A National Language Policy for ESL. Issues in ESL Literacy Education 2.

Autor/inn/en	Wrigley, Heide Spruck; Ewen, Danielle T.
Institution	Adjunct ERIC Clearinghouse for ESL Literacy Education, Washington, DC.; National Clearinghouse for ESL Literacy Education, Washington, DC.
Titel	A National Language Policy for ESL. Issues in ESL Literacy Education 2.
Quelle	(1995), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Activism; Adult Education; Change Strategies; Educational Needs; Educational Policy; English (Second Language); Federal Legislation; Federal Programs; Language Planning; Literacy Education; Policy Formation; Public Policy; Social Change + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lösungsstrategie; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Bundesrecht; Sprachwechsel; Politische Betätigung; Öffentliche Ordnung; Sozialer Wandel
Abstract	Discussion of national language policy concerning adult English-as-a-Second-Language (ESL) education examines conditions in American demographics and adult education, looks at kinds of policy required to meet predicted educational needs, and encourages ESL educators to become involved in the policy formation process. The first section discusses need for national adult ESL education policy, surveying trends in ESL instruction across federal and private sectors. It concludes with a call to action, suggesting three interdependent strategies for creating ESL-related policy. The second section elaborates on these strategies, examining key issues that must be addressed if the profession is to present a coherent, comprehensive ESL policy agenda to Congress. Characteristics of the adult ESL population and its educational needs are outlined, policy changes are suggested in areas of funding, recognition, and program quality improvement, and general policy recommendations are made. A concluding section describes actions that ESL professionals can take at the classroom, program, district, and state levels. Appended materials include notes on procedures for legislative review of the Adult Education Act, a timeline for involvement of ESL educators, glossary of acronyms, description of one adult ESL professional's experiences with policy formation, and list of related electronic message services. Contains 23 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Anmerkungen	NCLE, 1118 22nd Street, N.W., Washington, DC 20037.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC