ERIC Number: ED421897
Record Type: RIE
Publication Date: 1993-Dec
Access, Participation, and Transition in Adult ESL: Implications for Policy and Practice. Working Paper from the Project on English as a Second Language.
Wiley, Terrence G.
The working paper for a project on English-as-a-Second-Language (ESL) education examines research and policy as they relate to the ability of adult students to access ESL programs, fully participate in and benefit from them, and make the transition to other "mainstream" academic programs or meaningful employment. Studies suggest that adult education in the United States has failed to meet the needs of immigrants and other language minorities, and the paper identifies specific areas of concern in promoting access, participation, and transition. It then reviews literature on effective program models and practices and identifies several promising programs across the nation. It concludes with recommendations for effective interagency program models and national policy considerations. (Contains 61 references.) (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Descriptors: Access to Education, Adult Education, Agency Cooperation, Attendance Patterns, Educational Needs, Educational Policy, English (Second Language), Literacy Education, Models, Policy Formation, Program Design, Program Effectiveness, Public Policy, Second Language Programs, Student Participation
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Southport Inst. for Policy Analysis, Inc., Washington, DC.
Grant or Contract Numbers: N/A