Techniques to Bring Humor and Create a Pleasant Learning Environment in Adult ESL

By Phu Vu and Lan Vu

According to the U.S. Department of Education (2004), more than 40% of approximately three million learners in the federally-funded adult education programs are in the area of English as a second language (ESL). These learners, the majority of whom are immigrants and refugees, represent a huge diversity of cultural backgrounds and nationalities yet face common learning challenges that traditional young learners may not (Bernat, 2004). In her study, Bernat observed that when adults come to their class, they bring with them tension, anxiety, personal problems such as responsibilities for an extended family, lack of job and personal support system provided by their relatives and friends. An ESL adult teacher expressed that because many of her students work from 4:00 p.m. until midnight or later, they arrive at school tired (Starr, 2001). Thus, what can be done to help ESL adult learners overcome these challenges and get involved in their classrooms? Our teaching practice indicated that one answer to this question

“You just get a deeper understanding of things by talking:” Study Circles for Teachers of ESL Emergent Readers

By Patsy Vinogradov

ABSTRACT

When adult ESL (English as a Second Language) learners enter our classrooms with little or no first language literacy, their instructors teach them to read for the first time in an unfamiliar language. It is a tremendous task, and the context for teaching “adult emergent readers” is complex. This complexity is coupled with a growing, but still limited, research base to draw from and few professional development opportunities to guide instruction. Workshops rarely move beyond simply learning new activities and locating resources. As for all teachers, professional growth happens best in sustained, collective, focused professional learning that allows for deep reflection on practice, ties to research, and extensive interaction with colleagues. Study circles are a possible solution to this pressing professional development need. The current study outlines a study circle specifically designed for teachers of adult ESL emergent readers and explores how it was experienced by participants in a pilot study. The element of interaction is central to this inquiry, and the author outlines the nature and value of the interaction the teachers experienced.

Literacy Engagement and Parental Development Through Even Start Family Literacy Participation

by Petra A. Robinson

ABSTRACT

This study examined how parental participation in Even Start programs contributes to family literacy engagement and parental development. More specifically, its primary aim was to develop an understanding of how parental participation in the program influences their reading behaviors and other literacy practices as well as to highlight observed changes and transformations in their parenting practices. While research exists on the influence of participation in Even Start Programs for participating children, this paper begins to fill the gap which exists on the program’s influence on parental literacy engagement and parental development.