ERIC Number: ED439628
Record Type: RIE
Publication Date: 1999-Dec
Reference Count: N/A
Native Language Literacy and Adult ESL Education. ERIC Digest.
There are no good figures on the number of limited English speakers who are also illiterate in their native languages. This data is worth having because there is research indicating that literacy in the native language plays an important role in the acquisition of oral English and the development of English literacy. This digest reviews recent research related to the role of native language literacy and describes program types and instructional approaches that incorporate learners' languages into instruction. Headings in this digest include the following: rationale for native language and literacy development; factors influencing native language literacy instruction; program models; and instructional approaches. It is concluded that adult English language learners come to English-as-a-Second-Language (ESL) programs with a variety of experiences with education, literacy, and English. They also come with many strengths embedded in their language, culture, and experiences. By incorporating learners' native languages, programs have the potential to draw upon these strengths in facilitating their learning of English and becoming literate in their native language and in English. Fifteen references are included. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)
Descriptors: Adult Education, Bilingual Education Programs, Cambodian, English (Second Language), Immigrants, Korean, Language Minorities, Language Research, Limited English Speaking, Literacy Education, Native Language Instruction, Native Speakers, Refugees, Second Language Instruction, Second Language Learning, Spanish, Teaching Methods
NCLE, 4646 40th Street, N.W., Washington, DC 20016-1859. Tel: 202-362-0700. For full text: http://www.cal.org/ncle.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Clearinghouse for ESL Literacy Education, Washington, DC.
Identifiers: ERIC Digests