Program Design Considerations for English as a Second Language. Adult Education Series #11. Refugee Education Guide.

A conference of 15 experts in English as a second language (ESL) from Indochinese programs across the country arrived at a consensus regarding the characteristics of an effective ESL program. Prior to ESL instruction, student needs must be addressed, including basic living needs, orientation in the native language, and seeking the collaboration of various agencies. Refugees must be viewed as having special requirements. Program design will take into consideration such aspects of refugee background as ethnic origin, education, literacy, English proficiency, and individual goals. The setting for the program may be non-formal, a single multi-level class, a center, or an on-job site. The ESL instructional focus may be on survival training, literacy, basic skills, vocational instruction, or English for specific occupational purposes. Each of these focuses is defined; clients to be served, method of delivery, intensity of instruction, program content, desirable outcome, and special considerations are all specified. All information is presented in outline form. (JB)