The COABE Journal, Celebrating 35 Years

Dear Readers,

We are pleased to welcome you to the COABE Journal blog to introduce the newest rendition of the journal now called The Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education. This premiere issue contains the latest work from several researchers and practitioners based on their work in the field. It also includes updates from our columnists on the latest technology, resources, and research to come from the field.

We hope you enjoy the COABE journal as we attempt to continue what has become a strong, tradition of quality research and practitioner based articles from authors in the field. We are creating new ways to get interactive with the journal using social media outlets such as this blog, Facebook, and Twitter.

As you continue to work your magic in the field, please think about sharing with us and the rest of our readers your experiences and research outcomes. Consider submitting a manuscript by visiting us at www.coabe.org and click on journal. If you have not subscribed already, join as we celebrate 35 years as a major voice in adult education!

Sincerely,

Jim Berger, Ph.D., Editor

Renae Harrison, Ph.D., COABE President

Monday, May 21, 2012

“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.
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2 comments:

  1. UnknownMay 29, 2012 at 9:01 AM

    Hello! I am the author of this piece, and I welcome your comments and questions regarding this project, study circles as professional development, and learners with limited first language literacy.
    Best,
    Patsy

    ReplyDelete
  2. UnknownMay 29, 2012 at 10:52 AM

    Hi again! I've been asked to provide a brief bio for you. So, here goes--
    I have worked in ESL since 1994, first teaching in Russia and then working extensively with immigrants and refugees in Nebraska and Minnesota. I currently teach at Hamline University and consult for ATLAS and ELL-U, and I am the executive assistant for MinneTESOL. I am a PhD Candidate in Education at the University of Minnesota. My research interests include literacy development and curriculum design for adult ESL learners with limited first language literacy.

    There are links to the organizations mentioned above in my profile, which you can access by clicking on my name above.
    Best,
    Patsy

    ReplyDelete

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