ERIC Number: ED369308
Record Type: Non-Journal
Publication Date: 1994-Apr
Reference Count: N/A
Creating a Professional Workforce in Adult ESL Literacy. ERIC Digest.
Most teachers of English as a Second Language (ESL) face a number of challenges: large and heterogeneous classes, specialized student needs, and poor funding and employment continuity. Many work part time, often in more than one program and serving simultaneously as administrator and teacher. While most have college degrees, their training is likely to be in other areas, with little training specifically for ESL instruction. Need for certification in the field is growing. However, few models of comprehensive professional development for adult ESL literacy teachers exist to support the credentialing process. Three models hold promise: a craft or mentoring model, in which inexperienced teachers are paired with experienced teachers; an applied science model, in which relevant research is linked with practical experience; and an inquiry-based model, in which research, teacher education, and teaching occur concurrently. There is much to recommend a combination of the three models, bringing together teachers and other practitioners at all stages of professional development to provide a laboratory for demonstrating and expanding knowledge,skills, and experience. Expansion of professional development for adult ESL literacy teachers will also require changes in adult education policy and practice and a research base in adult ESL literacy. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Descriptors: Adult Education, Adult Literacy, Educational Needs, English (Second Language), Labor Force Development, Language Teachers, Literacy Education, Models, Professional Development, Program Design, Teacher Certification, Teacher Qualifications, Work Environment
NCLE, 1118 22nd Street, N.W., Washington, DC 20037.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Adjunct ERIC Clearinghouse for ESL Literacy Education, Washington, DC.; National Clearinghouse for ESL Literacy Education, Washington, DC.