Post-Intermediate Reading

Hello helloo! see me again in my blog. Like usually, here i will share some review from chapter 6 about Future Directions for Lifelong Learning. I hope you guys can enjoy it. Happy reading guys! As is true for native-born workers, success for immigrants in the United States is related to educational attainment and literacy levels. Those with a higher level of education and better literacy skills in English earn more and are more likely to be continuously employed than those without.  The education level and literacy of parents also influences their children’s educational progress and success. The adult education field is connected to and influenced by a variety of workforce and post secondary education challenges and opportunities and by the tasks in daily American life that require knowledge of new technologies.  Opportunities for developing needed knowledge and skills include the following : 1.  Transitioning from adult education programs to workforce training and post

CHAPTER 4 : Professional Development and Teacher  Hello everyone! see me again in my blog. Like usually, here i will share some review from chapter 4 and chapter 5. I hope you guys can enjoyed it. Happy reading people! The need for qualified personnel to work with adult English language learners has risen rapidly in recent years due to the ever-increasing demand for classes. in addition, changing immigration patterns and demographics have had an impact on teachers and on their professional development needs. New teachers are entering the field, experienced teachers are being asked to take on greater challenges, and many adult basic education teachers are working with English language learners in classes along with native English speakers. much of this is occurring in areas where the adult ESL education infrastructure is limited or nonexistent. Professional development is crucial for these teachers. Studies of professional development in adult education shed light on the fact

Hello guys you met me again! As usually, here i will give you some review from chapter 2 and chapter 3. Happy reading everyone! CHAPTER 2 : Learner Participation in Programs and Outcomes Many factors have an impact on learner participation in adult education programs. Learner factors include work schedules, family responsibilities, opportunities to learn and use English outside of an instructional setting, marital and family status, and personal motivation. Program factors include availability of classes, class schedules and locations, instructional setting, type of entry into the program (open or managed enrollment), length of courses and frequency of classes, and training and expertise of the teachers. when considering factors that affect gains in English language proficiency and other educational outcomes, it is important to keep in mind the amount of time that may be required for adults to reach the goals that are set. Studies in second language acquisition of school-age children

Hello guys! Here i will give you some review from chapter 1 about The Foreign Born Population in The United States. Happy reading everyone! The United States has seen a steady increase in the number of foreign-born residents since the 1970s. in 2006, the number was 37,547,789—12.5% of the total U.S. population, up from 10.4% in 2000. Between 2002 and 2006, the level of immigration averaged 1.8 million per year. Hispanics and Asians are the two largest groups represented. Traditionally, the majority of immigrants have settled in a few states, the top five in 2006 being California, Florida, Illinois, New York, and Texas. At the same time, many states have experienced recent growth in foreign-born populations, with 14 states experiencing a 30% or greater increase from 2000 to 2005. The educational levels and English language proficiency of this population very widely. The majority (68%) have earned at least a high school diploma in their home countries or in the United States, and 52

TABLE OF CONTENT Acknowledgments ..............................................................................................................v Executive Summary ........................................................................................................vii i.   Overview ...................................................................................................................1 ii.   The Foreign-Born Population in the United States ..................................................3 iii.  Participation of Foreign-Born Adults in Adult Education Programs .................................................................................13 iv.  Program Design and instructional Practice ...........................................................19 v.  Professional Development and Teacher Quality.....................................................33 vi.  Assessment and Accountability .........................................................................