| Author |
Title |
Publishing
Information |
Abstract |
Adkins,
M. A.
Sample, B.
Birman, D. |
Mental
Health and the Adult Refugee: The Role of the ESL Teacher |
www.ericacve.org
ERIC Number 439625 |
This
article focuses on how teachers can help adult refugees and immigrant
learners make significant progress in adjusting to a new life in an unfamiliar
culture. It discusses the qualities of mental health, stresses faced by
refugees, and three things that teachers can do to help their students
adjust. |
Agger,
I.
Bille, M. |
The
Blue Room: Trauma & Testimony Among Refugee Women, a Psycho-Social
Exploration |
NJ:
Zed Books, 1992. |
A
collection of narrative accounts and insightful analyses of refugee women's
experiences. |
| Alister,
C. |
Access
to Literacy for Language Minority Adults, in Eric Digest |
Center
for Applied Linguistics, Washington, DC, 1992
Online:www.ericacve.org
|
This
Digest describes factors that may restrict access to adult literacy education
in North America and discusses several potential solutions to these problems
from programs that have aimed to provide adult literacy instruction to
specific minority groups. Although the barriers and potential solutions
apply to all minority groups, two populations often considered "at
risk"--immigrant women and involuntary minorities--are given particular
attention. |
| Bartlett,
K. J. Vargas, F. |
Literacy
Education for Adult Migrant Farmworkers |
www.ericacve.org
- Number 334873 |
This
article describes the population of migrant farmworkers, some of their
educational challenges, and programs currently available to serve them.
Challenges cited include mobility, lack of a national system to track
progress of adults, and lack of child care. |
| Beder,
H. |
Reaching
ABE Stdents: Lessons from the Iowa Studies |
Adult Literacy
& Basic Education, 1990
v14, n1
|
Hal
Beder is highly regarded researcher who has spent a great deal of time
studying why adults persist in ABE programs and why they might not. |
| Beder,
H. |
Reasons
for Nonparticipation among Iowa Adults Who Are Eligible for ABE |
Des Moines,
Iowa State DOE, 1989
|
Hal
Beder is highly regarded researcher who has spent a great deal of time
studying why adults persist in ABE programs and why they might not. |
| Beder,
H. |
Reasons
for Non-Participation in ABE |
Adult Basic
Education Quarterly, 1990
v20, n4
|
Hal
Beder is highly regarded researcher who has spent a great deal of time
studying why adults persist in ABE programs and why they might not. |
Comings,
J.
Parrella, A.
Soricon, L. |
Persistence
Among ABE Students in Pre-GED Classes |
NCSALL
Study
Order, download:
http://nscall.gse.harvard.edu
|
A
NCSALL study on learner persistence. Through this research, NCSALL is
developing advice for practitioners and policymakers on how to help adults
persist in their studies. Over 150 adult learners have been interviewed.
|
Comings,
J.
Sum, A.
Uvin, J. |
New
Skills for a New Economy: Adult Education's Key Role in Sustaining Economic
Growth and Expanding Opportunity |
Boston,
MassInstitute for a New Commonwealth (MassINC), 2000 |
This
study reveals that as many as a million adults in Massachusetts who have
already earned HS diplomas still lack the skills needed to contend with
the complexities of modern living. The researchers offer rationales for
increased funding for adult basic education, including its long-term cost
effectiveness, and present several recommendations for program design
and the system as a whole. |
| Cumming,
A. |
Access
to Literacy for Language Minority Adults |
ERIC Digest
Download:
www.cal.org/ncle/DIGESTS/
ACCESS_LITERACY.HTML
|
This
Digest describes factors that may restrict access to adult literacy education
in North America and discusses several potential solutions to these problems
from programs that have aimed to provide adult literacy instruction to
specific minority groups. Although the barriers and potential solutions
apply to all minority groups, two populations often considered "at
risk"--immigrant women and involuntary minorities--are given particular
attention. |
| Denny,
V.H. |
Access
to Literacy Programs: Perspectives of African-American Adults |
Theory
into Practice, 1992
v31, n4 |
African
Americans are underrepresented in adult literacy programs. African-American
adult literacy students
were interviewed on their reasons for program attendance and nonattendance.
Timing was the most important factor determining attendance. Subjects
believed the educational system made learning difficult for them, and
increased literacy would make little difference in their lives. |
| Ellsworth,
E. |
"Why
Doesn't This Feel Empowering?" |
Harvard
Educational Review, 1989
v19, n3
|
The
author maintains that the discourse of critical pedagogy is based on assumptions
that give rise to repressive myths. She reflects on her role as a White,
middle-class woman and professor developing an antiracist course with
a diverse group of students. She critiques the concepts of empowerment,
student voice, dialogue, and critical reflection. Her arguments are similar
to those expressed by George Demitrion in "A Critical Pedagogy of
the Mainstream." |
| Fitzgerald,
N.B. |
ESL
Instruction in Adult Education: Findings from a National Evaluation |
DC:
National Clearinghouse for ESL Literacy Education, 1995 |
The
findings of a 1994 Department of Education national evaluation of federally-supported
adult education programs. The study looked at programs' effectiveness
in improving literacy skills, English language proficiency, and secondary
school completion. |
|
Haddock, S.
Ross, P.
Hofer, J.
|
Together
We Bloom: Women Speaking Out Against Domestic Violence |
Greenfield,
MA, Literacy Project, 1998 |
The
six women featured in this documentary originally met in a GED class.
They formed a women's support group for the explicit purpose of exploring
the issue of domestic violence and later created this video and guide
to encourage others to address the issue of domestic violence responsibly. |
| Hayes,
E. |
"A
Typology of Low-Literate Adults Based on Deterrents to Participation in
Adult Ed." |
Adult
Education Quarterly, 1988
v39 |
This
article describes a study which sought to create a typology based on deterrents
to participation in adult basic education. Six types of low literate adults
were identified according to their scores on five deterrent factors. The
typology provides a basis for the development of strategies and programs
to meet the needs of specific subgroups of low literate adults. |
| Hayes,
E. |
"Hispanic
Adults and ESL Programs: Barriers to Participation" |
TESOL
Quarterly, 1989
v23, n1 |
Analysis
of data collected from 200 Hispanic adults enrolled in large urban English-as-a-Second-Language
(ESL)
programs identified four factors that serve as a basis for a tentative
typology of low-literacy Hispanic adults' participation in ESL programs,
including: (1) self/school incongruence; (2) low self-confidence; (3)
lack of access to classes; and (4) situational constraints. |
| Hayes,
E. et al |
Women
as Learners: the Significance of Gender in Adult Learning |
Jossey-Bass,
2000 |
The
edited chapters in this book consider the unique learning experiences
of women and examine how women learn. The authors draw on feminist theory
to make practical suggestions for the construction of adult education
programs, workplace education, counseling programs, and professional development
models. |
Hayes,
E.
Darkenwald, G. |
"Participation
in Adult Education: Deterrents for Low-Literate Adults" |
Studies
in the education of Adults, 1989
v20 |
This
article describes a study which sought to create a typology based on deterrents
to participation in adult basic education. Six types of low literate adults
were identified according to their scores on five deterrent factors. The
typology provides a basis for the development of strategies and programs
to meet the needs of specific subgroups of low literate adults. With attention
paid to describing the 5 factors which seem to be deterrents to participation
in adult basic education . This article also includes the questionnaire
the researchers used to determine the types of deterrents learners face. |
| Heath,
S. B. |
Ways
with words: language, life, and work in communities and classrooms |
Cambridge
University Press, Cambridge, NY, 1983 |
Language
is power. Heath, a reflective practitioner of both human nature and schooling,
provides an in-depth view of communities which epitomize the struggle
for such power. In her ethnographic study of Trackton and Roadville, Heath
lays bare the socializing process of children through words. The discontinuity
between home and school is disturbing; a realization that students who
do not fit the traditional way of schooling are left behind. Clearly illustrated
is the need for teachers and students to bridge the gap which exists in
relation to both language and culture, for without this effort some students
will never acquire the power needed to take control of their education
or pursue opportunities from which they have previously been excluded. |
| Hollenbeck,
K. |
Classrooms
in the Workplace: Workplace Literacy Programs in Small and Medium-Sized
Firms |
Kalamazoo,
MI: W.E., Upjohn Institute for ER, 1993 |
Hollenbeck
offers an economic perspective on specific aspects of workplace literacy
programs including 1) the linkage between literacy programs and productivity,
2) why (or why not) firms choose to implement literacy programs, 3) the
costs and benefits of literacy programs, 4) characteristics of firms implementing
literacy programs, and 5) the number of firms implementing literacy programs.
In addition, he includes a list of resource organizations that is useful
for anyone interested in learning more about workplace literacy programs.
|
| Horsman,
J. |
Drawing
the Line Kit |
Online:
www.nald.ca/province/sask/sln/
rsorce/newordrs/drawline.htm |
Saskatchewan
Literacy Network developed the Saskatchewan Level 2 Drawing the Line Kit
to provide literacy workers with the information they need about violence
and learning, and drawing the line between tutoring and counseling. The
kit is based on the research, experience, and writings of Dr. Jenny Horsman,.
Highlights of the Drawing the Line Kit include: Naming the presence of
violence, Balancing needs and respecting boundaries, Bringing the whole
person to learning and Taking safety seriously. See also: www.JennyHorsman.com |
| Horsman,
J. |
Too
Scared to Learn: Women, Violence, and Education |
Mahwaw,
NJ: L. Erlbaum Associates, 2000 |
Jenny
Horsman - a community educator and researcher who has spent more than
two decades in the literacy field - has established herself as the foremost
voice on the effects of trauma on the educational efforts of adult women
learners. See also: www.JennyHorsman.com |
| Horsman,
Jennifer |
Something
in my mind besides the everyday: women and literacy |
Women's
Press, Toronto, 1990 |
The
author of this 238-page study set out to challenge the myths of illiteracy
by listening to women's accounts of their own lives. She interviewed 23
women participating in literacy and training programs and workers in these
programs in rural Nova Scotia. She examines some of the myths about illiteracy
such as literacy will automatically improve lives; "illiterates"
can't think abstractly or use logic; and women are to blame for their
own illiteracy. She identifies social structures that support the myths
of illiteracy. The author makes a powerful case for valuing these womens'
experiences and recognizing that many left school for complex reasons
rather than lack of motivation. |
| Isserlis,
Janet |
Trauma
and the Adult English Language Learner |
www.ericacve.org
ERIC Number 444397
|
This
article describes trauma and abuse in immigrant communities, discusses
the effects of trauma on learning, and suggests ways in which practitioners
can modify their practice to facilitate learning among victims of trauma
and violence. It includes a bulleted list of implications for practice. |
| Journal,
One Issue |
Issue
Topic: Is Your Program Safe? |
Field
Notes, v9, n3 (Winter 2000)
www.sabes.org/resources/
brightideas/vol9/bi93.htm |
This
entire issue is devoted to issues relating to, and challenges facing,
gays and lesbians, with special emphasis on learners' and teachers' actual
stories. Also contains glossary, teaching ideas, and additional resources. |
| Kegan,
R. |
Toward
a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures
of Mind" |
NCSALL
Report 19A
http://ncsall.gse.harvard.edu
|
The
executive summary of a recently completed Harvard study by Robert Kegan
and several co-researchers. The study discovers a strong connection between
learner development and how they perceive curriculum and instruction.
Teachers need to be equipped to understand how powerfully developmental
levels can affect learner performance; for example, how "ready"
is a certain learner for a teacher-imposed lesson plan involving a high
degree of learner self-direction or self-assessment. The study also explores
the complexities of the teacher-learner relationship and the importance
of "cohorts" within program populations. |
| Kim,
K. Collins, M. & McArthur, E. |
Participation
of Adults in English as a Second Language Classes |
USDepartment
of Education, Office of Ed Research & Improvement, Natl Center for
Ed Statistics, 1997 |
The
purposes of this report are to present rates of participation in adult
ESL classes in 1994-1995, examine how these participation rates are associated
with the characteristics of adults, describe some features of ESL participation,
and describe the main barriers to adults' participation in ESL. |
| Luttrell,
W. |
School-Smart
and Mother-Wise: Working-Class Women's Identity and Schooling |
New
York: Routledge, 1997. |
Social
analysis of what class and other systemic forms of oppression do to girls'
and women's learning in and out of school, interwoven with specific histories
of women participating in adult education. |
| MacArthur,
C.A. |
"Using
Technologies to Enhance the Writing Processes of Students with LD" |
Journal
of Learning Disabilities
v29 n4
www.ldonline.org/ld_indepth/
technology/tech_writing.html
|
Reviews
the ways that computers can support writing by students with learning
disabilities, with an emphasis on applications that go beyond word processing.
Following an overview of research on word processing is a discussion of
software that assists with the basic prediction, and grammar and style
checkers. Next, applications that support the cognitive software, and
multimedia applications. Finally, the use of computer networks to support
collaboration and communication with diverse audiences is addressed. |
| Martin,
R |
Other
Colors: Stories of Women Immigrants |
Schreiber,
Tatiana: Radio Project, 1994
Other Colors Project, P.O. Box 4190
Albuquerque, NM 87196.
Call 505-265-3405
|
Includes
two audiocassettes and a teacher's guide. The cassettes have excerpts
from interviews of women immigrants from a variety of countries. The first
cassette has two parts, "No Time for Home" and "Here, Everything
is Different." The second cassette includes discussions of domestic
violence; mothers and daughters; employment; lesbian immigrants; and race,
color and identity. The teacher's guide includes suggestions for activities
to use before, during, and after listening to the tapes. The activities
are writing and processing exercises that provoke thoughtful discussion
and can be adapted to ESOL and ABE. The Teacher's Guide includes sections
on Facilitating Rich Discussions, and Notes on the Uses of Writing, as
well as suggested readings. |
| McKay,
H., Abigail, Tom |
Teaching
Adult Second Language Learners |
Cambridge,
Cambridge University Press, 1999 |
This
is a very user-friendly teacher resource which emphasizes the importance
of knowing who the adult learner is, and what the adult learner brings
to the classroom (and how teachers can learn about their learners). The
authors devote a section to building community in the classroom, designing
lesson plans, and working with multilevel students. Although geared towards
ESOL learning situations, the information, suggestions and activities
are useful and informative for all adult educators. |
| Ranard,
Donald A., Pfleger, Margo |
Language
and Literacy Education for Southeast Asian Refugees |
www.ericacve.org
ERIC 365170 |
This
article discusses changes in the way the needs of this population of learners
for language and literacy education have been met during the 1970’s
through the late 80’s. It especially focuses on the question of whether
new refugees should receive intensive language and job training before
they enter the workforce or study part time after they have found employment. |
Rice,
, J.K.
Stavrianos, M. |
Adult
English as a Second Language Programs: An Overview of Policies, Participants,
and Practices |
Washington,
DC: Mathematical Policy Research, Inc. and Research Triangle Institute,
1995. |
NO
ANNOTATION |
| Rivera,
L. |
Learning
Communities: An Ethnographic Study of Popular Education and Homeless Women
in a Shelter-Based Adult Literacy Program |
Dissertation
available from UMI Dissertation Services at 800-521-0600 ext. 7020. Publication
#9988499, Volume 61(09) |
This
dissertation looks at the impact of a popular education program on homeless
women living in a shelter; it also considers the barriers presented to
adult education in the era of welfare reform. |
| Sapphire |
Push:
A Novel |
NY:
Vintage Contemporaries, 1997 |
Reader
review: "I first read this novel about two years ago and after talking
with an adult literacy expert I was surprised that this book was 'the'
book to read in terms of literacy and adults. This time I read for a different
purpose. I was interested in approaches used when teaching adults literacy
skills. Not just in the traditional sense of literacy but a broader concept
of literacy. I cried from the beginning to the end. Sapphire has to have
experience in working with adults. She knows just what it takes to keep
them interested and coming back to class. Precious is a very dynamic character.
Despite her poor literacy skills she has tremendous insight into the things
that people deem important. The growth of the main character was expertly
chronicled form beginning to end." |
Silva,
T.
Calahan, M.
Lacireno-Paquet, N.
|
Adult
Education Participation Decisions and Barriers: Review of conceptual Frameworks
and Empirical Studies |
Washington,
DC: US Dept. of Education, National Center for Education Statistics, 1998
Online:
http://nces.ed.gov/pubsearch |
This
report studies recent surveys, such as the National Household Education
Survey, to identify reasons why adults do and do not participate in educational
programs designed to benefit them. It also identifies the barriers to
adult participation in educational activities. |
Sticht,
T.
McDonald, B.
Erickson, P. |
Passports
to Paradise: The Struggle to Teaching and to Learn on the Margins of Adult
Education |
El
Cajon, CA: Applied Behavioral and Cognitive Sciences, Inc., 1998 |
Tthe
factors that help make adult literacy programs work, and in some cases
not work. It looks closely at the adult literacy system in an inner city
community in San Diego. Report divided into three parts: Part 1, The Struggle
to Learn, focuses on barriers to participation in adult literacy education,
how situational factors play a role in persistence and program retention,
and how various instructional actors such as class size, erratic attendance,
and turbulence (people being added and subtracted from the class) affect
learning. Part 2, The Struggle to Teach, focuses on the voices of teachers
and their reflections on the struggle to teach in a marginalized education
system, how the dynamics of students' lives and classroom turbulence affects
their work, and the challenges to teaching posed by great diversity due
to cultural factors and different levels of language and literacy skills.
Part 3, The Struggle to Be Better, focuses on activities to try to make
the adult literacy education system more effective. |
Taylor,
K.
Marienau, C. & Fiddler, M. |
Developing
Adult Learners: Strategies for Teachers and Trainers |
Jossey-Bass,
2000 |
Provides
a conceptual framework linking intentions and development, dozens of proven
activities framed by developmental intentions; and an examination of developmentally
focused educational practices. |
| Tinto,
V. |
Leaving
College: Rethinking the Causes and Cures of Student Attrition |
Chicago
University Press, 1993 |
Tinto
synthesizes far-ranging research on student attrition and on actions institutions
can and should take to reduce it. The key to effective retention, Tinto
demonstrates, is in a strong commitment to quality education and the building
of a strong sense of inclusive educational and social community on campus.
This completely revised and expanded edition incorporates the explosion
of recent research and policy reports on why students leave higher education.
Incorporating data only now available, Tinto applies his theory of student
departure to the experiences of minority, adult, and graduate students,
and to the situation facing commuting institutions and two-year colleges.
He has revised his theory as well, giving new emphasis to the central
importance of the classroom experience and to the role of multiple college
communities. |
| Tracy-Mumford,
F. |
Student
Retention: Creating Student Success |
National
Adult Education Professional Development Consortium, 1994
Monograph No. 2 |
Provides
a framework for establishing student retention goals and strategies that
clusters around three components: effective support (to sustain motivation
and foster persistence); quality instruction (to attain skills leading
to their goals and program completion); suitable program structures/policies
(to enable the support and instruction to be effective and assure systematic
applciation of the practices.). Effective practices to improve student
retention are provided as well, such as early intervention, and advice
on establishing a complete retention system within a program. |
| Valdes,
J.M. |
Culture
Bound: Bridging the cultureal gap in language teaching |
Cambridge
UP
ISBN: 0-521-31045-8 |
Designed
to give language teachers a basis for introducing a cultural component
into their teaching. Articles give a perspective on how language and culture
interact and explore in particular the difference between interacting
with another culture and entering it. Learners are encouraged to understand
the new culture without necessarily embracing it. |
| Valentine,
T. |
What
Motivates Non-English Speaking Adults to Participante in the Federal ESL
Program? |
Washington,
DC: US Dept. of Education, 1990
Online:
http://ericir.syr.edu/
ERIC Number 326627 |
Report
of a study to determine learners' motivations for participating in ABE.
Interviews were conducted with 323 randomly selected ABE students in Iowa.
Students were asked to rate the personal applicability of 62 motivational
statements derived from earlier interviews with ABE students. Ratings
were subjected to factor analysis, and the following 10 distinct motivational
factors were identified: educational advancement, self-improvement, literacy
development, community and church involvement, economic need, family responsibilities,
diversions (or enrichment), job advancement, launching a new life, and
urging of others. The research concluded that there is no single, typical
ABE student and that ABE needs to meet the needs of this diverse group. |
Valentine,
T.
Darkenwald, G. |
Deterrents
to Participation in Adult Education |
Adult
Education Quarterly, 1990
v41, n1 |
This
article emphasizes the extent to which different types of would-be learners
experience the forces that inhibit them from participating in adult basic
education. It seeks to answer questions such as “For which segments
of the population of potential learners is lack of confidence a major
deterrent?” Or “ Are potential learners who are deterred by
cost also deterred by lack of time?” |
| Warschauer,
M. |
Electronic
Literacies: Language, Culture, and Power in Online Education |
Mahwaw,
NJ: L. Erlbaum, 1999 |
A
study of the challenges and contradictions that arise as culturally and
linguistically diverse learners engage in new language and literacy practices
which use technology, particularly the internet. This book is one of the
first to present research on the role of the internet and other technologies
in the development of language and literacy, and considers how the nature
of reading and writing is changing and how those changes are being addressed
in the classroom. It's based on a 2 year ethnographic study of the uses
of the Net in four language and writing classrooms. Includes data from
interviews with students and teachers, classroom observations, and analysis
of student's texts. |
| Website |
Canadian
Centre for Victims of Torture |
www.icomm.ca/ccvt/ |
Overview
of resources available to victims of torture, including a resource manual
focusing on torture and second language acquisition. |
| Website |
NCSALL
(The National Center for the Study of Adult Learning and Literacy) |
http://nscall.gse.harvard.edu |
NCSALL
is a joint project between Harvard University’s Graduate School of
Education, World Education, Rutgers University Graduate School of Education,
Portland State University, and the Center for Literacy Studies at the
University of Tennessee. It’s mission is to improve the quality of
practice in adult basic education, adult ESOL, and adult secondary education
programs through the use of research. NCSALL conducts research on topics
such as persistence and retention in adult education programs, the impact
of gaining a GED, the use of multiple intelligences theory in adult education,
and adult reading components which seeks to group learners using components
of reading ability and give input to creating a better assessment tool
for low level readers who are adults. NCSALL has a special emphasis on
connecting research and practice via many routes which include the publications
“Focus On Basics” and the Annual Review of Adult Learning and
Literacy as well as the PDRN (Practitioner Dissemination and Research
Network). |
| Website |
VALUE
(Voice for Adult Literacy United for Education) |
http://literacynet.org/value/
index.html |
This
is the website for the national group called VALUE, a non-profit organization
whose members consist of adult learners, adult learner organizations,
other individuals who support learner leadership, non-profit adult education
organizations, other kinds of non-profits, and corporations. VALUE’s
mission is to help adult learners become effective leaders in their education
programs. From that experience, learners can then apply their leadership
skills in their communities, workplaces, and families. They encourage
adult learners to have a voice and participate in their programs and communities
through: recruitment of new learners into adult education programs, retention
of learners in programs by providing support so learners don’t drop
out. The website provides information not only about the organization
but also a newsletter, sections on learners as writers and as advocates,
as well as resources for learners and practitioners interested in developing
learner leadership skills. |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
All
additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
