English as a Second Language Instructors as Providers of Educational Brokering Services for Adults.

Autor/in	Stockwell, Dorothy B.
Titel	English as a Second Language Instructors as Providers of Educational Brokering Services for Adults.
Quelle	(1980), (131 Seiten)Verfügbarkeit M.A. Thesis, University of Minnesota
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Adult Education; Adult Educators; Educational Research; English (Second Language); Human Services; Postsecondary Education; Questionnaires; State Surveys; Student Needs; Teacher Characteristics + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Humanitäre Hilfe; Post-secondary education; Tertiäre Bildung; Fragebogen
Abstract	This study was undertaken in an effort to understand the role English as a second language (ESL) instructors and program coordinators play in assisting their adult students apart from providing specific language instruction. This role has been defined as that of an educational broker--one who may provide information, counseling, assessment, advocacy or on-going support to students. A questionnaire was devised and distributed to ESL adult educators throughout Minnesota to determine the services the educators provided, the needs they perceived the students to have, the services which should be provided by instructors, and important attributes of effective instructors. Responses indicated that ESL program personnel did perform educational brokering services, particularly as related to educational needs, coping and daily living problems, and career or vocational concerns. Respondents perceived the greatest student needs for information, counseling, and on-going support, especially as related to vocations, education, and coping problems. There was general agreement that ESL instructors should provide information, assessment, and on-going support for students, with divided opinions regarding the provision of counseling and advocacy. Interest in attending workshops to further develop instructor attributes tended to parallel the importance associated with the attributes. (Author/JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01