Teaching ESL Adults
Unlike K – 12 ELLs, who attend school as part of either compulsory education laws or to earn a high school diploma, adults who are returning to Adult Basic Education (ABE) classes do so with the intention learning to speak and/or write English. Some reasons for becoming English proficient include earning a GED (High School Equivalency Degree), seeking employment, career advancement, and socialization opportunities just to name a few.
However, just like public education programs, Adult programs for ESL students also have State Standards and expected outcomes for their students. . There are several websites where you can find standards-based initiatives:
Your assignment this week is to assume the role of an instructor for an ABE course that is offered for two-hours, twice a week for eight weeks. The class is titled, “Finding a Job: An Introduction to Applying for Entry Level Positions”. Your class has 15 adult students of varying ages, origins and language proficiency who are interested in learning what it takes to find employment.
Referencing the web pages listed above or other resources included in this week’s lesson:
Each of the best teaching practices listed must include:
The assignment must be two to four pages in length, excluding the title and reference pages. The paper should include an introduction to let the reader know the purpose of the paper and a conclusion. The paper should include at least 2 additional resources in addition to the course text)(s) and should be written in APA format throughout, with citations and references. Each part (Part A, Part B, Part C and Part D) should have it’s own subheading within the body of the paper.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
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