Enhancing Literacy for Learners with Diverse Language and Cultural Backgrounds, Who Are Studying in Adult Basic Education Programs. A Teacher's Guide.

Autor/inn/en	Dixon, Carol; Lyons, Sara
Institution	Adult, Community, and Further Education Board, Melbourne (Australia).
Titel	Enhancing Literacy for Learners with Diverse Language and Cultural Backgrounds, Who Are Studying in Adult Basic Education Programs. A Teacher's Guide.
Quelle	(1995), (140 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7306-7955-1
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Class Activities; Cognitive Style; Cultural Pluralism; Cultural Traits; Educational Background; Educationally Disadvantaged; English (Second Language); Foreign Countries; Intercultural Communication; Limited English Speaking; Literacy Education; Notional Functional Syllabi; Student Characteristics; Australia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Cognitive styles; Kognitiver Stil; Kulturpluralismus; Vorbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Interkulturelle Kommunikation; Funktional-notionaler Ansatz; Australien
Abstract	The guide is designed for teachers of adult basic education students with language backgrounds other than English, limited education, and low literacy skills coupled with relatively high oral skills in English. The first chapter outlines common educational, sociocultural, and linguistic characteristics of this target group. The second chapter suggests ways of responding to and communicating with the students.In the third chapter, a genre approach to language and literacy teaching, which links language and its context, is explained, especially as it applies to adult basic education and specifically, achievement of Australia's Certificate of General Education for adults. Four domains of communication and related curriculum content and structure are outlined: self-expression; practical purposes; knowledge; and public debate. A systemic functional model of language to inform instruction is presented briefly in chapter 4. Chapters 5 and 6 describe an adult basic education teaching/learning cycle and related instructional activities. Two subsequent chapters discuss considerations in creating a supportive learning environment and suggestions for teaching situations in which limited-English-proficient and native English-speakers are taught together. Two bibliographies are included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Anmerkungen	Adult Basic Education Resource & Information Service (ARIS), National Languages and Literacy Institute of Australia (NLLIA), GPO Box 372F, Melbourne, Victoria, Australia 3001 ($25 Australian).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC