ERIC Number: ED411708
Record Type: RIE
Publication Date: 1997-Jan
Crossroads Cafe: An ESOL Program for Adult Learners. Formative Evaluation Study, Summer 1996 Pilot Implementation.
Spiegel, Seymour; Rayman, Irene C.
The reports presents findings of a formative evaluation of "Crossroads Cafe," an adult-level distance learning program designed to teach English to speakers of other languages (ESOL). The study focused on how 22 programs were implemented in 6 different regions of New York State. The program is a collaborative efforts of the Department of Education, State Education Departments of California, Florida, Illinois, and New York, a nonprofit educational television production consortium, and a textbook publisher. The 22 pilot programs served 755 learners. The learning program, designed to teach learners without a teacher present, targets individuals literate in their native language and with some proficiency in both oral and written English, consists of 26 half-hour episodes about six ethnically diverse characters whose lives intersect at a neighborhood restaurant. Videos are supported by work units with language exercises and two resource books for teachers. A partner guide offers suggestions and reproducible masters for an English-proficient non-professional friend or family member to guide the learner. The pilot study used three instructional models (classroom, distance learning, and hybrid). It demonstrated the relative ease of establishing ESOL instruction using these models. Recommendations for improvement are noted. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Descriptors: Cultural Pluralism, Curriculum Design, Distance Education, Educational Television, English (Second Language), Independent Study, Limited English Speaking, Literacy Education, Program Descriptions, Program Evaluation, Publishing Industry, Second Language Programs, State Departments of Education, Videotape Recordings
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: New York State Education Dept., Albany.
Authoring Institution: City Univ. of New York, NY. Center for Advanced Study in Education.
Grant or Contract Numbers: N/A