ERIC Number: ED365169
Record Type: RIE
Publication Date: 1993-Sep
Reference Count: N/A
Adult ESL Literacy: Findings from a National Study. ERIC Digest.
Wrigley, Heide Spruck
A 2-year national study by Aguirre International identified effective and innovative instructional approaches, methods, and technologies used to provide literacy instruction for adult English-as-a-Second-Language (ESL) literacy students. Adult ESL literacy learners were found to be varied in terms of literacy backgrounds and experience. Adults who are part of an established immigrant community do much better than those without social networks. Literacy programs themselves are diverse, based in a variety of sites from community colleges to union halls and churches. They may include basic literacy, general ESL, family literacy, workplace literacy, or community-oriented literacy. Successful ESL literacy programs share the features and practices that characterize successful language learning programs, including a curriculum based on needs assessment. Funding, which influences program offerings, comes from federal and state sources, corporations, or foundations. Most ESL literacy programs are dependent on short-term funding, which threatens their stability and continuity. Successful programs have charismatic leaders, but most programs are staffed by part-time teachers or volunteers, and many are experiencing burnout. The tenuous nature of the programs studied makes it clear that administrators, teachers, learners, and other stakeholders must make their voices heard before significant change will take place. Contains 8 references. (LB)
Descriptors: Adult Literacy, Community Organizations, English (Second Language), Family Literacy, Financial Needs, Immigrants, Literacy Education, National Surveys, Needs Assessment, Part Time Faculty, Program Administration, Public Policy, Resource Allocation, Success, Trend Analysis, Volunteers, Workplace Literacy
ERIC/NCLE, 1118 22nd Street, N.W., Washington, DC 20037.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Adjunct ERIC Clearinghouse for ESL Literacy Education, Washington, DC.; National Clearinghouse for ESL Literacy Education, Washington, DC.
Identifiers: ERIC Digests