Adult English Language Learners with Limited Literacy

Autor/inn/en	Bigelow, Martha; Schwarz, Robin Lovrien
Institution	National Institute for Literacy
Titel	Adult English Language Learners with Limited Literacy
Quelle	(2010), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Second Language Learning; Adult Learning; Adult Students; Literacy; Cultural Influences; Educational Opportunities; Professional Development; English (Second Language); Limited English Speaking; Educational Research; Language Research; Brain; Cognitive Processes; Student Needs; Adult Educators; Functional Literacy; Immigrants; United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Zweitsprachenerwerb; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Alphabetisierung; Schreib- und Lesefähigkeit; Cultural influence; Kultureinfluss; Bildungsangebot; Bildungschance; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsforschung; Pädagogische Forschung; Sprachforschung; Gehirn; Cognitive process; Kognitiver Prozess; Adult education teacher; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Funktionale Kompetenz; Immigrant; Immigrantin; Immigranten; USA
Abstract	Adult English language learners who lack print literacy or experience with formal education encounter a unique set of challenges in their lives and their efforts to learn English. Educators and policymakers are similarly challenged by how best to help these adults acquire English literacy. This paper reviews a variety of research, including that on language acquisition, literacy development in adults and children, cognition and brain functioning, adult education, and professional development. Though research on this specific group of adult learners is sparse, available findings suggest that they need programs and classes separate from those for other beginning-level English language learners, with particular attention paid to cultural influences and their experiences (or lack thereof) with formal education. Those who teach these adults can benefit from professional development opportunities that focus closely on the specific backgrounds, strengths and needs of these learners. (Contains 1 note.) (As Provided).
Anmerkungen	National Institute for Literacy. 1775 I Street NW Suite 730, Washington, DC 20006-2401. Tel: 800-228-8813; Tel: 202-233-2025; Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.nifl.gov
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10