NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ833486
Record Type: Journal
Publication Date: 2009
Pages: 0
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1052-2891
Best Practices for Teaching the "Whole" Adult ESL Learner
Schwarzer, David
New Directions for Adult and Continuing Education, n121 p25-33 Spr 2009
Whole language learning implies that teachers look at adult learners as whole persons rather than just ESL learners. It asks the teachers to see the learners in their classes as parents, spouses, employees or business owners, neighbors, churchgoers, and members of various communities. In other words, when they approach learners in their classes as whole persons, they view them as adults with accomplishments, responsibilities, relationships, personal histories, and hopes. Moreover, whole language encourages the teacher and the learner to look at language not in segments but as a whole. In whole language, all language skills are integrated, class participants learn about the cultures of their peers and their communities, social rules are openly discussed, and class activities incorporate the students' knowledge and talents. Based on adult second-language acquisition research and whole-language principles, this chapter describes some best practices for teaching adults in ESL classrooms.
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A