Adult School for Cuban Refugees, Fort Indiantown Gap, Pennsylvania. Final Report, August 25-November 28, 1980.

Institution	Central Susquehanna Intermediate Unit 16, Lewisburg, PA.
Titel	Adult School for Cuban Refugees, Fort Indiantown Gap, Pennsylvania. Final Report, August 25-November 28, 1980.
Quelle	(1980), (109 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acculturation; Adult Basic Education; Adult Education; Adult Literacy; Adult Programs; Basic Skills; Cubans; English (Second Language); Literacy Education; Outcomes of Education; Program Development; Program Effectiveness; Program Implementation; Refugees; Second Language Instruction; Pennsylvania + Suchen Sie Ihr Suchwort? Akkulturation; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Basic skill; Grundfertigkeit; Kubaner; English as second language; English; Second Language; Englisch als Zweitsprache; Lernleistung; Schulerfolg; Programmplanung; Flüchtling; Fremdsprachenunterricht
Abstract	The Adult School for Cuban Refugees, operated by the Central Susquehanna Intermediate Unit in 1980, supplied services to approximately 1,200 Cuban refugees in the six weeks of its operation at Fort Indiantown Gap, Pennsylvania. The program offered basic oral English classes to adults ranging in age from 18 to 81 years. The classes were conducted in the World War II Army barracks at the military installation. The mostly male students, who volunteered to attend classes, had a wide range of proficiency ranging from no English to an advanced understanding. The goals for this short-term educational project consisted of teaching oral English and providing for the acculturation of the Cuban students to the American way of life. Classes were conducted twice a day for three hours at a time, six days a week. Teachers used time before and after classes for additional preparation or tutoring. Students were recruited throughout the program, and a high percentage attended. Students were provided with textbooks, a dictionary, and supplies. An independent evaluator termed the program a success, since pre- and posttests showed a large gain in student English proficiency. The goal of teaching basic life skills for acculturation was also met. Teachers and students also felt that the program had been successful. Following evaluation of the project, recommendations were made for improving such programs if they are conducted again. (This report contains numerous appendixes covering facets of program operation such as planning, scheduling, student reports, attendance, service contracts for teachers, support personnel, and administrators, staff training, suggested lesson plans, use of teacher aides, and newspaper coverage.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC