caela how languages are learned online course

Where can I find ESL resources for adult English language learners?

Project-based learning for adult English language learners. Washington, DC: National Center for ESL Literacy Education. Available from www.cal.org/caela/esl_resources/digests/ProjBase.html Noels, K. A., Clement, R., & Pelletier, L. G. (2003).

What resources are available on the Caela web?

These resources include bibliographies, books, briefs, online resource collections, digests and Q & As, and Frequently Asked Questions (FAQs). Other resources available on the CAELA Web site include:

What do you learn in language learning?

Language Learning. In language courses and Specializations, you’ll learn to speak, write, and listen effectively in major global languages, including English, Chinese, Spanish, and more.

How can SLA research inform adult ESL instruction?

The purpose of this Q&A is to show how SLA research can inform adult ESL instruction. Research in three areas of second language acquisition are discussed: (1) the effect of learner motivation, (2) the role of interaction, and (3) the role of vocabulary.

What do educators need to know about English learners?

Educators working with adult English language learners with limited literacy need knowledge about the learners they are working with, about the content they are teaching, and about teaching methodologies and instructional strategies that are appropriate and effective with this population (Lucas, Loo, & McDonald, 2005). Knowledge about learners encompasses their backgrounds, experiences, and needs and includes their countries of origin, native languages, years of formal schooling in their home country, experiences with print, levels of literacy in their native language and in English, and their personal goals for developing literacy. Much of this information can be gained during the program intake process. Registration forms can request this information—in learners’ native languages, if possible. Programs can combine orientations for new students with registration activities. A registration assistant can help learners complete the form, explaining or translating as needed, and filling in the blanks for learners who have no literacy skills. (For an example of a this type of registration form, see Virginia Adult Learning Resource Center, 2002.)

What is a study circle?

A study circle involves a group of practitioners reading and discussing research and considering its implications for classroom and program practice. In conjunction with or as a follow-up to workshops, study circles offer the opportunity for practitioners to focus and reflect more deeply, with a community of peers, on the content and methodologies they are learning in workshops and implementing in their classes. Led by a facilitator, the group might meet multiple times on a regular schedule. Between sessions, participants might read research they will discuss at the next session and practice techniques or use tools they were given at the previous session. In subsequent sessions they might report back on their experiences. Examples of study circle materials that have been used with teachers working with adult English language learners with limited literacy include Teaching Adult ESL Literacy: A Study Circle Facilitator’s Guide (Arciszewska-Russo, 2004) and “Study Circle on Teaching Beginning Levels” (2007).

What is word recognition?

Word recognition is the identification of written words encountered in print. (See Kurvers, 2007, for a discussion of the research on word recognition; see Tarone, Bigelow, & Hansen, 2007, for a dis cussion of the importance of developing alphabetic literacy.) Teachers may begin with preliteracy exercises that provide practice with directionality and recognition of shapes and sizes. (For activities to develop preliteracy skills, see “Activities to Promote Reading Development,” 2008, pp. II-60–II-61.) Next they can introduce beginning literacy skills by teaching the alphabet, consonants and then vowels, then sight words, and then move on to longer utterances, perhaps using flashcards and dialogue strips.

What is adult education?

Adult education programs serve both native English speakers and learners whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn basic skills needed to improve their literacy levels; they attend adult secondary education (ASE) classes to earn high school equivalency certificates. Both ABE and ASE instruction help learners achieve other goals related to job, family, or further education. English language learners attend English as a second language (ESL), ABE, or workforce preparation classes to improve their oral and literacy skills in English and to achieve goals similar to those of native English speakers.

Does vocabulary help with reading comprehension?

Vocabulary knowledge in the language being read has been shown to have a strong effect on reading comprehension (Coady, 1997; Grabe & Stoller, 2002). Although some research suggests that vocabulary can be developed through extensive and frequent reading in addition to specific focus on words and word categories (e.g., Coady, 1997; Joe, 1998), extensive independent reading may not be a viable option with literacy-level learners. Instead, more “explicit instruction” (Kruidenier, 2002, p. 67) may be advisable, providing learners with the words they need and their definitions. Teachers may use this instructional approach to bridge the gap between oral and written language using oral dialogues, pictures, and flashcards on topics familiar to the learners (Florez & Terrill, 2003).

What is SLA in education?

Donna Moss, National Center for ESL Literacy Education. Lauren Ross-Feldman, Georgetown University. December, 2003. Second language acquisition (SLA) is the study of how second languages are learned and the factors that influence the process. SLA researchers examine how communicative competence -the ability to interpret the underlying meaning ...

How can teachers help learners build sight vocabulary?

Teachers can help learners build sight vocabulary by teaching word families and using word association activities such as semantic mapping (DeCarrico, 2001). In semantic mapping, teachers identify key terms in a text and learners list other words in the text that relate to the key terms.

What is second language acquisition?

Second language acquisition occurs when learners are exposed to language that is at and slightly above their level of comprehension. In the materials you use and in your own speech, expose learners to language that is both at and slightly above what they can comfortably understand.

How are culture and language related?

Culture and language are closely related. Learning a new language involves learning about (but not necessarily wholeheartedly embracing) new ways of thinking , feeling , and expressing. This process can put tremendous pressure on an adult who has a well-developed sense of self in the native language and culture.

What is the purpose of integrating grammar, structures, and language rules?

Integrate lessons on grammar, structures, and language rules that are relevant to the communication task at hand (e.g., present lessons on imperatives when discussing giving directions) so that learners become familiar with correct structures.

What do adults want to learn?

Adults have reservoirs of experience that serve as resources as they learn. Adults are practical, problem-solving-oriented learners. Adults want their learning to be immediately applicable to their lives. Adults want to know why something needs to be learned.

Why should teachers explain to learners why they are learning what they are learning in this new way?

Similarly, because many English language learners may have studied English grammar and are familiar with the terms describing language components , instructors should be prepared, when appropriate, to answer learners' questions about ...

Do you have to explain everything at all times?

In other words, don't feel you have to explain everything at all times.

Introduction

Characteristics of The Population

• The number of English language learners in adult education programs in the United States is significant. Nearly half (46%) of the learners enrolled in adult education programs in Program Year 2006-2007 were learning English as a second language. Nearly half of this population (48%) tested at the three lowest ESL levels of the National Reporting Sys...

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Knowledge and Skill Needs of Learners

Instructional Strategies

Professional Development For Teachers of Learners with Limited Literacy

Conclusion

References