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Transitioning English Language Learners (TELL) into Adult Basic Education

Transitioning English Language Learners (TELL) into Adult Basic Education. Current Research on Transitioning English Language Learners Anestine Hector-Mason. Transitioning English Language Learners (TELL). Transitioning English Language Learners (TELL) Project

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Transitioning English Language Learners (TELL) into Adult Basic Education

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  1. Transitioning English Language Learners (TELL) into Adult Basic Education

  2. Current Research on Transitioning English Language Learners Anestine Hector-Mason Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  3. Transitioning English Language Learners (TELL) • Transitioning English Language Learners (TELL) Project • Sponsored by the US Department of Education’s Office of Vocational and Adult Education (OVAE) • Conducted by American Institutes for Research (AIR) and LiteracyWork (subcontractor) • Examines strategies that support advanced adult ELLs’ development of English proficiency • Explores the instructional practices that promotes ESL reading and writing development Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  4. Transitioning English Language Learners (TELL) • TELL Research – ESL to ABE Transitions • What do we still need to know? • What practices support ELL transition? • How effective are the current transition programs? • What are the characteristics of effective systems that transitions students from ESL to ABE or ASE and then to college? • How transferable to the ESL to ABE context are the models that focus on ABE-post secondary? • What are best practices in training ESL teachers and program staff for effectively transitioning students? Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  5. Transitioning English Language Learners (TELL) • TELL Research – ESL to ABE Transitions • What do we still need to know? • What are some modelsof supportive instructional practices for transitioning English language learners? • What processes are involved in developing an effective ESL to ABE and then ABE to post sec program tat supports students transition? • What is the nature of the collaborative activities between ESL and ABE programs that support student transition? (And) ESL-ABE and College? • What are some potentially replicable international transition program models? Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  6. Transitioning English Language Learners (TELL) Situating TELL in ABE-ESL Larry Condelli Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  7. Background Statistics on ELLS • United States • 5th highest percentage of foreign-born in its adult population (Wedgeworth, 2004) • 40% - 52%, of recent net U.S. population growth “due to new foreign-born immigration” (Sum, Kirsch, & Taggart, 2002, p.29). Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  8. ESL Student Population Data - U.S. Department of Education • Diverse Characteristics • Over 40 percent of the 2.6 million students in federally funded adult education program are English language learners (ELLs) (ED, 2004) • 40% of these adult ESL students are in the lowest literacy functioning levels, (National Reporting System for Adult Education 2006) Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  9. ESL Student Population Data - National Assessment of Adult Literacy • Literacy Levels • In 2003, 61% of adults age 16 and older who spoke Spanish before starting school had Below Basic literacy; • 26% of adults who spoke a languageother than English or Spanish had Below Basic literacy (compared to 9% for English only speakers and 14% for English + Spanish speakers, NAAL, 2003) Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  10. Who are TELL Learners? • ESL students with higher education levels who exit ESL with goals to take the GED test and move to postsecondary education. • ESL students with low Literacy skills who need to enter ABE to fill educational gaps and build their literacy skills before being ready for higher learning. • Generation 1.5 born in US or came as children, but have grown up in non-English speaking households • All these students differ from native English speaking ABE learners. Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  11. Language and Literacy Needs of TELLS (1) • English Language • Build vocabulary, especially less frequent words and related to academic content • Exposure to non-conversational sentence structure and meaning making in reading • Writing • Practice with English writing system • Reduce native language influences • Academic writing Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  12. Language and Literacy Needs of TELLS (Cont.) • Cultural Knowledge • Background knowledge • Ways of approaching text • Decoding strategies

  13. Two Types of Models Needed for TELLs • ESL to GED • Students with higher levels of education • Academic, content focus • ESL to ABE • Students who need ABE to fill educational gaps and build capacity in reading and writing • More exposure to English literacy and language in a an academic context Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  14. TELL Research • What do we know? • Inadequate TELL literature base • ESL to ABE Transitions literature – Not Systematic • Fragmented • Exploratory in nature • Little rigorous qualitative or quantitative research identifying transition practices • Based on local practice (not officially peer reviewed) Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  15. What We Think We Know • Academic Factors • Include extensive reading and genre based writing • Genre based writing • Develop vocabulary centered on less-frequently used academic terminology • Develop conceptual and critical thinking skills Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  16. What We Think We Know (Cont.) • Programmatic Factors • Services – orientation to transition, child care, family and transportation needs • Strong collaboration between ESL program and post-secondary education • Help students tackle transition barriers • Societal, Systems, Institutional, Personal (see handout) Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  17. Current Models • Teacher Exchange Programs • GED and ABE teachers teach ESL • ESL-ABE Transition Classes • Bridges classes for TELLS • Local Transition Policies • College-ESL program coordination • Registration shortcuts • ABE testing • ABE-GED class visits

  18. Transitioning English Language Learners (TELL) TELL Workshop Dahlia Shaewitz Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  19. Transitioning English Language Learners (TELL) Small Group Discussions • The TELL project looks at criteria related to designing strong transition programs. In your small groups, please consider one of the following questions: Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  20. Transitioning English Language Learners (TELL) • What program models exist for transitioning ELLs to ABE or GED? • What instructional strategies do you use or are aware of that can help transition ELLs into an ABE or GED class? Do basic and advanced ESL students require the same instructional strategies? Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  21. Transitioning English Language Learners (TELL) • What kinds of teacher training and professional development are needed for transition teachers? (Note: these teachers will include ESL and ABE; how will their PD needs differ?) • Policy and administrative support of transition programs are key. What policies and linkages support a transition program? Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  22. Transitioning English Language Learners (TELL) • Spend 20 minutes in your small group to discuss the topic assigned. Select a note-taker to report back to the larger group on the ideas generated and your suggestions. Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  23. Transitioning English Language Learners (TELL) Whole Group Discussion • We would like to hear more about how the topic of transitioning ELLs relates to the work that you do. ‘ Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  24. Transitioning English Language Learners (TELL) • Share your findings from your group discussion (5-7 minutes each group) • Share your responses to the following questions: (volunteers from any group) Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  25. Transitioning English Language Learners (TELL) • How does the discussion of transitioning English language learners relate back to your work? What are the implications from this presentation and discussion for what you do? • What would you need as an instructor/administrator/policy maker/researcher to strengthen transitions for ELLs? Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  26. Bibliography Benware, D. (1989). Bridging the Gap: A Transitional Program from ESL to ABE. Final Report. Eric Document. No: ED373591. Borden, D., & Talavera, D. (2007). Creating a successful ESL to ABE transition class. Texas Center for the Advancement of Literacy and Learning. Literacy Links 11(1). Crandall, J. A., & Sheppard, K. (2004). Adult ESL and the community college. New York: Council for the Advancement of Literacy. Facella, M., Rampino, K., & Shea, E. (2005). Effective teaching strategies for English language learners. Bilingual Research Journal 29(1), 209–221. Flores‑Gardner, L., & Chlup, D. (2005). The transition from adult literacy ESL programs to academic reading and writing: Next steps for English language learners. Texas Center for the Advancement of Literacy and Learning. Literacy Links 11(1). 26 Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  27. Bibliography Foster, J., & Nelson, L. (2007) What are we doing to successfully transition students? Illinois Department of Education. Retrieved on May 6, 2007 from http://www.iccb.state.il.us/pdf/adulted/admin_meetingmaterials/SuccessfullyTransitionStudents.pdf McHugh, M., Gelatt, J., & Fix, M. (2007). Adult English language instruction in the United States: Determining needs and investing wisely. Migration Policy Institute. Retrieved on May 7, 2008 from http://www.migrationpolicy.org/pubs/NCIIP_English_Instruction073107.pdf Rance‑Roney, J. (1995). Transitioning Adult ESL Learners to Academic Programs. Retrieved on May 6, 2007 from http://www.ericdigests.org/1996‑1/programs.htm Sadler, R. W. (2004). A case study examination of international and resident non‑native speakers of English in freshman English composition. Dissertation Abstracts International. University of Arizona Schmidley, A.D. (2001, December). Profile of the foreign‑born population in the United States: 2000. Washington, DC: U.S. Census Bureau, p. 16. Seibert, C. (2007). Transitioning: ESL to Pre‑GED and GED to postsecondary. Texas Center for the Advancement of Literacy and Learning. Literacy Links 11(1). 27 Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

  28. Bibliography Sum, A., Kirsch, I., & Taggart, r. (2002). The twin challenges of mediocrity and inequality: Literacy in the U.S. from an international perspective. (Educational Testing Service: Princeton, N.J., February 2002), http://www.ets.org/research/pic/twinchall.pdf. Spruck‑Wrigley, H. et al (2003). The language of opportunity: expanding employment prospects for adults with limited English skills. Center for Law and Social Policy. Retrieved on May 6, 2008 from http://www.clasp.org/publications/LEP_report.pdf Thonus, T. (2003). Serving generation 1.5 learners in the university writing center. TESOL Journal, 12(1), 17–24. Wedgeworth, R. (2004). ProLiteracy president’s state of literacy report. Proliteracy. Retrieved on May 6, 2008 from http://www.proliteracy.org/downloads/StateofLit04.pdf Zafft, C., Kallenbach, S., & Spohn, J. (2006). Transitioning adults to college: Adult basic education program models. (NCSALL Occasional Paper) Boston, MA: World Education, Inc. Retrieved January 15, 2007, from: http://www.ncsall.net/index.php?id=26 28 Condelli, L., Hector-Mason, A., Shaewitz, D. (2008). Transitioning Adult ESL Learners to Adult Basic Education. Washington, DC: American Institutes for Research. Presented on November 21 at the TCALL Conference, El Paso, TX.

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