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Descriptors:
Factor Analysis; Learning Motivation; English (Second Language); Second Language Learning; Curriculum; Language Attitudes; Study Abroad; Positive Attitudes; Adult Students; Intensive Language Courses; Questionnaires; Self Efficacy; Second Language Instruction

Abstract:
The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed to measure language attitudes, learning orientations, and learning confidence was administered to 131 IEP learners. Factor analysis of the responses revealed five motivation components: Learning Self-Confidence, Attitudes toward English Language Learning/Community, Personal English Use, Value of English Learning, and International Posture. The results attest to a dualistic nature of instrumentality and suggest that even in a study abroad setting, international English learners are less motivated by positive attitudes toward the English community and more motivated by a sense of personal pride in learning and using English, even when learning confidence is low. (Contains 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Students; Native Speakers; Social Class; Romance Languages; Spanish; Cultural Differences; Language Usage; Stereotypes; Sociolinguistics; Native Language; Language Minorities; Language Attitudes; Second Language Learning; Foreign Countries

Abstract:
Adult students of Catalan are worthy of study because they reveal complexities underlying taken-for-granted assumptions about Catalan speakers and Castilian speakers. Far from fitting into neat bundles aligning language of origin, social class, and national orientation, the students in this study exemplify the breakdown of boundaries traditionally assumed to exist between Catalan speakers and Castilian speakers. These findings point to a disjuncture between public discourse and the lived experience of language users. Close examination of actual speakers' motivations, classroom performance, and national orientations reveals much more nuance; in this classroom, the fault lines run along social class divisions, which are themselves contrary to stereotypes. This finding advances studies of linguistic authority, suggesting that native speakers may be positioned differently in different sociolinguistic contexts, depending on their social class and whether the language in question is an institutionalized code or a minoritized one. (Contains 1 table and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Cultural Differences; English (Second Language); Intercultural Communication; Second Language Learning; Adult Students; Second Language Instruction; Discourse Analysis; Teacher Student Relationship; Communicative Competence (Languages); Pragmatics; Teaching Methods

Abstract:
Given the cross-cultural differences underlying interactional routines such as "How are you?" or "How was your weekend?", managing such routine inquiries can be problematic for second language learners. Based on data from an adult ESL (English as a second language) class, this conversation analytic study shows how learners develop their competence in mastering the sociopragmatic and pragmalinguistic aspects of certain interactional routines in English over the span of nine weeks. Through detailed analyses of teacher-learner interactions, I show what is being "taught", how it is done, and what evidence of development may be garnered. Findings of this study contribute to the growing interest in the development of interactional competence and, in particular, the application of conversation analysis (CA) to the study of such development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Prior Learning; Evidence; Experiential Learning; Portfolios (Background Materials); Adult Students; Adult Learning; Higher Education; Undergraduate Students; Undergraduate Study; Career Development; Outcomes of Education; Academic Achievement; Career Planning; Continuing Education

Abstract:
There are many types of student portfolios used within academia: the prior learning portfolio, credentialing portfolio, developmental portfolio, capstone portfolio, individual course portfolio, and the comprehensive education portfolio. The comprehensive education portfolio (CEP), as used by the authors, is a student portfolio, developed over time, that includes examples of educational knowledge, skills, experiences, and achievements as well as professional development related to the learning outcomes. The contents provide evidence of the individual's knowledge and analytical, research, technology, and communications skills and applications, along with reflections on experiential learning beginning with the undergraduate experience. This article briefly reviews the importance of the comprehensive education portfolio. The benefits that students, particularly adult students, can obtain from constructing the CEP in terms of contents and process when it includes a career focus are highlighted. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Tutoring; Open Universities; Preservice Teacher Education; Distance Education; Tutors; Research Tools; Andragogy; Reflection; Skill Analysis; Student Evaluation of Teacher Performance; Teaching Skills; Scaffolding (Teaching Technique); Student Attitudes; Questionnaires; Student Teacher Attitudes; Likert Scales; Interviews; Knowledge Base for Teaching; Participant Satisfaction; Teacher Effectiveness; Online Courses; Foreign Countries; Adult Education; Adult Students

Abstract:
The researcher conducted present study with the objectives to a). evaluate attitude of learners towards academic and tutoring skills of distance education tutors, b). assess the opinion of distance learners about assessment and evaluation skills of their tutors and c). examine reflection of learners on scaffolding skills of distance education tutors. The population of the study consisted of learners of pre-service teacher education (B.Ed semester spring 2010) programme of Allama Iqbal Open University Islamabad. The sample of the study was taken through the convenient sampling technique from three regions of Allama Iqbal Open University situated in the Punjab Province. A questionnaire was designed using a five-point (rating/Likert) scale to elicit the reflection of (600) learners. However, the response rate was 78% (468) of the total sample. Interview schedule was also used as a research tool for collecting qualitative data from (50) respondents in five groups. The researcher analysed data quantitatively and qualitatively. The study concluded that the overall reflection of distance learners on andragogical skills of their tutors was positive. Apparently they were satisfied with andragogical skills of their tutors. They asserted that their tutors had academic and tutoring skills (consisting of encouraging, guiding & facilitating--emboldening and enabling skills), assessment & evaluation skills, and technical and social skills. However, tutors needed training to use social websites, Skype and mobile phone conferences and online discussion. Keeping in view the conclusion of the study, the researcher recommended short and long term training of tutors to use information and communication technologies appropriately. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Finance; Student Participation; College Preparation; Graduation Rate; Academic Persistence; School Holding Power; Student Financial Aid; Profiles; Income; Educational Trends; Trend Analysis; Economic Factors; Tuition; Community Colleges; African American Students; Comparative Analysis; College Students; Adult Students; Educational Indicators; Hispanic American Students; Enrollment Trends; Academic Achievement

Abstract:
The statute [T.C.A. Section 49-7-202(c)(7)] requires the Tennessee Higher Education Commission to prepare a biennial report for the governor and the general assembly, "commenting upon major developments, trends, new policies, budgets and financial considerations which in the judgment of the commission will be useful to the governor and to the general assembly in planning for the sound and adequate development of the state's program of public higher education." The purpose of this report is to provide state policymakers with a brief overview of Tennessee higher education within a regional and national context. This report presents data and analyses on five broad policy issues important to the state: (1) State context of higher education; (2) Student preparation; (3) Student participation; (4) Student progression; and (5) State higher education finance. (Contains 29 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transfer of Training; Adult Education; Adult Students; Experiential Learning; Service Learning; Problem Based Learning; Active Learning; Student Projects; Cooperative Learning; Reflection

Abstract:
Experiential learning techniques can be helpful in fostering learning transfer. Techniques such as project-based learning, reflective learning, and cooperative learning provide authentic platforms for developing rich learning experiences. In contrast to more didactic forms of instruction, experiential learning techniques foster a depth of learning and cognitive recall necessary for transfer. This chapter describes how experiential learning techniques can be used to encourage transfer of learning. First, the authors describe several of the key characteristics of experiential education and experiential learning. Second, they briefly summarize literature on learning transfer and experiential learning techniques. Third, they provide three examples of how experiential techniques may be integrated into adult education to optimize transfer in adult learning contexts. By the conclusion of the chapter, the reader will have a clear sense of how experiential techniques may be leveraged for transfer with adult learners. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Learning; Adult Students; Best Practices; Critical Thinking; Student Attitudes; Teacher Attitudes; Teaching Methods

Abstract:
In an age in which information is available almost instantly and in quantities unimagined just a few decades ago, most educators would agree that teaching adult learners to think critically about what they are reading, seeing, and hearing has never been more important. But just what is critical thinking? Do adult learners agree with educators that there is a need to think critically? What types of skills does a critical thinker possess? Can these skills be taught? If so, what are some strategies that educators can use to teach these skills? The purpose of this paper is to attempt to answer these questions before concluding with a proposed model of best practices for teaching critical thinking to adult learners. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Adult Education; Adult Students; Maturity (Individuals); Access to Education; Higher Education; Educational Background; Educational Policy; Educational Attainment; Educational Mobility; Theory Practice Relationship; Economic Climate; Futures (of Society); Reflection

Abstract:
This paper discusses the ways in which mature students orientate themselves towards the future in making decisions to access higher education (HE). Their narratives connect their past, often difficult, educational and personal lives to their future aspirations and to their current experiences in further education (FE) and HE. The research was part of a larger project undertaken for the UK Higher Education Academy Centre for Sociology, Anthropology and Politics (C-SAP) exploring FE and HE mature learners' future "possible selves" including those selves that are desired and those that are not. Students were asked to reflect on both their past journeys as well as on what their possible future(s) might look like. In this paper, we focus on the mature learners in our study as they emerged as having distinctive orientations towards their futures. (Contains 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Adult Education; Adult Educators; Teacher Qualifications; Foreign Countries; Professional Development; Educational Research; Professional Identity; Learning Processes; Faculty Development; Adult Students; Teaching (Occupation); Interviews; Personal Narratives

Abstract:
The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their "Plan B", a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator's qualification path. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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