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ERIC Number: ED364877
Record Type: Non-Journal
Publication Date: 1992-Dec
Pages: 16
Abstractor: N/A
Reference Count: N/A
How Can the International Community Reading at Levels 0.0-4.0 in English Be Prepared for Skilled Professions in Fields Where a Command of the English Language Is Essential?
Sainz, JoAnn; Biggins, Catherine M.
A universal language is needed whereby the international community can communicate in professions of common concern, and English is such a world language. Preparing the international community to read at functionally literate levels in English will strengthen and facilitate international trade. For career education purposes, a close link between education and work should be forged. Adults need to understand how concepts and procedures can function as tools for solving relevant problems. Teaching strategies and learning theories that should be considered for use with limited-English-proficient adults include: Lev Vygotsky's learning theory; Jean Piaget's notion of schemata; cross-curricular teaching strategies; reciprocal thinking; and small group instruction. Speaking and listening are central to learning and thinking, and are fundamental to learning both in school and throughout life. The teaching of basic skills should not preclude other goals such as reasoning and critical thinking. Members of the international community with limited English proficiency need a knowledge of concepts named in the English language. Providing students with a unique and valuable language experience, the "Easy Steps to Reading Independence" (ESTRI) program integrates reading with listening and speaking. The processes followed in the ESTRI program meet the needs of students with a wide range of previous levels of academic achievement and ethnicity. More investments in education and training are necessary for the long-term economic health of the international community. (Contains 33 references.) (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A