Identification, Needs Assessment, and Instructional Planning for ESL Learners in NonESL Settings.

Autor/inn/en	Greenleaf, Connie; Gee, Mary Kay
Institution	Lake County Coll., Grayslake, IL.
Titel	Identification, Needs Assessment, and Instructional Planning for ESL Learners in NonESL Settings.
Quelle	(1997), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Check Lists; Classroom Observation Techniques; Classroom Techniques; Educational Needs; English (Second Language); High School Equivalency Programs; Identification; Instructional Design; Language Tests; Limited English Speaking; Second Language Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Checkliste; Klassenführung; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Identifikation; Identifizierung; Lessonplan; Language test; Sprachtest; Fremdsprachenunterricht
Abstract	The guide is designed for teachers in adult basic education and General Educational Development classes, as an aid for identifying potential limited-English-proficient (LEP) students, assessing their English proficiency in all language skill areas, observing classroom behaviors that might impede comprehension, and planning appropriate instruction. It consists of five parts. The first is a teacher observation checklist for classroom use. The second is an English language skill assessment tool consisting of an oral language test (giving short answers, answering open-ended questions, and storytelling), a reading skills test (letter recognition, word recognition, sentence reading, and paragraph reading), and a writing skills test (letter and word writing and sentence dictation). Test administration instructions, student answer sheets, and a scoring guide are included. Part three is a behavior checklist for teachers to use in assessing whether and how they are improving their comprehensibility in classroom communication. Part four offers strategies for planning instruction for students of diverse language abilities. The final part is an instructional planning checklist for the teacher. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01