From Immigrant Enclave to Main Street, USA: The Social Policy Implications of Real-World Language Acquisition.

Autor/in	Kissam, Ed
Titel	From Immigrant Enclave to Main Street, USA: The Social Policy Implications of Real-World Language Acquisition.
Quelle	(1998), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Demography; Educational Needs; English (Second Language); Immigrants; Labor Force Development; Language Proficiency; Language Role; Learning Strategies; Limited English Speaking; Mexican Americans; Policy Formation; Program Design; Public Policy; Second Language Learning; Second Language Programs; Second Languages; Sociocultural Patterns; Spanish Speaking; State Surveys; California + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Demografie; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Arbeitskräftebestand; Language skill; Language skills; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hispanoamerikaner; Politische Betätigung; Programme design; Programmaufbau; Programmplanung; Öffentliche Ordnung; Zweitsprachenerwerb; Second language; Zweitsprache; Soziokulturelle Theorie; Kalifornien
Abstract	This paper presents findings from a state-sponsored study of the adult education needs of limited-English-proficient (LEP) adults in California. The findings relate primarily to the situation of the over 2.3-million Spanish-speaking LEP adults, and within this population, to Mexican immigrants. Data were gathered in household surveys in three geographically diverse immigrant communities. The focus here is on the study's implications for social policy and planning. Key findings are outlined in these areas: community diversity and its relationship to educational program design; the need for "survival English" vs. development of high-performance communication skills; instructional strategies for building English language skills; the need to explicitly teach learning strategies; the need for customized, community- and labor market-responsive program designs; patterns of participation in formal adult learning programs; and attention to functional context in adult English-as-a-Second-Language (ESL) instruction. The report also presents details on selected findings concerning language skills and their assessment, and examines Spanish-speaking LEP adults' skill development needs in four major functional domains: workplace; family life; community life; and lifelong learning. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC