Counting Words: Successful Sentences for Beginning ESL Adult Learners Using the Product Approach

Autor/in	Gardner, Susanne
Titel	Counting Words: Successful Sentences for Beginning ESL Adult Learners Using the Product Approach
Quelle	In: TESOL Journal, 8 (2017) 2, S.367-384 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.275
Schlagwörter	Sentences; Adult Learning; Adult Students; English (Second Language); Second Language Learning; Writing Skills; Writing Strategies; Correctional Education; Institutionalized Persons; Writing Ability; Teaching Methods; Instructional Effectiveness; Writing Achievement; Maryland + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Writing skill; Schreibfertigkeit; Schreibtechnik; Fürsorgeerziehung; Schreibkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	The majority of correctional students of English as a second language (ESL) in Maryland come to school with limited formal education in their first language. Education has not been prioritized, and formal writing ability is absent. It then becomes a challenge to motivate students to successful writing, as is required by the state. ESL students at the Maryland Correctional Institution in Jessup have found success as beginning writers by using a product approach to writing, and this article documents the step-by-step instruction used in the ESL class. Included herein are samples of one student's progress and writing ability during his first year. Although the product approach is no longer used in mainstream education classes, it allows low-literacy students to achieve success early in their literacy education. This success is important in a nontraditional environment where students are passive learners, have low self-confidence in the academic environment, and struggle for perfection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01