NotesFAQContact Us
Search Tips
ERIC Number: ED405743
Record Type: Non-Journal
Publication Date: 1996
Pages: 12
Abstractor: N/A
Reference Count: N/A
Classroom Interaction for Adult Literacy.
Kessler, Carolyn; And Others
This paper reports results of a research study linked to the effort of preparing teachers involved in literacy programs for a large adult population of non-native speakers of English in the state of Texas. Because of a state-initiated plan in Texas, the "Indicators of Program Quality for Adult Education and Literacy," extensive professional development for instructional staff involved in adult education and literacy became crucial, especially for English-as-a-Second-Language teachers. Two objectives of the study were: 1) assessment of the usefulness and effectiveness of professional development programs and 2) investigation of attitudinal change resulting from interactive, hands-on, and experiential staff development modeling indicators of program quality using a process transformative approach. Professional development consists of several formats tailored to local program needs. Issues of second language acquisition, thinking and problem solving, reading, and process writing were considered in the context of learner-centered participatory instruction engaging learners in meaningful interaction in both oral and written English. Findings from the study indicate participants found the sessions highly useful and effective and that significant attitudinal changes occurred in favor of an interactive process approach to critical literacy for adults. Contains 13 references. (Adjunct ERIC Clearinghouse for ESL Literacy Education/JL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas