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Focus On Basics

Volume 2, Issue C ::: September 1998

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Research Agenda for Adult ESL

Much is known about best practices in adult English as a second language (ESL), but unanswered questions about the adult English language learner, program design, teacher preparation, instruction, and assessment still exist. The answers to these questions are critical, not only to improve the effectiveness of adult ESL programs but also to improve the lives of adult ESL learners.

In 1996, the National Clearinghouse for ESL Literacy Education (NCLE) at the Center for Applied Linguistics (CAL) in Washington, D.C., was asked by the National Center for the Study of Adult Learning and Literacy (NCSALL) to assist in the development of a research and development agenda focused specifically on adult English language learners and adult ESL program issues. Its objectives are to provide funders with clear priorities for funding; to provide researchers with support for proposing specific projects; and to provide a focus for discussion about how to improve adult ESL programs.

In collaboration with NCSALL, and with additional sponsorship and support from Teachers of English to Speakers of Other Languages, Inc. (TESOL), NCLE has now completed the agenda, incorporating feedback from learners, instructors, program administrators, policymakers, and researchers. It is available, free, from NCLE, 4646 40th Street NW, Washington, D.C. 20016; (202) 362-0700 extension 200. It can also be downloaded from NCLE's web site at www.cal.org/ncle

Staff Development Resources

M. Burt & F. Keenan, Trends in Staff Development for Adult ESL Instructors. ERIC Q&A. Washington, D.C.: NCLE, Center for Applied Linguistics, 1998.

Cassie Drennon, Adult Literacy Practitioners as Researchers. ERIC Digest. Washington, D.C.: NCLE, Center for Applied Linguistics, 1994.

Mark Kutner, Staff Development for ABE and ESL Teachers and Volunteers. ERIC Digest. Washington, D.C.: NCLE, Center for Applied Linguistics, 1992.

ERIC/NCLE Digests are available free of charge from the National Clearinghouse for ESL Literacy Education (NCLE), 4646 40th Street NW, Washington, D.C. 20016; (202) 362-0700; e-mail: ncle@cal.org. or downloaded from their web site at www.cal.org/ncle

R. Ackland, "A review of the peer coaching literature." Journal of Staff Development, 12 (1) 22- 27. (1991).

D. Fleming, New Directions in Professional Development. Check their web site at www.carei.coled.umn.edu/Research Practice/v4n1/NDiPD.html

C. Livingston, (ed.), Teachers as Leaders: Evolving Roles. Washington, D.C.: NEA School Restructuring Series, National Education Association, 1992.

L. Pellicer & L. Anderson, A Handbook for Teacher Leaders. Thousand Oaks, CA: Corwin Press, Inc. 1995.

J. Peters, "Strategies for reflective practice" In Ralph Brockett (ed.) Professional Development for Educators of Adults. San Francisco: Jossey-Bass, 1991.

T. Shanahan, M. Meehan, & S. Mogge, The Professionalization of the Teacher in Adult Literacy Education. NCAL Technical Report TR94-11. Chicago: University of Illinois at Chicago, Center for Literacy, 1994. Adult ESOL Curriculum Framework Resources

The North Carolina Adult ESOL Curriculum Framework Inquiry Project, Building Together A Framework: Inquiry Writings. Durham, NC: Literacy South, 1998.

The North Carolina Adult ESOL Curriculum Framework Inquiry Project, Building Together A Framework: The Curriculum Framework. Durham, NC: Literacy South, 1998.

The resources listed above are both soon to be available from Peppercorn Books & Press; telephone: (336) 574-1634; fax: (336) 376-9099; or email: nccomres@interpath.com

Updated 7/27/07 :: Copyright © 2005 NCSALL