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) Reproductions supplied by EDRS are the best that can be made from the original document.
U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) / This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. O “PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).” CLASSROOM INTERACTION FOR ADULT LITERACY Carolyn Kessler, Barbara Cohen, Rachel Walsh University of Texas at San Antonio San Antonio, Texas, U.S.A. 78249-0654 The Second International Conference on Teacher Education TEACHER EDUCATION: STABILITY, EVOLUTION AND REVOLUTION Under the Auspices of the Colleges of Education in Israel Netanya, Israel, June 30 July 4, 1996 2 BEST COPY AMAU 4 LE CLASSROOM INTERACTION FOR ADULT LITERACY Carolyn Ressler, Rachel Walsh, Barbara Cohen University of Texas at San Antonio San Antonio, Texas, U.S.A. 78249-0654 Abstract. This paper reports results of a research study linked to the practical effort of preparing teachers involved in English literacy programs for a large adult population of non-native speakers of English in the state of Texas. As a result of the Indicators of Program Quality adopted for the Texas State Plan for Adult Education and Literacy, extensive professional development for instructional staff became crucial. For ESL teachers in particular, an understanding of basic notions about second language learning, both theory and practice, is critical for planning and implementing quality programs which promote students’ ability to analyze, understand, deal with, and change when necessary the reality of their own lives. To meet these needs the University of Texas at San Antonio has conducted a multi-year project funded by the Texas Education Agency to provide professional development for teachers throughout the state. Results for a two-year period are reported here. 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 consisted 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 this study indicate that participants found the sessions to be highly useful and effective and that significant attitudinal changes occurred in favor of an interactive process approach to critical literacy for adults. This paper reports results of a research study linked to the practical effort of preparing teachers involved in English literacy programs for a large adult population of non-native speakers of English in the state of Texas. As a result of the Indicators of Program Quality adopted for the Texas State Plan for Adult Education and Literacy, extensive professional development for instructional staff became crucial. For ESL teachers in particular, an understanding of basic notions about second language learning, both theory and practice, is critical for planning and implementing quality programs which promote students’ ability to analyze, understand, deal with, and change when necessary the reality of their own lives. To meet these needs the University of Texas at San Antonio has conducted a multi-year project funded by the Texas Education Agency to provide professional development for teachers throughout the state. Results for a two-year period are reported here. 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 consisted 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 this study indicate that participants found the sessions to be highly useful and effective and that significant attitudinal changes occurred in favor of an interactive process approach to critical literacy for adults. Adult literacy over the past decade has received unprecedented attention from many different sectors of society in the United States. Changing economic, demographic, cultural, and labor-market forces have focused attention on the need for adults with adequate literacy skills reading, writing, and mathematical to meet the needs of the changing workplace. At an historic education summit held in 1990 members of the National Governors’ Association established a set of National Education Goals for the twenty-first century. As adopted by members of the association, one of the eight goals states: By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship. Background on Adult Literacy in the U.S. and Texas Although concerted efforts have been made in realization of the goal, at the mid-point between adoption of the goals in 1990 and the target year 2000, analysis of data published in 1995 reveals that, in spite of increased participation in adult education, the gap has widened between adults who have
