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ERIC Number: ED373612
Record Type: RIE
Publication Date: 1994
Pages: 11
Abstractor: N/A
What Kind of Adult Literacy Policy Will Help All Adults Develop the English Language and Literacy Skills They Need To Participate Fully in American Life?
National Inst. for Literacy, Washington, DC.
This summary paper examines factors in achieving full adult literacy in the United States, particularly among the growing population of limited-English-proficient (LEP) immigrants. The first section offers a demographic profile of LEP adults in this country, drawing largely on data from the National Adult Literacy Survey and on a study of poverty among Hispanics. Other characteristics of this population affecting delivery of literacy services are noted, with four kinds of barriers identified: institutional; situational; psychological; and pedagogical. The second section considers what policies and resources are necessary to ensure that every adult has the English language proficiency necessary to compete in a global economy, to be active citizens and community members, and to help their children start school ready to learn. A series of questions is posed to provoke thought in these general areas of concern: systematic rethinking of all services for LEP adults; enhancing LEP adults' employability, civic participation, and involvement in their children's education; resource allocation; and policy and legislative implications. A brief bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Inst. for Literacy, Washington, DC.
Grant or Contract Numbers: N/A
Note: Summary paper produced as a stimulus for discussion at a Policy Forum on Achieving the National Educational Goal on Adult Literacy (Washington, DC, June 23-24, 1994).