Creating standards for adult learners NYS TESOL annual conf.2013

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Creating standards for adult learners NYS TESOL annual conf.2013

  1. 1. Turning Needs into Goals, Creating Standards for Adult Learners NYS TESOL- Annual Conference 2013 Bernadette Forward, M.A. and Elaine Roberts, M.A.
  2. 2. Introduction • ‘A culturally appropriate approach to autonomy might well be one that focuses less on the ‘grand theory’ of autonomy and more on the negotiation of practice among teachers, administrators and learners within the specific situation of each educational institution.’ - Phil Benson (2001)
  3. 3. Role of the Teacher Technical Support • • • Psycho-social Support helping learners evaluate themselves helping them acquire skills and implement their plans • teacher as facilitator • motivating, encouraging • needs analysis, objective setting, material selection, etc. raise awareness
  4. 4. Action Research • • • • • issues of practical concern systematic collection of data small scale, localized qualitative data outcomes: solutions and ‘development of personal or local theories related to practice’
  5. 5. Case Study 1Background/Research Context: ESOL, immigrants/short-term visitors Questions: • • How can students take control of their learning? (non-assessment context) Why are standards important for adult learning? Research: • • Existing standards, Common Core 12 principles of second language learning (Brown, 2000)
  6. 6. Case Study 1- Community Based Organization (CBO) • International Center of CCCS • Overview of programming • Student Background
  7. 7. Case Study 1- CBO cont. • Questionnaires • How did our students benefit? • What did we learn?
  8. 8. First Questionnaire Please answer the following questions as completely as possible. 1. Where do you speak English? (for example, at your job, with your family, watching TV, etc.) 2. Describe a recent situation where you spoke English successfully. (Where were you, what happened, etc.) 3. What are some of the difficulties for you in speaking English? 4. What does having accurate speech mean to you? What techniques do you use to ensure accuracy in your speech?
  9. 9. Follow-up Questionnaire What is accurate speech? 1. Speaking with my classmates in the Center 2. Sharing my opinion smoothly 3. Communicate naturally with people who are not from my country 4. Sharing my opinion clearly 5. Intonation 6. Speaking clearly and understandably 7. Having good pronunciation 8. Speaking with everyone 9. Being able and ready to understand and communicate with anyone in any situation 10. Having a natural conversation in English 11. Being able to exactly express my opinion 12. Being able to use common, everyday expressions such as ‘get out of here’ and ‘I got to go’ What are my two specific goals? How will I measure that I am working toward these goals?
  10. 10. Case Study 2Background/Research Context: English for Specific Purposes, Rolling Admission Questions: • How can needs analysis forms help students? • Are students actively thinking about how their goals and study habits align? • Can increased awareness of learning goals help short-term students study independently? Research: • Smith and Craig (2013) building autonomy through guided questions
  11. 11. Case Study 2- English for Special Purposes (ESP) • ESP group classes with varied (conflicting) student objectives • Rolling admission • Skills focused program with no specific course texts, goals or assessments.
  12. 12. Study Goals Questionnaire • • • • • • How do you want to use English in the future? What are some of the difficulties you have using English? How do you study English in your own time? How do you feel about the effectiveness of your study habits? What aspect of English would you like to work on this week? What can you do during your own study time this week to work on this?
  13. 13. Case Study 2- ESP • • • • cont. Mondays - questionnaires to set goals and talk about ways to achieve goals Midweek check in- Ss share strategies and tools Friday - follow up (leavers -personalized recommendations that Ss are already equipped to follow through on) How did our students/classes benefit?
  14. 14. Breakout Sessions • • Have you done something similar in your program? How did it or could it work in your context? What constraints or challenges might there be to implementation? How can they be addressed?
  15. 15. Conclusion Feedback from the group on goal setting: • • • • Pause and Reflect: (first question, ‘what did we learn?’ Have students make a list in response. then, ask them to put an asterisk next to the points they felt were the most important. Finally, ask them to put a + next to those that they want/need to practice more.) Have students share their interests (and then the teacher can strategize which language skills they need to help them pursue those interests) Teacher can model what ‘specific’ means (in different contexts) to help students with goal setting Help students write their ‘plan’ in their own words. It will help them take ownership of it if they put it in their own words.
  16. 16. Resources • • • • • • • McGraw Hill- TABE and the Common Core College and Career Readiness Standards for Adult Education Schmenk, B. (2005). Globalizing Learner Autonomy. TESOL Quarterly, 39, 107-118. Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Pearson. Smith, K. & Craig, H. (2013). Enhancing the Autonomous Use of CALL: A New Curriculum Model in EFL. CALICO Journal, 30(2), 252-278. Brown, H. Douglas. (2000). Principles of Language Teaching and Learning. Longman. audioboo.fm (website for listening practice)
  17. 17. Contact Info Elaine Roberts Director of Immigrant Support Program International Center of Catholic Charities Community Services elaine.roberts@archny.org Bernadette Forward Curriculum Specialist Voxy Bernadette@voxy.com

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