ERIC Number: ED375686
Record Type: Non-Journal
Publication Date: 1994-Jun
Reference Count: N/A
Instruction and Assessment for Limited-English-Proficient Adult Learners.
Solorzano, Ronald W.
The report and review of literature discusses instructional and assessment practices associated with limited-English-proficient (LEP) adults, and recommends that literacy providers use alternative forms of instruction and assessment for this population that are based on: (1) an explicit emphasis on writing; (2) use of the learner's own cultural experiences; and (3) the teaching of cognitive skills and their relationship to real-life text-processing demands. The confusion surrounding English oral proficiency and English literacy is examined, as is the role that native language literacy plays in development and subsequent acquisition of the second (i.e., English) language. It is concluded that by teaching for and emphasizing literacy rather than oral language proficiency, LEP adults are aided in coping better with ever-increasing literacy demands of society. An appended table illustrates a recommended instructional approach to dual (native language/English) literacy development. Contains 64 references. (Author/MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Descriptors: Adult Basic Education, Cultural Background, Daily Living Skills, Educational Needs, Educational Objectives, Educational Strategies, English (Second Language), Evaluation Methods, Instructional Improvement, Language Processing, Limited English Speaking, Literacy Education, Second Language Learning, Skill Development, Speech Skills, Student Evaluation, Thinking Skills, Writing Instruction
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Adult Literacy, Philadelphia, PA.