Search

This book focuses on functional and holistic approaches to English-as-a-Second-Language (ESL) literacy, including competency-based education; whole language, language experience, and Freirean or participatory; and writing-based programs that result in published materials to be read by other adults. Chapter 1, "Literacy Through a Competency-Based Educational Approach," by K. Lynn Savage, provides an overview of a functional approach that emphasizes life skills and evaluates mastery of those skills according to actual learner performance. Chapter 2, "Whole Language in Adult Literacy Education," by Pat Rigg and Francis E. Kazemek, discusses the whole language view of teaching and learning. In chapter 3, "The Language Experience Approach," Marcia L. Taylor describes the approach as a whole language approach to instruction that promotes reading and writing by transcribing a student's experiences with the transcription then used as reading material for the student. Joy Kreeft Peyton uses chapter 4, "Listening to Students' Voices: Publishing Students' Writing for Other Students To Read," to present the rationale for using the writings of adult ESL students as material for teaching literacy to other ESL adults. She outlines the steps involved in implementing a writing and publishing program and gives sources of materials written by adult literacy learners and descriptions of student publishing programs. David Spener gives an overview of "The Freirean Approach to Adult Literacy Education" in chapter 5. (Author/AB)

The guide is designed to introduce teachers and administrators to approaches for combining language and content instruction in English as a second language, bilingual education, foreign language education, mainstream classes, and content area instruction, and to provide suggestions and resources for implementing the approaches. It describes an activity carried out in a class of limited-English-speakers, examines what is accomplished the activity, discusses the principles underlying the integration of language and content area instruction, and outlines three approaches: developing a single lesson, developing a unit in one academic area, and developing a content-based or sheltered English curriculum. Aspects of program acceptance and administration are discussed, potential problem areas are noted, and three sample lesson outlines are appended. A list of references is also supplied. (MSE)

Three essays focus on integrating subject matter and the English used to communicate it as a technique for teaching limited-English-proficient students. "Integrating Language and Mathematics Learning," by Theresa Corasaniti Dale and Gilberto J. Cuevas, discusses the vocabulary, syntax, semantics, and discourse features of mathematics; the role of language learning in mathematics, including the relationship of language proficiency and mathematics achievement and the phenomenon of mathematical thinking; learning mathematics through a second language and a second language through mathematics; specific instructional strategies for integrating the two; mathematics-based strategies for the English-as-a-second-language (ESL) classroom; and developing problem-solving activities to promote second language learning. "ESL and Science Learning," by Carolyn Kessler and Mary Ellen Quinn, examines the relationship between science processes and language; the ethnoscientific perspective and language; language acquisition processes in science contexts; and adapting materials for science and ESL development. "ESL and Social Studies Instruction," by Melissa King, Barbara Fagan, Terry Bratt, and Rod Baer, discusses why social studies is or should be a component of ESL instruction; aspects of curriculum development and program design; staff development and teacher training issues; and effective teaching strategies. Model elementary and secondary social studies lessons are included. A 13-page reference list is provided. (MSE)