Bridging the Gap: A Transitional Program from ESL to ABE. Research and Curriculum.

Autor/in	Benware, Michael A.
Institution	Northampton Community Coll., Bethlehem, PA.; Pennsylvania State Dept. of Education, Harrisburg.
Titel	Bridging the Gap: A Transitional Program from ESL to ABE. Research and Curriculum.
Quelle	(1989), (152 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Classroom Techniques; Competency Based Education; Educational Strategies; English (Second Language); Language Skills; Learning Strategies; Literacy Education; Second Language Instruction; Skill Development; Student Adjustment; Student Needs; Transitional Programs + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Klassenführung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	A manual designed to help English-as-a-Second-Language (ESL) students make the transition to adult basic education (ABE) courses is presented. It is intended to help teachers understand the problems encountered by ESL transitional students, prepare specific lessons, and adopt successful teaching techniques. The competency-based curriculum targets improvement of skills in reading, writing, listening, and speaking to a level that supports success in the ABE classroom. It also attempts to build cultural knowledge and develop student self-confidence in English usage. Lessons are designed to establish a teacher-dependent relationship initially, then to lessen this dependence through self-confidence and strategies for independent learning. An introductory section describes the origins of the project in a teacher's classroom experience. The next three sections describe results of survey and pre-test of students and interviews with 15 ESL and ABE professionals, which suggest specific areas of need. The fifth section discusses the selection of reading materials. Post-test results indicating the success of the curriculum are then summarized. Selected lessons in reading, writing, speaking, and listening are included, and selected teaching techniques are suggested. The final section reviews relevant research and theory on syntax acquisition among ESL/ABE transitional students. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01