A Comparative Study of Four Adult Programs in English as a Second Language in Postsecondary Institutions.

Autor/inn/en	Savage, Alicia P.; Terry, Louise
Titel	A Comparative Study of Four Adult Programs in English as a Second Language in Postsecondary Institutions.
Quelle	(1978), (30 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Programs; Classroom Techniques; Comparative Analysis; Educational Objectives; English (Second Language); Higher Education; Language Instruction; Language Programs; Needs Assessment; Program Administration; Program Descriptions; Program Evaluation; Second Language Learning; Student Characteristics; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Klassenführung; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bedarfsermittlung; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A descriptive analysis is presented of four New York area adult programs in English as a second language or English to speakers of other languages. The following characteristics of the programs are identified: student constituencies, program goals and objectives, methods of needs assessment, program design (formats and methods), classroom dynamics and program management. Information was obtained through interviews with program administrators and faculty, informal talks with students, classroom observations, and examination of program literature and course materials. The programs that were evaluated are as follows: the American Language Program at Columbia University, the American Language Institute at New York University, the English Language Center at LaGuardia Community College of the City University of New York, and the Economic Opportunity Center of Westchester under the auspices of Westchester Community College of the State University of New York. All of the programs had been in existence for at least three years, were noncredit, met at least for the equivalent of a college semester, and had sequentially organized series of courses within a prescribed curriculum. The similarities and differences among these programs are analyzed and a summary of tentative findings are presented. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01