ERIC Number: ED321590
Record Type: RIE
Publication Date: 1989-May
An Effective Model of Literacy Instruction for Limited-English Proficient Adults.
A model of literacy instruction for limited-English-proficient (LEP) adults is described that is designed to increase effective parent involvement in children's education. Through the implementation of this model, LEP parents acquire language and parenting skills that allow them to participate more fully in their child's educational process. The model stresses the five following program components: (1) parent involvement; (2) a unique instructional process; (3) curriculum materials development; (4) teacher training; and (5) coordination with other entities. Parental involvement is achieved through recruitment procedures, site selection, and encouraging parental input on program decisions. Instruction is provided to parents in Spanish or English based on their individual needs as determined by their scores on the CTB/McGraw Hill Tests of Adult Basic Education. The curriculum materials used, videotapes and accompanying worksheets, are designed to train the parents in English and teach parenting skills, while employing familiar settings such as homes and schools to introduce information. Teachers are trained to recognize the needs and abilities of LEP adults in special workshops, and, in order to improve the delivery of services and increase project impact, the program is coordinated with other entities, such as Adult Education Cooperatives and public access TV stations. (JL) (Adjunct ERIC Clearinghouse on Literacy Education)
Descriptors: Adult Students, Curriculum Development, Instructional Materials, Limited English Speaking, Literacy Education, Material Development, Media Adaptation, Models, Parent Education, Parent Participation, Parent School Relationship, Parent Teacher Cooperation, Second Language Learning, Spanish, Teacher Education
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: Intercultural Development Research Association, San Antonio, TX.
Note: Paper presented at the Family English Literacy Working Conference (Cambridge, MA, May 24-25, 1989).