Printer-friendly pageGoals and Self-efficacy in Persistence
Step 2: Reflect on this research and your practice
ESOL
As you read the following articles, reflect on these questions:
- What did the author in each article do to increase student persistence?
- What impact did this strategy have on persistence? What are some possible reasons for this impact?
- Have you tried a similar strategy? What impact did it have on persistence?
"A Conversation with FOB…Counseling in ESOL Programs." Focus on Basics, Volume 6, Issue A, October 2002. (Opens new browser window. Close it to return.)
Summary:
This article addresses how English for Speakers of Other Languages (ESOL) instructors often take on counseling roles in the course of their teaching. It argues that teachers perform mental health work with ESOL learners as they assume advocacy roles and provide learner referrals.
"Where Attendance Is Not a Problem." Moira Lucy, Focus on Basics, Volume 2, Issue A, March 1998. (Opens new browser window. Close it to return.)
Summary:
The author considers why retention rates in ESOL are higher than ABE and adult secondary education (ASE) and examines the sources of motivation for adults to attend ESOL classes, including attainment of language and literacy skills and cultural information.
"Reflections on the Women, Violence, and Adult Education Project." Elizabeth Morrish, Focus on Basics, Volume 5, Issue C, February 2002. (Opens new browser window. Close it to return.)
Summary:
The author describes the Women, Violence, and Adult Education Project, a program designed to help practitioners explore issues of violence in society and to incorporate their understanding of the effects of violence on learning into their teaching. In this project, personal experiences with violence were not necessarily disclosed nor directly addressed in the curriculum; however, participation and attendance improved as students gained confidence by assuming leadership roles in their programs.
