technical college system of georgia office of adult educationoae.uga.edu/esl.pdfessential knowledge...

Technical College System of Georgia

Office of Adult Education

Essential Knowledge for

Adult English as a Second Language Education:

A Handbook for Instructors

October 15, 2012

Version 3

Essential Knowledge for Adult English as a Second Language: A Handbook for Instructors October 15, 2012; Version 3 i

Table of Contents

Table of Contents ......................................................................................... i

Listing of Figures ....................................................................................... iii

Listing of Tables ......................................................................................... iv

Credits ........................................................................................................ v

Overview ..................................................................................................... 1

Section 1: .................................................................................................... 3

Understanding the Rationale for Adult ESL Education in the United States

and Georgia ................................................................................................ 3

Immigration Patterns in the United States ..................................................................... 3

The Need for Adult ESL Instruction ............................................................................... 5

Federal Legislation .......................................................................................................... 5

Immigration Patterns in Georgia .................................................................................... 6

Did You Meet the Learning Objectives for this Section? ................................................ 7

Section 2: .................................................................................................... 8

Understanding the Structure of Adult Literacy and ESL in Georgia ............. 8

Organizational Structure of Adult ESL in Georgia ......................................................... 8

Educational Functioning Levels ...................................................................................... 9

Components of a Standard-Based System ...................................................................... 9

Did You Meet the Learning Objectives for this Section? .............................................. 14

Section 3: .................................................................................................. 15

Understanding Adult ESL Learners ........................................................... 15

Characteristics of the Adult ESL Learner ...................................................................... 15

Cross-Cultural Considerations ...................................................................................... 16

Communication Styles ................................................................................................... 16

Key Phrases 17

Adult Second Language Acquisition (SLA) ................................................................... 18

Consideration of Learning Styles .................................................................................. 19


Essential Knowledge for Adult English as a Second Language: A Handbook for Instructors October 15, 2012; Version 3 ii

Section 4: .................................................................................................. 21

Developing Effective Classroom Recordkeeping Practices ......................... 21

Key Phrases 21

Intake Assessment Form (IAF) ..................................................................................... 22

Student Education Plan (SEP) ...................................................................................... 23

Classroom Attendance Records ..................................................................................... 24


Section 5: .................................................................................................. 25

Developing Effective Classroom Management Practices ............................ 25

Recruitment and Retention ........................................................................................... 25

Goal Setting and Lesson Planning ................................................................................ 27

Student Goals ............................................................................................................. 27

Lesson Planning Goals ............................................................................................... 28

Grouping Strategies ....................................................................................................... 29

Establishing Effective Relationships ............................................................................. 30


Appendices ............................................................................................... 32

Appendix 1: Adult Education Program Intake Assessment Form ................................ 33

Appendix 2: Adult Education Program Student Education Plan ................................. 38

Appendix 3: Adult Education Program Adult Learner Daily and Weekly Attendance

Sign-in Sheet ............................................................................................ 41

Essential Knowledge for Adult English as a Second Language: A Handbook for Instructors October 15, 2012; Version 3 iii

Listing of Figures

Figure 1: Total Population by Nativity and Foreign-Born Population by Region of Birth:

2009 ..................................................................................................................... 4

Figure 2: Foreign-Born Population by State and Puerto Rico: 2009 ................................. 4

Figure 3: Suggestions for Effective Recruitment .............................................................. 26

Figure 4: Suggestions for Effective Retention Efforts ...................................................... 27

Essential Knowledge for Adult English as a Second Language: A Handbook for Instructors October 15, 2012; Version 3 iv

Listing of Tables

Table 1: Speakers of Foreign Languages in Georgia .......................................................... 6

Table 2: Ethnicity and Gender in Georgia ESL ................................................................... 7

Table 3: Educational Functioning Levels for ESL ............................................................ 10

Table 4: Learning Cycle for an ESL Curriculum ............................................................... 19

Table 5: Sections of the Individual Assessment Form (IAF) ............................................ 23

Table 6: Components of a Sign-in Sheet and Daily Attendance Record .......................... 24

Table 7: Grouping Strategies ............................................................................................. 30

Essential Knowledge for Adult English as a Second Language: A Handbook for Instructors October 15, 2012; Version 3 v

Credits

This handbook is a publication of a cooperative project between the Technical

College System of Georgia’s Office of Adult Education and the Department of Lifelong

Education, Administration, and Policy at the University of Georgia. The idea for the

project originated with those who run local programs, who requested that the Office of

Adult Education develop a cost-effective way to ensure that all adult educators possess

the essential knowledge they need to provide quality and consistent instruction for adult

learners. The project produced three handbooks and an accompanying mastery test for

each one. The titles of the handbooks in the series are:

1. Essential Knowledge for Adult Basic Education and Adult Secondary Education: A Handbook for Instructors.

2. Essential Knowledge for Adult English as a Second Language Education: A Handbook for Instructors.

3. Essential Knowledge about the Office of Adult Education’s Curriculum Framework and Student Education Plans: A Handbook for Instructors.

It is important to note that, in the course of the development, a decision was

made to focus only on the “essential knowledge” that is common to every program in the

state. It goes without saying that there is much more that effective teachers need to

know. For instance, these manuals do not deal with instructional methods, partially

because different programs and teachers use different methods and materials to meet

the needs of diverse learners and diverse learning styles. Instead, each handbook deals

with the conceptual, structural, and bureaucratic information that serves as the basis for

Georgia’s Adult Education system.

This handbook represents the collective work of many people. The University of

Georgia’s Adult Education Research and Development Project led the development of

this handbook, under the leadership of Tom Valentine and Brad Courtenay. The

principal authors on the three handbooks were: Elizabeth Dillon-Marable for Handbook

#1, Margaret McLaughlin for Handbook #2, and Carla DeBose and Barbara James for

Handbook #3. Many other people on the UGA staff worked on a variety drafts and

endless editing, including: Judy Milton, Colleen McDermott, Jennifer Rouan, Patricia

Erwin, Kristi Leonard, Ain Grooms, Julie Range, Jihyun Kim, and Fred Prasuhn.

Throughout the development process, we received consistent and valuable guidance

from the Georgia Office of Adult Education, largely in the persons of Beverly Smith,

Josephine Reed-Taylor, Carla DeBose, Robert Creech, Kimberlee Bryant, Barbara

James, and Lynne Cage. Local program administrators and teachers throughout the

state of Georgia also generously provided hours of their time and the wisdom of hard-

won experience.

Essential Knowledge for Adult English as a Second Language: A Handbook for Instructors October 15, 2012; Version 3 1

Overview

This handbook – Essential Knowledge for Adult English as a Second

Language Education: A Handbook for Instructors – was developed by the

Office of Adult Education (OAE), Technical College System of Georgia (TCSG). The

purpose of the handbook is to provide all adult ESL teachers within OAE programs the

essential information they need to fulfill the mission of TCSG/OAE:

To enable every adult learner in Georgia to acquire the necessary basic skills —

reading, writing, computation, speaking, and listening — to compete

successfully in today's workplace, strengthen family foundations, and exercise

full citizenship.

Each year many teachers who are new to the field of adult ESL literacy enter the OAE-

sponsored adult literacy system. These teachers may have a background in K-12

education, with subject area expertise in math, reading, or the language arts. However,

many of them will find the world of adult ESL literacy to be quite different from their

previous teaching experiences, and they sometimes lack an understanding of how adults

learn and the principles of adult education.

One of the goals of the Office of Adult Education is for certain core knowledge to be

shared across programs, helping to ensure that instruction will be more successful and

that collaborative efforts across the state will be more productive. This handbook has

been designed to provide some of that core knowledge. It contains five sections:

Section 1: Understanding the Rationale for Adult ESL Education in the United

States and Georgia

Section 2: Understanding the Structure of Adult Literacy and ESL in Georgia

Section 3: Understanding Adult ESL Learners

Section 4: Developing Effective Classroom Recordkeeping Practices

Section 5: Developing Effective Classroom Management Practices

Some of the questions that this handbook will help adult ESL teachers answer include

the following:

How is my program connected to the larger adult literacy system in Georgia?

What is unique about adult immigrants as learners?

What do we know about second language acquisition for adults?


What kinds of recordkeeping can be used to meet reporting requirements and still

help adult learners meet their personal goals?

How can an ESL classroom be managed to optimize learning?

This handbook focuses on the fundamental information that the Office of Adult

Education believes every teacher in the state must possess in order to fulfill a variety of

specific assignments related to adult ESL instruction, regardless of local program

differences. The following important limitations apply:

The handbook is not a substitute for educational training, academic degree, or

teacher certification.

The handbook does not provide in-depth training in ESL/Civics instruction.

The handbook is not a substitute for local orientations that focus on program-

specific policies and procedures.

The handbook is not a substitute for ongoing staff development training at the local

and/or state level.

This handbook has been developed to be a resource for educators in the state of Georgia.

Anyone is free to use the handbook at any time.


Section 1:

Understanding the Rationale for Adult ESL Education in the United States and Georgia

This section provides a brief look at immigration patterns that drive the need for ESL

programming and the legislative initiatives that fund adult literacy education in the

United States and in Georgia.

Learning Objectives: At the conclusion of this section, you will:

1. Understand the relationship between immigration patterns and the need for adult

English language instruction.

2. Understand the English language needs of Georgia’s adult immigrant population.

3. Become familiar with the federal legislation that currently mandates and funds adult

literacy education.

NOTE: Across the country, adult English language education is variously referred to as

ESL (English as a Second Language), ESOL (English for Speakers of Other Languages),

ELP (English for Limited Proficiency), and EL (English Language). For this handbook,

the term ESL will be employed throughout since it is commonly understood and used in

adult literacy education in Georgia.

Immigration Patterns in the United States

One of the most dramatic changes in immigration in the past 60 years has been the

tremendous diversity in language and culture of new immigrants. Before World War II

the majority of voluntary immigrants came from European countries, where the

languages (some with a Roman alphabet like English) and the customs were often

familiar.

However, that pattern began to shift after 1945 and with it came the diversity in

immigration patterns that are more evident in our communities today. We see this in

our cuisine, in our local and regional cultural celebrations, in our businesses, and in our

politics. Immigrants now arrive from every part of the world, speak languages with little

resemblance to English, and bring significant cultural differences and customs with

them.

The foreign-born population in the United States has increased significantly over the

last four decades, growing from 9.6 million in 1970, to 14.1 million in 1980, to 19.8

million in 1990, and 31.1 million in 2000. In 2009, the American Community Survey of


the U.S. Census Bureau estimated that there were 38.5 million foreign-born persons

within the United States, or 12.5% of the total population. The two largest groups of

foreign-born persons are from Latin America (53%) and Asia (28%).

Figure 1: Total Population by Nativity and Foreign-Born Population by Region of Birth: 2009

It is estimated that between 6.0% and 9.9% of Georgia’s total population are foreign-

born persons.

Figure 2: Foreign-Born Population by State and Puerto Rico: 2009


These changes in country of origin and cultural diversity are also reflected in a number

of social and economic factors. For example, more immigrants seem to have limited

skills and education, and roughly 2 of every 3 new immigrants also have limited English

proficiency. The combination of these factors has resulted in disturbing statistics,

including the following:

1 in 5 low-wage workers is an immigrant;

1 in 4 poor children is from an immigrant family;

1 in 3 children without health insurance is in an immigrant family;

Immigrant workers are more likely to have dropped out of high school;

75% of all U.S. workers with less than a ninth-grade education are immigrants.

(Source: Census Bureau/Urban Institute)

The Need for Adult ESL Instruction

The dramatic shifts in immigration and the resulting social and economic conditions

present serious challenges to policy makers who are concerned for the successful

integration and assimilation of immigrants into the United States.

Historically, adult education has played a crucial role in this area. Proficiency in English

has always been one of the key measures of integration for immigrants, and adult

education has been an important stepping stone to employment opportunities and

greater financial security. A number of federal legislative initiatives reflect this support

for adult education and for, in particular, adult ESL instruction.

Federal Legislation

Although support for adult education has been a federal priority for decades, the United

States Congress took a major step toward institutionalizing adult literacy education and

English language instruction by passing the Adult Education Act (AEA) in 1966. The

AEA provided a mandate and funding for three major programs:

Adult Basic Education (ABE);

Adult Secondary Education (ASE);

English Literacy Programs (ELP).

The Adult Education and Family Literacy Act (AEFLA) was passed by Congress in 1998

to address the need for standardization and accountability in adult literacy education

programming. As Title II of the Workforce Investment Act (WIA), this legislation

required publicly funded adult literacy programs in all 50 states to set target levels for

learner performance. Each state now collects data on the progress and educational gains

of learners in each of the funded programs and reports the educational gains to the

National Reporting System for Adult Education (NRS).


English as a Second Language (ESL) programs now account for approximately 44% of

all adult literacy programs and are growing faster than either ABE or ASE. ESL includes

family literacy, workplace literacy, transition classes, and integrated language and

vocational skills (VESL), as well as English Literacy/Civics and Citizenship Education

(EL/Civics), which integrates language instruction, civics education, and citizenship

preparation.

Immigration Patterns in Georgia

Changes in immigration patterns have dramatically affected Georgia, too. Fifteen years

ago, states like California, Texas, Florida, and New York saw new immigrants arriving

each year. Conversely, Georgia saw so few immigrants that their presence was hardly

noticeable in most counties and cities in the state.

In the 1990’s, however, that pattern seemed to change overnight as immigrants arrived

to take jobs, often as farmhands, construction workers, landscapers, and poultry

workers, or to start small businesses. Today, Georgia has one of the fastest growing

immigrant populations in the nation, accounting for nearly 30% of the state’s total

population increase.

As Table 1 indicates, the largest numbers of immigrants in Georgia who speak a

language other than English at home are Spanish speakers.

Table 1: Speakers of Foreign Languages in Georgia

SPEAKERS OF FOREIGN LANGUAGES IN GEORGIA

Spanish 618,233

Korean 42,326

African Languages 41,104

French 39,170

Vietnamese 38,420

Chinese 32,213

German 25,995

Hindi 18,922

Kro, Ibo, Yoruba 15,787

Russian 14,574

Portuguese 14,360

Gujarati 14,150

Arabic 11,810

Tagalog 10,136

Other 89,694

TOTAL 1,026,894 (Source: U.S. Census Bureau, 2010)


The number of adults who participate in ESL programs across the state underscores the

need for adult English language instruction in Georgia. In 2010 – 2011 for example,

more than 12,500 students were enrolled in ESL classes in Georgia. Table 2 shows the

enrollment in ESL and EL Civics classes that year, by ethnicity and gender.

Table 2: Ethnicity and Gender in Georgia ESL

ENROLLMENT IN ESL AND EL CIVICS BY ETHNICITY AND GENDER

GEORGIA, 2010 – 2011

Amer. Indian/Alaskan Native 52

Asian 3,951

Black/African American 1,787

Hispanic/Latino 5,862

Native Hawaiian/Pacific Islander 16

White 870

TOTAL 12,538

Male 4,382

Female 8,156

(Source: GALIS #AL109, Technical College System of Georgia, Office of Adult

Education, 2010-2011)

Did You Meet the Learning Objectives for this Section?

This section included information that every adult educator in Georgia should know.

To make sure that you have learned this information, please ask yourself the following

questions:

1. Do you understand the relationship between immigration patterns and the need

for adult English language instruction?

2. Do you understand the English language needs of Georgia’s adult immigrant

population?

3. Are you familiar with the federal legislation that currently mandates and funds

adult literacy education?


Section 2:

Understanding the Structure of Adult Literacy and ESL in Georgia

ESL instructors need basic information about the organization and structure of the adult

literacy education system in Georgia. This section provides an overview of adult ESL

education in Georgia, including the administrative structure, the educational structure,

and an explanation of the standards used to guide its programming.


1. Understand the way adult ESL education in Georgia is organized.

2. Recognize six educational functioning levels and the English proficiency that

characterizes them.

Organizational Structure of Adult ESL in Georgia

Instruction for adults with limited English proficiency has been a feature of adult

literacy education in the state of Georgia for many years. In 1988, oversight for all adult

literacy programs in the state was moved from the Department of Education to the

Department of Technical and Adult Education (DTAE). A year later, in 1989, the Office

of Adult Literacy (OAL) was created within the DTAE to administer all adult literacy

programs across the state. In the fall of 2007, DTAE was renamed the Technical College

System of Georgia (TCSG), and OAL was renamed the Office of Adult Education (OAE).

OAE’s System Office is in Atlanta and administers publicly funded adult literacy and

ESL programs.

The mission of OAE is “to enable every adult learner in Georgia to acquire the necessary

basic skills in reading, writing, computation, speaking and listening to compete

successfully in today’s workplace, strengthen family foundations, and exercise full

citizenship.” To help reach this goal, technical college s, state colleges, community-based

organizations, and school systems, experienced in providing English literacy and

citizenship services to immigrants and refugees, provide an integrated program of

services that incorporates English literacy and civics education. All 159 counties in

Georgia have adult literacy programs. Each program is designed to serve a specified

Service Delivery Area (SDA). The SDAs are grouped into four Regions: Northwest

Georgia/Metro Atlanta Region, Northeast Georgia/Metro Atlanta Region,

South/Southwest Georgia Region, and Central/Southeast Georgia Region.


Educational Functioning Levels

The National Reporting System (NRS) has established six educational functioning levels

for adult ESL programs. These six levels identify English language proficiency along a

continuum from beginning ESL literacy to advanced, including ESL proficiency. The six

levels are used for a number of purposes, including the appropriate placement of new

students, the development of curriculum, and the assessment of student progress.

The six educational functioning levels will be very useful in your curriculum

development, and the assessment of your students’ progress will provide additional

information for curriculum changes. In Georgia, the assessment measure for initial

placement of new students and for assessment of student progress is BEST Plus and

BEST Literacy. You will want to familiarize yourself with the tests that your local

program has chosen and the test administration instructions. The functioning levels and

the BEST Plus and BEST Literacy measures for each level are listed in Table 3.

Components of a Standard-Based System

The accountability requirements of the federal government require that every adult ESL

program in Georgia must attempt to meet established targets for student enrollment

and student achievement. These targets are required by the Adult Education and Family

Literacy Act (AEFLA) and are reported to the National Reporting System (NRS). Adult

ESL learners must demonstrate improvement in reading, writing, speaking, and

listening. To meet these requirements, Georgia now uses a standards-based system for

its adult education programs. This standards-based system, called the Georgia Adult

Education Curriculum Framework, includes the following assessment measures:

Standards establish broad performance expectations.

“The learner will be able to comprehend and communicate in written and spoken

English for a variety of purposes and audiences (Part A).”

Indicators define the knowledge and skills that are required to master the standard.

“The learner will be able to recognize and identify common signs and symbols in the

community (B.6.1).”

Benchmarks describe how the knowledge and skills will be applied in order to

demonstrate mastery of the standard.

“The learner will be able to read and understand the meaning of simplified maps,

diagrams, and common traffic signs and symbols (B.6.1).”

You will want to familiarize yourself with the most up-to-date ESL standards so that you

can use these measures, as well as the educational functioning levels from Table 3, in

your curriculum development. Please see your Program Administrator or your Grant

Program Support Coordinator to obtain this information.


Table 3: Educational Functioning Levels for ESL

EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS

Literacy Level Listening and

Speaking Basic Reading and

Writing Functional and Workplace Skills

Beginning ESL Literacy Test Benchmark: BEST Plus: 400 and below (SPL 0–1) BEST Literacy: 0–20 (SPL 0–1) TABE CLAS-E scale scores:* Total Reading and Writing: 225-394 Total Listening and Speaking: 230-407

Individual cannot speak or understand English, or understands only isolated words or phrases.

Individual has no or minimal reading or writing skills in any language. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument.

Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words, such as name and other personal information; may recognize only common signs or symbols (e.g., stop sign, product logos); can handle only very routine entry-level jobs that do not require oral or written communication in English. There is no knowledge or use of computers or technology.

Low Beginning ESL Test benchmark: BEST Plus: 401–417 (SPL 2) BEST Literacy: 21-52 (SPL 2) TABE CLAS-E scale scores:* Total Reading and Writing: 395-441 Total Listening and Speaking: 408-449

Individual can understand basic greetings, simple phrases and commands. Can understand simple questions related to personal information, spoken slowly and with repetition. Understands a limited number of words related to immediate needs and can respond with simple learned phrases to some common questions related to routine survival situations. Speaks slowly and with difficulty. Demonstrates little or no control over grammar.

Individual can read numbers and letters and some common sight words. May be able to sound out simple words. Can read and write some familiar words and phrases, but has a limited understanding of connected prose in English. Can write basic personal information (e.g., name, address, telephone number) and can complete simple forms that elicit this information.

Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print found in the home and environment, such as product names. Can handle routine entry level jobs that require very simple written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge and experience with computers.






High Beginning ESL Test benchmark: BEST Plus: 418–438 (SPL 3) BEST Literacy: 53–63 (SPL 3) TABE CLAS-E scale scores:* Total Reading and Writing: 442-482 Total Listening and Speaking: 450-485

Individual can understand common words, simple phrases, and sentences containing familiar vocabulary, spoken slowly with some repetition. Individual can respond to simple questions about personal everyday activities, and can express immediate needs, using simple learned phrases or short sentences. Shows limited control of grammar.

Individual can read most sight words, and many other common words. Can read familiar phrases and simple sentences but has a limited understanding of connected prose and may need frequent re-reading. Individual can write some simple sentences with limited vocabulary. Meaning may be unclear. Writing shows very little control of basic grammar, capitalization and punctuation and has many spelling errors.

Individual can function in some situations related to immediate needs and in familiar social situations. Can provide basic personal information on simple forms and recognizes simple common forms of print found in the home, workplace and community. Can handle routine entry level jobs requiring basic written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge or experience using computers.

Low Intermediate ESL Test Benchmark: BEST Plus: 439–472 (SPL 4) BEST Literacy: 64– 67 (SPL 4) TABE CLAS-E scale scores:* Total Reading and Writing: 483-514 Total Listening and Speaking: 486-525

Individual can understand simple learned phrases and limited new phrases containing familiar vocabulary spoken slowly with frequent repetition; can ask and respond to questions using such phrases; can express basic survival needs and participate in some routine social conversations, although with some difficulty; and has some control of basic grammar.

Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations but lacks clarity and focus. Sentence structure lacks variety but shows some control of basic grammar (e.g., present and past tense) and consistent use of punctuation (e.g., periods, capitalization).

Individual can interpret simple directions and schedules, signs, and maps; can fill out simple forms but needs support on some documents that are not simplified; and can handle routine entry level jobs that involve some written or oral English communication but in which job tasks can be demonstrated. Individual can use simple computer programs and can perform a sequence of routine tasks given directions using technology (e.g., fax machine, computer).






High Intermediate ESL Test Benchmark: BEST Plus: 473–506 (SPL 5) BEST Literacy: 68-75 (SPL 5) TABE CLAS-E scale scores:* Total Reading and Writing: 515-556 Total Listening and Speaking: 526-558

Individual can understand learned phrases and short new phrases containing familiar vocabulary spoken slowly and with some repetition; can communicate basic survival needs with some help; can participate in conversation in limited social situations and use new phrases with hesitation; and relies on description and concrete terms. There is inconsistent control of more complex grammar.

Individual can read text on

familiar subjects that have a

simple and clear underlying

structure (e.g., clear main

idea, chronological order); can

use context to determine

meaning; can interpret actions

required in specific written

directions; can write simple

paragraphs with main idea

and supporting details on

familiar topics (e.g., daily

activities, personal issues) by

recombining learned

vocabulary and structures; and

can self and peer edit for

spelling and punctuation

errors.

Individual can meet basic survival and social needs, can follow some simple oral and written instruction, and has some ability to communicate on the telephone on familiar subjects; can write messages and notes related to basic needs; can complete basic medical forms and job applications; and can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally. Individual can work with or learn basic computer software, such as word processing, and can follow simple instructions for using technology.






Advanced ESL Test Benchmark: BEST Plus: 507–540 (SPL 6) BEST Literacy: 76-78 (SPL 6) ** TABE CLAS-E scale scores:* Total Reading and Writing: 557-600 Total Listening and Speaking: 559-600

Individual can understand and communicate in a variety of contexts related to daily life and work. Can understand and participate in conversation on a variety of everyday subjects, including some unfamiliar vocabulary, but may need repetition or rewording. Can clarify own or others’ meaning by rewording. Can understand the main points of simple discussions and informational communication in familiar contexts. Shows some ability to go beyond learned patterns and construct new sentences. Shows control of basic grammar but has difficulty using more complex structures. Has some basic fluency of speech.

Individual can read moderately complex text related to life roles and descriptions and narratives from authentic materials on familiar subjects. Uses context and word analysis skills to understand vocabulary, and uses multiple strategies to understand unfamiliar texts. Can make inferences, predictions, and compare and contrast information in familiar texts. Individual can write multi-paragraph text (e.g., organizes and develops ideas with clear introduction, body, and conclusion), using some complex grammar and a variety of sentence structures. Makes some grammar and spelling errors. Uses a range of vocabulary.

Individual can function independently to meet most survival needs and to use English in routine social and work situations. Can communicate on the telephone on familiar subjects. Understands radio and television on familiar topics. Can interpret routine charts, tables and graphs and can complete forms and handle work demands that require non-technical oral and written instructions and routine interaction with the public. Individual can use common software, learn new basic applications, and select the correct basic technology in familiar situations.

Note: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills for the level. CASAS = Comprehensive Adult Student Assessment System ● BEST= Basic English Skills Test ● TABE CLAS-E = Test of Adult Basic Education Complete Language Assessment System—English * Refer to the TABE CLAS-E Technical Manual for score ranges for individual reading, writing, listening and speaking tests. Table shows only total scores ** Students can be placed into advanced ESL using Best Literacy but the test does not assess skills beyond this level so students cannot exit Advanced ESL with this test. Retesting of students who enter this level with another assessment is recommended.

(Source: NRS Implementation Guidelines, May 2012)





questions:

1. Do you understand the way adult ESL education in Georgia is organized?

2. Do you recognize the six educational functioning levels and the English

proficiency that characterizes them?


Section 3:

Understanding Adult ESL Learners

New instructors need to know about adult ESL learners, cultural issues in the classroom,

and second language acquisition. In this section, we look at who the learners in your

classes may be, how cultural differences can both challenge and enrich the classroom,

and how insight into the processes of second language acquisition can inform your

teaching.


1. Understand the characteristics of adult ESL learners.

2. Recognize cross-cultural differences that might cause misunderstandings in your

classroom.

3. Be familiar with teaching strategies that address different styles of learning.

Characteristics of the Adult ESL Learner

As you begin to plan classroom activities to help your adult ESL learners develop

proficiency at each of the six target levels, it is important to consider the differences

between adults and children as learners, and the differences between adult learners and

adult ESL learners. From extensive research and practical application, we know that a

number of assumptions can be made about your students. For example, the students in

your classes are likely to:

Be self-directed. Adult ESL learners make the choice to learn English and are

motivated by their individual needs for proficiency in the language. Understanding

why learners come to class and teaching to those motivations are key factors in

retention.

Bring prior experiences and knowledge to the classroom. Whether their education

came from formal or non-formal learning, their minds are not blank slates. Each one

has a lifetime of experience to draw from and will also benefit from opportunities to

relate new ideas and new experiences to what they already know.

Be slow to participate. This can indicate time spent processing (meaning) or

translating (first language to English and vice versa). What might seem like

disaffection or disinterest may simply be the need to adjust to the new learning

environment.

Have different learning styles. Most adults have a preference for one or a

combination of ways to learn. Varied activities and frequent review help address this.


Expect to see immediate benefits. Because adult learners are busy with family, work,

or other responsibilities, they may expect immediate application and immediate

success. Relate course content to their lives and provide opportunities for students to

demonstrate what they learn.

Have little confidence about learning a new language. Little formal education or low

self-esteem may cause them to question their abilities to learn English; some adults

may fear that they are too old to learn.

Have developed compensating strategies for a variety of situations. Help your

students differentiate between those strategies that are useful and creative, and those

that interfere with new learning.

Cross-Cultural Considerations

ESL classrooms are richly diverse, both linguistically and culturally. For the most part,

you will find a great deal of harmony and congeniality among your students, as well as

respect for the cultural differences of others.

There are situations, however, where the culture and customs of some of your students

may clash with the expectations we have in adult education. Because it is your

responsibility to maintain a safe and organized classroom environment, you will need to

step in when cultural differences dictate so. While maintaining respect for all your

students, you cannot turn a blind eye to actions or words that threaten or create

awkwardness for any of your students.

Attitudes toward women and the roles of men and women may differ among your

students, for example. These may not be problematic, as long as sexually suggestive

remarks, unwanted attention, and other culturally inappropriate behavior in the

classroom are never ignored. If they arise, think of these as teachable moments -

opportunities to increase the cultural knowledge of your students and introduce them to

the legal and professional codes of conduct that are expected of them in the United

States. Address these issues with the entire class or speak personally with the students

that are involved.

Communication Styles

Some of the communication issues that may arise in your classroom include the

following:

Our voices convey a great deal of information about our emotions and about the

context for speaking; we modulate the pitch, loudness, speed, and rhythm of our

voices, just as we do by our words. For example, a flat affect in English can mean

boredom or sarcasm; to a Russian, it can be a matter-of-fact interpretation, which is

meant to be neutral.


Around the globe, ‘loudness’ is cultural. While raised voices may signal anger, they

may also indicate exciting conversation and great enthusiasm. The volume that an

English-speaking person might interpret as belligerent, an Arabic-speaking person

might interpret as sincere. On the other hand, Americans tend to speak louder than

many Europeans and that may be interpreted as assertiveness, even when it is not

intended.

Telling someone ‘Yes’ may actually mean ‘Maybe.’ In Bulgaria, nodding one’s head

signifies ‘no’ while shaking one’s head signifies ‘yes.’ A ‘thumbs-up’ gesture in Iran is

vulgar, but it is considered friendly in Brazil.

Being frank about one’s emotions is not a custom generally shared around the world,

so some adult learners will feel very uncomfortable disclosing private, personal

thoughts, and information.

In the United States, we approve of and encourage people to talk out their

differences. In some parts of Asia, however, engaging in conflict is embarrassing or

demeaning. To save face for themselves and for others, those adults may have no

alternative but to simply smile and/or remain silent.

In some cultures, laughter is an appropriate response during times of tension and

discomfort even though it may seem inappropriate or disrespectful in other cultures.

Although Americans often admire decisiveness and expect individuals to step-up and

take the lead in group activities, other cultures prefer collaborative or group

decision-making, and consensus is often valued over majority rule.

Key Phrases

The following are key words and phrases that adult ESL instructors should be familiar

with:

Auditory discrimination – the ability to distinguish differences in sounds

Cognate – a word in one language that is similar to a word in another language with

the same meaning

Communicative competence – the ability to successfully use language to convey

meaning in a variety of situations

Fossilization – a feature of language that occurs when a learner is unable to change

or correct mistakes, even after extensive exposure to the target language or

instruction in the target language

Input – written or spoken language that the learner is exposed to

Interlanguage – knowledge about how a language system works

Listening – the most used communication skill outside the classroom

Speaking – a skill that is dependent on the context in which it occurs

Syntax – word order; overall sentence structure


Adult Second Language Acquisition (SLA)

NOTE: Although many adults in ESL classes speak and/or write more than one other

language, and English is not their ‘second language,’ this handbook employs the

commonly used phrase, ‘second language acquisition,’ throughout.

How do adults learn a new language? There is little consensus about how adults learn a

new language in adulthood, in part because so many variables exist with learners, the

learning environment, and among instructors. For example:

Adult learners vary in age, prior education, confidence, and in the amount of time

they can or want to devote to learning.

Classes may have one proficiency level or multi-levels; have regularly attending

students or students who drop in and out; teachers’ aides, volunteers, or one teacher

alone; and sufficient or insufficient resources and supplemental materials.

Instructors and their understanding of adult learning, of the teaching and learning

dynamic, and of second language acquisition vary across programs.

It is likely that you already have a philosophy or perspective toward learning that

informs your teaching. However, it is easy to espouse a philosophy of learning while

choosing activities and teaching strategies that reflect something quite different. This is

one of the greatest challenges for teachers so it is important to find an approach to

curriculum development and lesson planning that helps you.

The learning cycle that is presented in Table 4 is a composite of several approaches to

learning that are based on a developmental perspective. Each of the steps may help as

you create lesson plans and develop classroom activities for your students.

It will be helpful if you keep the following in mind:

As with most kinds of learning, second language acquisition is not a linear process.

As learners incorporate new information, they may forget or fail to use correctly

some of the forms previously learned. This is one reason that short, frequent reviews

are helpful to adult learners of a new language.

Teach vocabulary in the context of real situations. When the situation is clear, the

meaning and use of vocabulary in that context becomes clear.


Table 4: Learning Cycle for an ESL Curriculum

STEP Strategies

Establish Meaning

Identify the outcomes you hope to see; share these with

your students.

Draw the language content from your students’ lives.

Use objects/visual aids.

Provide a context for the lesson and explain its purpose.

Use actions.

Allow students to translate for each other.

Provide Practice

Make the practice meaningful and communicative; the

practice should be within their reach and require their

participation.

Vary the activities.

Have students ask questions, fill in exercises, make

choices, practice dialogues, provide descriptions, play

games, use manipulatives and other visual aids.

Encourage

Purposeful Student

Interaction

Encourage students to experiment with the material.

Provide opportunities for students to initiate questions

and concerns about their comprehension.

Have students role-play, solve real-life problems,

respond to structured and hypothetical situations

Review and Relate

Assess your learners’ understanding of the new

material and their ability to use it appropriately.

Reteach, if necessary.

Provide feedback to your students.

(Source: Adapted from ESOL Starter Kit, Virginia Adult Learning Resource Center,

2002)

Consideration of Learning Styles

Every learner is unique, and you will discover that not all students will learn in the same

way. Each of us has a preference for how new information is presented to us, so it can be

quite challenging to teach to a variety of learning preferences in your classroom.

Although there are many assessments and inventories of learning styles available for

classroom instructors, using these tools with ESL learners is not usually practical or

possible because of language barriers. Yet, without knowing a great deal about how the

students in your classroom learn, your best bet is to develop activities and use resources

that are varied. For example, although a preference for visual learning is most common

among American adults, your students may prefer auditory or kinesthetic learning


experiences, or a combination of all of them. While many adults prefer information to be

presented sequentially, the learners in your class may learn more successfully with other

kinds of presentations.

Here are some suggestions to guide your planning and help your students:

Use oral, aural, visual, and kinesthetic resources and activities in every lesson.

Vary the ways in which you present new material and include lists, sequentially

ordered information, and concept maps.

Speak clearly and somewhat slowly; face your students when you speak.

Use pairs and small groups to encourage your students to help each other.

Allow plenty of time for practice after presenting new material.

Review prior material before moving on to a new lesson.

Left brain activities are verbal, sequential, and analytical; many of your students will

respond to these types of activities.

Right brain activities are non-verbal, abstract, sensory, and intuitive; these types of

activities will probably be more successful with students at higher levels of English

proficiency.

Pause often while speaking.

Use visual aids whenever possible.

Rephrase important instructions; check for comprehension.

Non-participation or learning difficulties may be an indication of a learning

disability not previously identified.




questions:

1. Do you understand the characteristics of adult ESL learners?

2. Do you recognize the cross-cultural differences that might cause

misunderstandings in your classroom?

3. Are you familiar with teaching strategies that address different learning styles?


Section 4:

Developing Effective Classroom Recordkeeping Practices

ESL instructors need to know what records are used in adult literacy programs to meet

local, state, and federal reporting requirements. This section presents the rationale for

gathering a variety of student-related data and identifies the important reporting that is

required for the Office of Adult Education (OAE) and the National Reporting System

(NRS). The Office of Adult Education uses the Georgia Adult Learner Information

System (GALIS) to capture all student related data and provides the reports as required

by the NRS.

Learning Objectives: As you work through this section, you will:

1. Understand the forms required by the Georgia Office of Adult Education.

2. Understand what these required documents and forms look like.

3. Understand how these required forms are maintained.

Key Phrases

Personnel in all adult ESL programs in Georgia should be familiar with the standard

terminology that is common across the state. The following is a list of key phrases and

terms.

Intake Assessment Form (IAF): This document collects demographic and other

pertinent information when learners enroll each fiscal year. The IAF captures

information you will need to plan your instruction, such as student goals and current

assessment scores.

Retention Rate: The retention rate computes the percentage of adult learners who

progress within a level or remain long enough to complete a level, after subtracting

the number of adult learners who have dropped out before completing an academic

level.

Student Education Plan (SEP): Each adult learner has a Student Education Plan that

is based on his or her goals, interests, and assessment scores.

Student Intake Process: The intake process covers the time between a prospective

adult learner’s initial contact with program personnel, through completion of the

Intake Assessment Form, development of a Student Education Plan, and enrollment

in the program.

BEST Plus: BEST Plus is a standardized testing instrument designed to assess the

educational functioning level of ESL adult learners. It is first administered at intake


and recorded on the Intake Assessment Form; it continues to be used as an

assessment of progress and is reported to the NRS. Test publisher timeframes should

be adhered to when post testing.

BEST Literacy: BEST Literacy is a competency-based assessment that measures

adult English language learners’ ability to read and write in a variety of functional

literacy tasks; it continues to be used as an assessment of progress and is reported to

the NRS. Test publisher timeframes should be adhered to when post testing.

National Reporting System (NRS): The National Reporting System sets guidelines

for reporting progress at all educational functioning levels in adult literacy programs

across the United States. The Office of Adult Education is accountable to and

provides documentation to the NRS for the funding that is provided by Congress.

Adult Learner Daily Attendance Sheet: This sign-in sheet is used as a daily record of

adult learner attendance in all adult literacy classrooms. It captures the number of

instructional hours that each adult learner receives.

Contact Hours: This documentation covers all the time that adult learners spend in

program-sponsored activities. Contact hours include time spent in class, in a

learning lab, with a program-sponsored tutor, at intake, and on NRS-approved

assessments. Contact hours are reported as total hours and should be available for

review at any time.

Intake Assessment Form (IAF)

You will want to familiarize yourself with the Intake Assessment Form (IAF). (See Table

5 for explanation of the various sections of the IAF.) Along with the orientation for new

students and the development of an individualized educational plan, an IAF is required

for every adult ESL student, as part of the intake process and upon subsequent

enrollment in a new fiscal year. The IAF is a central component at intake because it:

1. Provides information about your students’ goals and interests;

2. Assists program staff in their planning; and

3. Reports student baseline data that is required by the NRS.

Each of the seven sections of the IAF is mandated by the Office of Adult Education; however, each local program is free to gather additional information for use in its ESL programs. A copy of the Intake Assessment Form is included as Appendix 1.


Table 5: Sections of the Individual Assessment Form (IAF)

IAF Section Type of Information When Gathered

1. Student Data SSN, DOB, age, name, race, formal

schooling, referral source

At intake

2. Student Contact

Information

Address, telephone number, and

e-mail address

At intake;

Updated as needed

3. Emergency Contact

Information

Emergency contact and relationship

to learner

At intake;

Updated as needed

4. Student Status and

Special Populations

Employment status,

disabilities/accommodations needed

At intake

5. Student Goals

Primary and secondary goals,

employment, citizenship, family and

health literacy, community and work-

based project goals

At intake;

On-going;

Completed by

learner and

instructor

6. Test Data

Pre- and post-assessment of

educational gain: based on BEST

Literacy, BEST Plus, GAIN, TABE,

and WorkKeys assessment

At intake;

Updated as needed

7. Conference Notes Documents conferences between

instructor and learner

Quarterly

Student Education Plan (SEP)

The Student Education Plan (SEP) is an additional document that every ESL student

must have on file. It is an individualized learning plan based on a learner’s goals and

interests and is a collaborative effort between the learner and the instructor. In the fall

of 2007, OAE published standards for creating SEPs.

The essential information in an SEP includes the following:

1. Curriculum Framework Indicator;

2. Specific instructional materials to accomplish those objectives;

3. The date the student started and completed the instructional materials; and

4. Outcome of performance towards meeting the Curriculum Indicator.

Because each SEP is individualized to the student, it is essential that the student’s goals

and interests be incorporated into his or her plan. A copy of the SEP can be found in

Appendix 2.


Classroom Attendance Records

There is no standardized form for collecting classroom attendance. Typically, each local

program will provide a form that is used by students to “sign-in” and “sign out” of the

class. This sheet is used to record the student’s time in class and usually contains the

information included in Table 6. GALIS has printable sign-in sheets.

The student usually fills in the sign-in sheet as he/she enters and exits class. The teacher

can provide one sheet for all students to sign – or a separate sheet for each individual

student. Examples of a daily sign-in sheet and a weekly sign-in sheet are provided in

Appendix 3.

In addition to the sign-in sheet, teachers normally collect comprehensive information on

all contact hours for each student (See Appendix 3 for example). A contact hour is

simply a term used to indicate the number of hours the student has attended class.

Usually, cumulative information on contact hours is recorded in the teacher’s daily

attendance records.

Table 6: Components of a Sign-in Sheet and Daily Attendance Record

Components of a Sign-in Sheet Components of a Daily Attendance Record

Student’s Name

Date

Arrival Time

Departure Time

Total Daily Contact Hours

Student’s Signature

Student’s Name

All Possible Days (Dates) of Instruction

Total Contact Hours




questions:

1. Do you understand which forms are required by the Georgia Office of Adult

Education?

2. Do you understand what these required documents and forms look like?

3. Do you understand how these required forms are maintained?


Section 5:

Developing Effective Classroom Management Practices

ESL instructors need to know what aspects of classroom management will contribute to

successful programs and effective learning environments. In this section, we examine

some of the ways in which classroom management strategies will contribute to

successful programs and effective learning environments.


1. Understand how ESL instructors contribute to program recruitment and retention

efforts.

2. Recognize steps in setting goals and objectives.

3. Understand how to group students in a variety of ways for a variety of activities.

4. Understand how to establish cross-cultural relationships in the classroom.

Recruitment and Retention

Recruitment and retention of students are responsibilities shared by everyone in most

adult literacy programs. Recruitment and retention are important aspects of successful

programs, and classroom instructors play a significant part in those efforts.

You may be asked to participate in active recruitment efforts, such as speaking to or

collaborating with groups in your community or distributing flyers about the program.

To be effective in these efforts, it is important to learn as much as you can about the

immigrant communities you serve. Churches and social service organizations are often

important places for contact, and community leaders and family members are often key

contact people. It is also important to understand how cultural differences and

particular community customs may affect your recruitment efforts, so knowledgeable

community leaders and long-time residents may be your greatest allies as you seek to

advertise the ESL classes and invite new students to enroll.

Keep in mind that it is especially natural for immigrants with limited English

proficiency to be suspicious or misunderstand why certain information is required by

adult literacy programs. If some of your students are insecure about their legal status,

this can complicate efforts to recruit and retain students. Proficient and trustworthy

translators can help you reassure your students, as well as prevent misinformation from

being passed along. Figure 3 provides suggestions for effective recruitment of students.


Figure 3: Suggestions for Effective Recruitment

Provide flexibility in scheduling of classes.

Advertise the program through newspapers, television, radio, and community

organizations.

Make sure every student feels welcome and respected; don’t allow students to feel

invisible, unwelcome, or disrespected.

Engage successful students and former students in recruitment efforts.

Gather and provide information about community resources to students.

Retention efforts are impacted by some of the same considerations, and you will quickly

find out from your students what brings them into the program, what keeps them

coming, and what contributes to their successes. Nationally, the attrition rate for ESL is

high; more than 30% of ESL learners drop out of adult literacy classes in the first few

months. This attrition rate is due to both personal factors and program factors,

according to feedback from learners themselves.

Personal factors include the pressures of family and work, childcare and transportation

problems, documentation concerns, and lack of support from family and friends. As was

cited in Section 3, immigrants face economic constraints that may force them to drop

out of their ESL classes for short periods of time or, perhaps, permanently. In tough

economic times, some of your students will take on second and third jobs to be able to

provide for themselves and their families.

However, immigrants may also drop out of ESL classes if cultural prohibitions require

it. For example, some Mexican and Central American women will not leave their homes

without a male family member escorting them. It is also true that some Muslim women

will not talk to any male who is not a family member and, therefore, will not stay in a

class if groups are gender-mixed. The intake process is the best opportunity to

document this information, but classroom instructors will do well to find out what

cultural prohibitions may impact the retention efforts in their classrooms.

Program factors include class schedules or level offerings that don’t meet learner needs,

instructional activities or materials that don’t meet learner needs, learner perceptions of

program relevance, lack of progress, or personal discomfort.

As a classroom instructor, you may have no input into program scheduling; however,

you have access to student feedback, and that information can be passed on to program

administrators who will want to be responsive to community needs. As a classroom

instructor, you can have a direct impact on the quality of instruction and materials; seek

professional development opportunities through workshops, reading research, and

networking with other ESL instructors. You also make choices about the usefulness and

appropriateness of materials to use with your students; if you have questions about


certain materials, use networking opportunities within your program and SDA. As a

classroom instructor, you have the most direct access to student perceptions about the

program, your students’ progress, and their suggestions for program improvement. Use

student feedback to inform yourself and your program administrator about the

relevance of your teaching program, their experiences of success or failure in the class,

their sense of acceptance and respect in the class, and the need for curricular and/or

material change. Figure 4 provides suggestions for effective retention efforts.

Figure 4: Suggestions for Effective Retention Efforts

Celebrate student effort and success in the classroom; provide documentation of

their progress with written assessments, certificates of achievement, or competency

checklists.

Help each of your students set realistic goals, both short and long-term; you will not

only contribute to their success, but you will also let them know that you recognize

their individual needs.

Use a variety of teaching modalities and resources in your classroom; ensure that

all students have multiple opportunities to learn and practice new material.

Make sure the classroom is an environment that is conducive to learning; use good

lighting and minimize distractions from outside noise or traffic.

Gather feedback from students and listen; use assessment, questions, and

discussion to find out what isn’t working and what is.

Goal Setting and Lesson Planning

There are two aspects of goal setting that will require your attention:

1. Helping students identify and set both short-term and long-term goals for their

learning; and

2. Developing goals and objectives for your lesson planning.

Student Goals Keep in mind that adult learners enroll in ESL classes because of the specific needs they

have. At intake, students will be asked about their goals and interests, and that

information will be reported on the Intake Assessment Form (IAF). (See Appendix 1:

Adult Education Program Intake Assessment Form) Some of your students with limited

English language ability may have had trouble expressing those needs; however, so you

will want to talk with each of your students individually. Make sure that you have

someone to translate for students who are true beginners.

These goals should reflect the following characteristics and be:


1. realistic for the student;

2. achievable;

3. collaboratively set by the instructor and the student;

4. measurable; and

5. clearly defined.

Depending on their level of English proficiency, students may have goals that seem

unrealistic to you. In that case, your job will be to help them break down the goals into

smaller and more realistic pieces. For example, a goal to be able to carry on a

conversation with an English speaking co-worker might be unrealistic for a beginning

learner, but may seem quite achievable if the learner can envision a series of short-term

objectives that will lead to fulfilling the broader goal. Following is an example of how to

break down the broad goal of being able to carry on a conversation with a co-worker into

more manageable parts.

To achieve the overall goal of conversing with a co-worker, the learner will:

1. Learn to greet English-speaking co-workers by identifying appropriate vocabulary.

2. Practice greeting co-workers through role-play.

3. Learn to share appropriate personal information by identifying vocabulary.

4. Practice sharing appropriate personal information through role-play and

question/answer.

5. Learn to talk about work duties by identifying vocabulary related to work duties.

6. Practice talking about work duties through role-play and dialogue.

7. Respond to open-ended questions related to work.

Lesson Planning Goals Lesson planning is an important aspect of classroom management, and your students

will benefit from the time you put into it. While lesson plans should be flexible and allow

for unexpected teachable moments, you will want to make sure that each lesson plan

includes both your own goals and objectives and also those of your students.

As you plan your lessons, the following research findings may help you:

Adult ESL students made significant gains on standardized test scores in classes

where instructors used materials from outside the classroom.

Students in classes where instructors used a combination of language practice and

opportunities for spontaneous communication showed higher gains than other

students.

An explicit focus on literacy (writing) development showed positive gains for adults

who had only a few years of schooling. (Adapted from http://www.nrdc.org.uk)

As you plan your lessons, consider how you might use the following:

http://www.nrdc.org.uk/


Build instructional routines into your lesson planning, such as warm up and review,

establishing the purpose of the lesson, practice opportunities, assessment, and

directions.

Incorporate activities that include speaking, listening, reading, and writing in every

lesson.

Follow the standards, indicators, and benchmarks for the level you are teaching.

Limit your use of vocabulary that is uncommon and phrases that are idiomatic

unless you can explain them to your students.

Speak clearly and somewhat slowly (enunciate). In addition to helping your students

understand more, you are modeling how you want your students to speak, so that

they will be understood by others.

Use visual aids (realia) and include realia in definitions whenever possible.

Make sure you rephrase and repeat for optimal understanding; the same is true for

summarizing and clarifying what students are learning.

Frequently check for understanding (comprehension checks). Using true/false

questions, asking students to give examples and having students explain or give an

example to another student are all effective strategies to promote understanding.

Repeat or restate your students’ questions, so that other students can hear what was

said.

Grouping Strategies

Grouping strategies can be effective in managing the activities and outcomes in a

classroom, and they can be very effective in classroom management. Plan ahead so that

you know why you are using a particular strategy and what you hope to accomplish with

it. Share this information with your students, so that they understand what you want

them to learn and practice. From whole group activities to individual configuration,

choose the best strategies for the type of activity and the expected outcomes you expect

(see Table 7 for specifics regarding grouping strategies).


Table 7: Grouping Strategies

Strategy Consideration

Whole groups Presenting new information;

Beginning a class and for warm-up activities;

Class projects;

Listening activities;

Field trips;

Brainstorming.

Small groups Controlled focus;

Similar proficiency level;

Useful for less-intimidating situations;

Similar interests;

Can be heterogeneous or homogeneous.

Teams Projects;

Competitive activities.

Pairs Practice;

Peer teaching/mentoring;

Review;

Dialogue, role-play, and interviewing.

Individual Practice;

Review.

Multi-level instruction Same topic;

Differentiated activities based on proficiency;

Peer-tutoring.

(Source: Center for Applied Linguistics, April 2006)

Establishing Effective Relationships

An important aspect of classroom management is establishing and maintaining a safe

environment and promoting positive relationships in the classroom. Adult ESL learners

are generally respectful and positive with each other and with their instructors, and

behavioral problems are rare. It is prudent, nevertheless, to identify and immediately

deal with any behavior that is disrespectful or threatening to anyone in the classroom.

Cultural differences can present challenges for an instructor and for students, even

when there is no threat; some of those issues were presented in Section 3 of this course.

The following strategies may be helpful in minimizing problematic behavior in the ESL

classroom:


Establish respect as an essential feature of communication in the classroom.

Maintain an environment that is free of physical and sexual harassment.

Help students resolve conflict in the classroom and use culturally knowledgeable

translators, if necessary.

Seek community support or identify resources for students who experience personal

or family problems; many social service agencies and other private or governmental

entities provide free or low-cost assistance to immigrants and refugees.




questions:

1. Do you understand how ESL instructors contribute to program recruitment and

retention efforts?

2. Do you recognize the steps in setting goals and objectives?

3. Do you understand how to group students in a variety of ways for a variety of

activities?

4. Do you understand how to establish cross-cultural relationships in the

classroom?


Appendices

Appendix 1: Adult Education Program Intake Assessment Form

Appendix 2: Adult Education Program Student Education Plan

Appendix 3: Adult Education Program Adult Learner Daily and Weekly Attendance

Sign-in Sheet


Appendix 1: Adult Education Program Intake Assessment Form

Technical College System of Georgia, Office of Adult

Education, Intake Assessment Form, Effective: July 1, 2012

Available from:

https://galis.tcsg.edu/OAL_PORTAL/Docs/FY13%20Intake%20Assessment%20Form.

docx

https://galis.tcsg.edu/OAL_PORTAL/Docs/FY13%20Intake%20Assessment%20Form.docx

https://galis.tcsg.edu/OAL_PORTAL/Docs/FY13%20Intake%20Assessment%20Form.docx


Appendix 2: Adult Education Program Student Education Plan

Technical College System of Georgia, Office of Adult

Education, Student Education Plan (SEP), effective July 2008


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Appendix 3:

Adult Education Program Adult Learner Daily and Weekly Attendance Sign-in Sheet

GALIS Report #AL073 & GALIS Report #AL074, to date as of 9/10/2012