CHAPTER 2 AND CHAPTER 3

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 suggest that it can take 2–3 years to develop social language and 5 –7 years to develop academic language proficiency. One study estimates that adult immigrants may need to study 103 hours for 6 years to reach the level of English proficiency necessary for civic integration or postsecondary education.


CHAPTER 3 : Program Design and Instructional Practice

Adult ESL programs serve a diverse population through a variety of funding streams, depending on learners’ status (e.g., immigrants, refugees, asylees), goals (e.g., basic or functional literacy, family literacy, workplace education, citizenship preparation), and circumstances (e.g., farm workers, displaced workers, incarcerated youth and adults). The diversity of learner populations served, program settings, systems of delivery, and instructional philosophies result in a wide range of program designs and instructional practices.

Adult education programs seldom provide only language and literacy instruction. Rather, they may provide English language learners with access to information they need for success in their roles as parents, employees, consumers, and lifelong learners. The most common types of programs and classes for adult English language learners are lifeskills or general ESL classes, family literacy programs, English literacy (EL)/civics programs, vocational ESL (vESL) programs, and workplace ESL classes.

Large classes, or classes of learners with widely varying English language proficiency levels (multilevel classes), are not uncommon. in fact, in some parts of the country, multilevel classes are the only option for learning English. Technology provides additional instructional options—in the classroom, through distance education, and in extended self-study. However, while computers and the internet play an increasing role in adult ESL learners’ and teachers’ lives at work and at home, there are segments of both populations that do not have easy access to technology.

Across instructional settings, there is a recent emphasis on the development of both content and program standards to ensure the quality and consistency of the content and program provided to learners. Content standards specify what learners should know and be able to do in certain subject or practical domains. Program standards specify the components of quality ESL programs.
Another area of importance is the transition of English language learners through the upper levels of ESL courses and into and through programs that will help them attain their goals, such as earning a degree or a certificate in a vocational program. There is some evidence that if English language learners have moved through the beginning levels of ESL classes and into a workforce training program, they are more likely to complete the program and attain their goals for learning English and participating in the workforce.

          Maybe that's enough from me. Thanks for your attention guys.