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English Language Acquisition

Digging Deeper into the English Language Proficiency Standards for Adult Education - Module Three

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.

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.

Teaching Adult English Language Learners Who Are Emergent Readers (ELL-U)

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.

The Role of Culture in the Education of Adult English Language Learners (ELL-U)

This self-paced online course provides techniques and strategies to help educators create a culturally inclusive learning environment and facilitate (cross-) cultural understanding. It explores a range of topics related to the role of culture in teaching classes with adult English language learners.

Teaching Adult ELL Emergent Readers: Next Steps in Linking Research and Practice (ELL-U)

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.

Teaching Vocabulary: Practical, Research-based Approaches to Instruction (ELL-U)

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.

Supporting ESL Learner Persistence (ELL-U)

This study circle is a follow-up to the Supporting ESL Learner Persistence training event that ends with practitioners self-assessing their program’s persistence practices. Building from this, participants will identify one to two promising persistence strategies to explore over the course of three months. Participants will be guided in drafting a plan, observing changes, analyzing contributing factors, and drawing conclusions about the strategies and their next steps. In addition, participants will read and discuss articles relevant to English as a second language persistence.

Teaching Vocabulary: Practical, Research-based Approaches to Instruction (ELL-U)

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.

Supporting ESL Learner Persistence (ELL-U)

This training explores English as a second language learner persistence strategies that arise from the persistence research and from the promising practices emerging in local programs. Organized around six “drivers” of persistence, we will focus on program and classroom strategies that build students’ sense of community, competence, purpose, relevance, and agency.

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