emergent Readers and related implementation strategies with peers and faculty. Participants should bring their questions and comments from the course to participate in a Question & Answer session with the facilitator. Participants will have the opportunity to explore the concepts and integration of bottom-up and top-down literacy instruction through the identification of related teaching strategies.
This interactive training will prepare teachers to work effectively with English language learners who have had limited formal schooling by engaging participants in research-based, authentic teaching techniques and hands-on activities that will focus on teaching basic literacy skills (e.g., alphabetics, vocabulary, comprehension) in age-appropriate ways.
This study circle is a “next step” for those who have completed the online course Teaching ELLs Who Are Emergent Readers. The study circle brings together teachers of low-literate adult English as a second language (ESL) students, those whose learners have little or no first-language literacy. With a special focus on reading development, participants will review relevant research and consider implications for the classroom. The training’s readings, discussion, and reflective tasks explore promising practices in teaching adult ESL students who are learning to read for the first time.