ERIC Number: ED281063
Record Type: RIE
Publication Date: 1985-May
Reference Count: 0
ESL/Literacy. An Introductory Handbook for Tutors.
Adult Literacy and Basic Skills Unit, London (England).
This handbook is intended to introduce tutors to literacy work with students for whom English is a second language (ESL). The first part deals with the following aspects of literacy and speakers of English as a second language: the role of literacy in second language work, some factors that affect learning, steps in negotiating a curriculum, identification of needs, and some issues in selecting and using materials. The whole word approach, literacy through language practice, the language experience approach, phonics, the use of context, and spelling are examined in a section of strategies for developing reading and writing. The third part includes five case studies that offer practical illustrations of literacy work in the following contexts: tutoring for a woman who has been in Britain for 5 years but has a very limited vocabulary and range of grammatical structures, a nonnative speaker of English whose spoken English is fairly fluent but whose writing skills are minimal, an office worker who needs advanced training in notetaking and reading reports to receive a promotion, the Manor Street School Group (a daytime ESL class for Asian women with varying English skills and educational backgrounds), and the Priory Basic Education Group (an evening study group catering to native and nonnative speakers of English whose needs range from basic reading to formal letter writing). A list of further readings is included. (MN)
Descriptors: Adult Basic Education, Adult Literacy, Adult Reading Programs, Case Studies, Classroom Techniques, Context Clues, English (Second Language), Foreign Countries, Language Experience Approach, Literacy Education, Phonics, Program Development, Second Language Instruction, Sight Method, Teaching Methods, Tutoring
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Adult Literacy and Basic Skills Unit, London (England).
Note: The use of gray paper for selected sections may affect legibility.