Edu 659 week 5 assignment

Week 5 – Assignment

Teaching ESL Adults

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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:

  • English Language Proficiency Standards for Adult Education is a website that will provide you with information about English language standards and proficiencies for adult education.  The language standards are then presented in conjunction with College and Career Readiness (CCR) standards for higher education to align the language demands needed for Math, Science, Engineering, and English Language Arts.
  • ESL New Teacher Resource Guide is a website that provides many resources to help understand adult ELLs, plan lessons based on proficiency levels or multi-level classes,  and contains a list of resources for teachers of adult ELLs.
  • CAL Center for Applied Linguistics provides links to standards, ESL lesson plans, current research findings, and a host of other resources geared towards adults who are ESL.

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:

  1. Create three measurable mastery goals that are expected at the conclusion of the 8-week course
  2. Identify two content standards from your state (or another state you may be interested in researching) and explain their align with your mastery goals
  3. Develop benchmark standards
  • Two for each state content standard
  • The weeks where the benchmarks will be measured (with an explanation of why that week was chosen)
  • Describe at least five best teaching practices specific for Adult ESL learners you will implement to help them achieve mastery of the set goal. To help you start your research, visit:
  • Each of the best teaching practices listed must include:

    • At least one webpage or peer-reviewed article cited (five in total)
    • An explanation of how you will relate the teaching strategy to achieving mastery of your content standard and benchmarks?
    • An explanation of how you will differentiate the practice to make it accessible to various learning styles (visual, kinesthetic, auditory, tactile…)?

    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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