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.
English Language Acquisition
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.
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.
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.
This self-paced online course offers participants introductory, research-based information on second language acquisition by exploring common myths and beliefs about how languages are taught and learned.
This virtual study circle is designed to extend participants’ learning from the ELL-U online course Second Language Acquisition: Myths, Beliefs, and What the Research Shows. Participants will debrief the course, read articles, and brainstorm ways to bring key ideas into the classroom and potentially an action research project. Questions related to the online course will be invited and explored. Prerequisite: ELL-U online course - Second Language Acquisition: Myths, Beliefs, and What the Research Shows (EL32VS)
This training outlines for educators some of the most important research-based characteristics of adult language learners who are becoming literate for the first time. The training will highlight useful materials, model a few core teaching strategies, and discuss program models that serve this unique population. Participants are encouraged to bring their own reading lists, materials, and questions to the training.
This self-paced online course provides an overview broken into three key components: (1) know the communicative needs of your students, (2) plan lessons that integrate communication skills with life skills, work readiness, and civics content, and (3) implement student-centered instruction practices and classroom management strategies.
This training addresses workforce-focused instruction in three venues: workplace, vocational classes, and adult English as a second language classes. Topics include essential components, promising practices, strengths and challenges of each program, LINCS resources, and issues facing the field. Participants have networking and program planning opportunities.
This self-paced online course is Unit 1 in the ESL Pro module Preparing English Learners for Work and Career Pathways. Unit 1, Understanding Key Concepts, provides a broad overview for designing and implementing an adult English language acquisition program contextualized for career pathways. The purpose of Unit 1 is to outline the rationale behind contextualized instruction.