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ERIC Number: ED461307
Record Type: RIE
Publication Date: 2002-Jan
Pages: 4
Abstractor: N/A
Professional Development and Adult English Language Instruction.
National Center for ESL Literacy Education, Washington, DC.
The demand for English-as-a-Second-Language (ESL) classes and for qualified teachers has greatly increased in recent years. Professional development for teachers of adult ESL learners is crucial. Despite their numbers, adult ESL programs, learners, and teachers remain somewhat marginal in adult education policy and structure, and some believe that the field itself has a low status. Many adult ESL teachers work under less than optimal teaching conditions. They come to the field with varied backgrounds. There is a high turnover rate. A wide range of instructional contexts and content focuses make uniform professional development challenging. There are limited opportunities and funding for professional development for teachers of adult ESL learners. Effective staff development practices should do the following: be ongoing, extensive, and based in solid theory; involve teachers in the planning, implementation, and evaluation of training efforts; provide opportunities for teachers to try new skills on the job and engage teachers in feedback and followup activities; and include time for inquiry, reflection, and collaboration. Recent professional development efforts that show promise include: using technology-based approaches, fostering reflective practice, promoting professional communities, and focusing on professional development within other national efforts. Resources are listed. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (SM)
For full text:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Center for ESL Literacy Education, Washington, DC.
Grant or Contract Numbers: N/A