ERIC Number: ED444394
Record Type: Non-Journal
Publication Date: 2000-Aug
Reference Count: N/A
See How They Mean: How Adult ESL Students Manage Learning. Practitioner Research Briefs, 1999-2000 Report Series.
The focus of this practitioner brief is: How do adult English-as-a-Second-Language (ESL) students manage their learning? The adult ESL instructor found that his students wanted more opportunities to speak English in class, and to practice actual oral communication skills in English, but felt too much of their time and effort was directed into rote memorization, written translation, reciting, and checking dictionaries. To help make this happen, the instructor engaged in learner interviews, class observation, and looking over student notebooks. The data showed that the adult ESL learners managed learning as a coordination of their personal needs, cognitive strategies, and previous learning experiences. Their personal needs usually consisted of their comparisons of English to the structure of their native languages, or social needs arising from problems in conducting daily routines such as shopping. Cognitive strategies generally included recall and comprehension practice. What was missing from nearly all of these learning strategies were higher strategies such as analysis, synthesis, and evaluation. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)
Descriptors: Adult Education, Classroom Communication, Classroom Observation Techniques, Classroom Techniques, English (Second Language), Immigrants, Interviews, Learning Strategies, Limited English Speaking, Second Language Instruction, Second Language Learning, Spanish Speaking, Teacher Education, Teaching Methods
For full text: http://www.vcu.edu/aelweb/vaern.html.
Publication Type: Guides - Classroom - Teacher; Reports - Research
Education Level: N/A
Sponsor: Virginia Association of Adult and Continuing Education, Charlottesville.
Authoring Institution: Arlington Public Schools, VA. Virginia Adult Education Research Network.