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The field of adult education has a longstanding tradition of student-centered approaches to learning. More recently, there has been an increased emphasis in K-12 and adult education on using evidence-based instructional practices. While there has been some tendency to dichotomize these two approaches, instruction of any kind is more effective when it is supported by evidence of its success. The Adult Education and Family Literacy Act, which is Title II of the Workforce Investment Act of 1998, requires that local education providers funded under the Act use instructional practices that are based on a strong research foundation. Therefore, it is critical that instructional developers in states, regions, and programs know the research base for specific instructional practices. This brief describes evidence-based and student-centered instruction and gives examples of instructional approaches that are supported by evidence. It also describes how teachers of adults learning English as a second language can work together in learning communities to increase their knowledge of and skills with student-centered instructional practices that are evidence-based. This brief is written for teachers and program administrators seeking to implement evidence-based, student-centered instruction in programs and classes that include adults learning English as a second language. It will also be of use to professional developers who support teachers in this work.

Programs for adults learning English vary widely in size and scope. Some are large, multilevel programs, such as the Arlington Education and Employment Program (REEP) in Virginia, which has more than 45 staff members, over 100 volunteers, and an array of student services for the 7,500 learners served annually at the program's 7 locations. Others are relatively small, such as Montana's Bozeman Adult Learning Center, which serves fewer than 70 students a year with 1 part-time teacher, 1 administrator, and a number of volunteers. Programs can be found in community colleges, public school systems, community centers, corrections facilities, and workplaces. They can be faith-based, for profit (proprietary), managed by local education agencies, or community supported. Administrators in these programs are also diverse in their experience and training. While some may be managers by profession, others may have no previous experience in program administration. In the latter category are many experienced teachers of English language learners who have moved into program management. Others may have managed, or are managing, literacy, adult basic education (ABE), adult secondary education (ASE), or other types of programs and have added an adult English as a second language (ESL) component to their existing responsibilities. This brief addresses the needs of administrators with these varied backgrounds. It begins by outlining fundamental responsibilities of adult education administrators. It then describes components of typical programs serving adult English language learners and includes resources and tools that can facilitate successful administration of program components. It concludes with suggestions for further research. This brief is written for program administrators to provide information and strategies that will promote their success with managing programs for adults learning English.

We derive a compatible discretization method that relies heavily on the underlying geometric structure, and obeys the topological sequences and commuting properties that are constructed. As a sample problem we consider the vorticity-velocity-pressure formulation of the Stokes problem. We motivate the choice for a mixed variational formulation based on both geometric as well as physical arguments. Numerical tests confirm the theoretical results that we obtain a pointwise divergence-free solution for the Stokes problem and that the method obtains optimal convergence rates., Comment: to appear in Lecture Notes in Computational Science and Engineering

This paper introduces the basic concepts for physics-compatible discretization techniques. The paper gives a clear distinction between vectors and forms. Based on the difference between forms and pseudo-forms and the $\star$-operator which switches between the two, a dual grid description and a single grid description are presented. The dual grid method resembles a staggered finite volume method, whereas the single grid approach shows a strong resemblance with a finite element method. Both approaches are compared for the Poisson equation for volume forms., Comment: 27 pages

This paper describes the recently developed mixed mimetic spectral element method for the Stokes problem in the vorticity-velocity-pressure formulation. This compatible discretization method relies on the construction of a conforming discrete Hodge decomposition, that is based on a bounded projection operator that commutes with the exterior derivative. The projection operator is the composition of a reduction and a reconstruction step. The reconstruction in terms of mimetic spectral element basis-functions are tensor-based constructions and therefore hold for curvilinear quadrilateral and hexahedral meshes. For compatible discretization methods that contain a conforming discrete Hodge decomposition, we derive optimal a priori error estimates which are valid for all admissible boundary conditions on both Cartesian and curvilinear meshes. These theoretical results are confirmed by numerical experiments. These clearly show that the mimetic spectral elements outperform the commonly used H(div)-compatible Raviart-Thomas elements.

In this paper we apply the recently developed mimetic discretization method to the mixed formulation of the Stokes problem in terms of vorticity, velocity and pressure. The mimetic discretization presented in this paper and in [50] is a higher-order method for curvilinear quadrilaterals and hexahedrals. Fundamental is the underlying structure of oriented geometric objects, the relation between these objects through the boundary operator and how this defines the exterior derivative, representing the grad, curl and div, through the generalized Stokes theorem. The mimetic method presented here uses the language of differential $k$-forms with $k$-cochains as their discrete counterpart, and the relations between them in terms of the mimetic operators: reduction, reconstruction and projection. The reconstruction consists of the recently developed mimetic spectral interpolation functions. The most important result of the mimetic framework is the commutation between differentiation at the continuous level with that on the finite dimensional and discrete level. As a result operators like gradient, curl and divergence are discretized exactly. For Stokes flow, this implies a pointwise divergence-free solution. This is confirmed using a set of test cases on both Cartesian and curvilinear meshes. It will be shown that the method converges optimally for all admissible boundary conditions.

In this paper higher order mimetic discretizations are introduced which are firmly rooted in the geometry in which the variables are defined. The paper shows how basic constructs in differential geometry have a discrete counterpart in algebraic topology. Generic maps which switch between the continuous differential forms and discrete cochains will be discussed and finally a realization of these ideas in terms of mimetic spectral elements is presented, based on projections for which operations at the finite dimensional level commute with operations at the continuous level. The two types of orientation (inner- and outer-orientation) will be introduced at the continuous level, the discrete level and the preservation of orientation will be demonstrated for the new mimetic operators. The one-to-one correspondence between the continuous formulation and the discrete algebraic topological setting, provides a characterization of the oriented discrete boundary of the domain. The Hodge decomposition at the continuous, discrete and finite dimensional level will be presented. It appears to be a main ingredient of the structure in this framework., Comment: 69 pages

Learning to read in English is difficult for adult English language learners. Teachers know that their learners come from diverse backgrounds, have different experiences with literacy in their first languages, and have various reasons for learning English. They also know that there is no simple recipe to help their students become proficient readers. What does the research say? How does it inform instructional practice? This paper summarizes the research on adult English language learners reading English, offers ESL teachers and administrators suggestions for instruction, and points to areas where further research is needed. Four sections comprise this paper. The first part of this paper describes factors that need to be taken into account in literacy instruction for adults learning English--learners' levels of literacy in the first language, levels of oral proficiency in English, educational backgrounds, and goals for learning English. Subsequent sections give an overview of the reading process for second language learners; discuss the benefits of reading for promoting second language development; and summarize research findings, their implications for practice, and major areas in which research is needed. (Contains 10 figures and a bibliography.)

Classroom-based, real-time communication networks are in wide use for college-level reading and writing instruction and are now being adopted for use in elementary and secondary classes. Teachers use this network-based approach to literacy instruction (known as ENFI--Electronic Networks for Interaction) to support authentic reading and writing, collaboration, students-centered learning, writing across the curriculum, and the creation of classroom writing communities. A case study of network-based college classrooms at Gallaudet University identified great diversity in the realization of these goals. Nevertheless, common factors influenced all of the implementations: institutional goals, practices, and gateposts; prior theories, personalities, and established practices of teachers; student characteristics and expectations; features of the technology; and available resources. These factors suggest new ways of thinking about network-based classrooms and how to use them successfully. More generally, they inform educators' views of literacy and the support needed for innovations designed to foster literacy development. (Contains 80 references, 7 notes, and a figure representing an ENFI computer screen.) (Author/RS)

Noting that teachers and students who actually use an educational innovation in a classroom setting recreate it, this paper analyzes the implementation of ENFI (Electronic Networks for Interaction), an innovation that uses computers and local area networks in the teaching of writing. The paper presents ENFI's idealization in terms of its technological features and original visions for its use, and then its realizations. The paper identifies 16 distinct realizations of ENFI, and presents case studies of 2 of them in detail, relating each to characteristics of the setting in which it appeared. (Figures representing the conventional model of implementation, re-creation of an innovation in a social setting, two examples of ENFI computer screens, and six samples of student writing are included: 27 references are attached.) (RS)

A guide to the use of and rationale for dialogue journal writing for promoting the writing development of limited English proficient students is organized in question-answer format. It answers questions often asked by teachers about dialogue journal writing: What is a dialogue journal? What are the benefits to students and teachers? How much time is involved in implementing dialogue journal writing? With what kinds of students can it be used? Guidelines for getting started with the technique and a list of further readings are included. The report is a condensed version of a more extensive dialogue journal handbook, and is designed to provide an easily accessible introduction to the approach. (Author/MSE)

A study of the dialogue journal writing of six sixth grade students of English as a Second Language (ESL) examines the interaction with the teacher. The subjects had been in the United States for less than a year, and came from Korean, Vietnamese/Chinese, Burmese, and Italian language backgrounds. Data for the study were drawn from the students' dialogue journals and classroom observations and from interviews with the teacher and each student. The study is divided into three sections. In the first, dialogue journal interaction is placed within the classroom context, as a multilingual classroom management tool, and each student is profiled. The second section contains studies of the journal text, focusing on various aspects of discourse, including teacher strategies to promote student participation, teacher's questions, characteristics of the language input students receive in the teacher's entries, and patterns in the language functions used by the teacher and students. The third section documents the students' use of English grammatical morphemes, compares it with patterns found in previous studies of ESL morphology, and analyzes it across the ten months of writing in the journals. In addition, the linguistic factors influencing the use of the morphemes and the importance of individual learner strategies and language background in patterns of morpheme use are examined, and analytical issues are discussed. (MSE)

A study examined the interaction strategies of one teacher for promoting student writing in the dialogue journals of 12 limited-English-proficient sixth grade students and the effect of these strategies on the length and complexity of the students' writing. The teacher strategies identified include requests for a reply and personal contributions made in teacher comments. It was found that this teacher's approach is to respond to topics introduced by the students rather than to introduce topics, and to contribute to the dialogue by making statements and expressing opinions rather than eliciting student writing with questions. This technique results in a collaborative writing effort, with teacher and students mutually developing topics of interest to them and with the students writing far more than the minimum required. (Author/MSE)

A study of the writing of 12 sixth-grade students of English as a second language (ESL) compared the quantity and maturity of writing in three assigned tasks and unassigned entries in dialogue journals. The assigned tasks varied in topic control, audience, and purpose. Qualities of the writing were examined using measures of quantity, complexity, topic focus, and cohesion. Results show that the quantity and maturity of the dialogue journal writing was at least equivalent to that of the assigned writing on all measures, and in many cases showed more complex linguistic expression. The findings suggest that ESL students may explore and demonstrate a more complete range of their writing abilities in unassigned writing about personally chosen topics than in assigned writing about teacher-selected topics. It is argued, therefore, that both kinds of writing are a necessary part of an ESL writing program. (Author/MSE)

Questioning patterns in dialogue journal interactions of two groups of sixth graders are analyzed. One of the two groups was made up of native English speakers, while the other consisted of beginning learners of English as a second language. The analysis finds a pattern of shared interaction very different from that found in numerous studies of classroom discourse. In it, both participants, student and teacher, introduce topics and ask questions. Analysis of the form and type of teacher questions to individual students reveals considerable variation in both, related to the student's English proficiency level. This variation is similar to patterns found in native speaker-nonnative speaker interactions. Analysis of student questions and responses to teacher questions reveals increased student participation in the interaction over time. These findings suggest that dialogue journals offer a useful supplement to traditional classroom discourse, and perhaps a model that can be transferred to other interactions in the classroom context. A reference list, 2 figures, and 12 tables are appended. (Author/MSE)

A study of the language used in the dialogue journals of beginning students of English as a second language (ESL) focused on the acquisition of English morphology. The study used two methodological approaches: a comparison of journal language with that used in speech and other written samples, and a longitudinal look at change patterns that also examined which morphemes were being acquired and which were not. Four major findings emerged: (1) some morphemes, including the use of "be" as a copula, were mastered quickly, while others showed little or no gain over time; (2) while there were some overall trends common to all students, there was also considerable individual variation in the acquisition processes, seemingly as a result of first language transfer; (3) dialogue journal writing does reflect changes in language proficiency over time, even at the earliest stages of language learning; and (4) ESL learners can compose and express themselves in English long before they have mastered its forms and structures. References, tables, and figures are appended. (MSE)

This article describes the goals, challenges, strategies, and successes of second-language teachers involved in The Books Project, in which teachers learned about writing workshops and received support to implement such workshops in their schools. The teachers involved found that they were particularly constrained by limited time, space, and resources. (Contains 27 references.) (MDM)

This report discusses the implementation of Electronic Networks for Interaction (ENFI) at Kendall Demonstration Elementary School at Gallaudet University in Washington, D.C., and William D. Clinite Center for the Hearing Impaired in Tulare, California. ENFI was developed to help improve deaf students' written English. The report will be useful to teachers and program administrators who desire to use computer networks and interactive writing to develop the English literacy of deaf students. Chapters include the following: "Introduction: The Concept Behind Teaming with Text" (Trent Batson, Linda Delk); "ENFI in the Classroom: What It Looks Like, How It Works, the Challenges It Poses" (Joy Kreft Peyton); "Project Goals and Methods" (Joy Kreft Peyton); "ENFI as Part of a Whole Language Program" (Martha French); "ENFI Activities at Kendall" (Joy Kreeft Peyton, Anne Marie Baer); "Factors that Can Influence the Quality of Network Discourse" (Joy Kreeft Peyton, Martha French); "Interactional Scaffolding in Network Conversations" (Joy Kreeft Peyton, Martha French); "Student Development" (Joy Kreeft Peyton with Heather Jilao, Leslie Brewer); "Institutionalizing ENFI at Kendall School" (Judy Lenard); "Implementing ENFI at Clinite" (Antonina Cardinalli); and "Disseminating ENFI beyond Kendall and Clinite" (Margaret Hallau). (VWL)