Faculty Perspectives and Needs in Supporting Adult English Learners: Linking Measurement to Practice

Autor/inn/en	Shore, Jane; Lentini, Jennifer; Molloy, Hillary; Steinberg, Jonathan; Holtzman, Steven
Titel	Faculty Perspectives and Needs in Supporting Adult English Learners: Linking Measurement to Practice
Quelle	In: Journal of Continuing Higher Education, 63 (2015) 3, S.165-179 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2015.1085983
Schlagwörter	English (Second Language); English Language Learners; Second Language Instruction; Second Language Learning; College Students; Adult Students; College Faculty; Community Colleges; Technical Institutes; Student Surveys; Teacher Surveys; Reading Tests; Writing Skills; Writing Tests; Interpersonal Competence + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Collegestudent; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Fakultät; Community college; Community College; Technische Fakultät; Schülerbefragung; Lesetest; Writing skill; Schreibfertigkeit; Writing test; Schreibtest; Interpersonale Kompetenz
Abstract	Results from a survey of 227 adult English learner (EL) faculty in community and technical colleges in the United States reveal a clear desire to better serve adult ELs, but a lack of resources specifically designed to do so. Faculty want and need more resources to support the teaching and learning process, in the form of thoughtful assessments, materials, and an underlying evidence base that can guide and improve educational opportunities for adults learning English. Findings also reveal that information about student background knowledge and skills, which research deems essential to effective instruction, is not always accessible to faculty. Even with measurement tools that do exist, faculty express low to moderate satisfaction, leading to limited insight into students' reading, writing, speaking, listening, and college and career readiness skills on a granular, teachable level. Implications that inform practice with adult ELs and further research, development, and policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01