This article reports on a survey study that investigated authentic materials and activities used by 30 adult ESL teachers. The study found five categories of authentic materials and activities used, including newspapers, work documents, transportation schedules, television and radio. Examples of each are provided. The article provides background on contextual teaching and learning approaches and the importance of using real-world materials that are relevant to adult learners' lives and goals.
This document summarizes a literature review on experiential teaching methodologies in secondary English education. It finds that experiential methods like project-based learning, place-based learning, and service learning can increase student motivation and engagement compared to traditional teaching focused on standardized tests. The review examines programs that used experiential methods and identifies crucial components of effective experiential curriculum design, such as incorporating student autonomy, competence, and relationships. The purpose is to provide a foundation for teaching English experientially and addressing the needs of 21st century students.
The document discusses using student biographies and culturally responsive teaching practices to better meet the needs of diverse students like Cheryl, a first grade English language learner from a low socioeconomic background who is performing below grade level. It provides insights from the literature on creating a "third space" in the classroom, implementing Krashen's Input Hypothesis, and emphasizing disciplinary literacy. The case study examines how understanding Cheryl's background and implementing supportive practices could help improve her literacy development.
The document discusses strategies for improving fourth grade students' reading comprehension. It analyzes research showing that implementing graphic organizers and differentiated instruction can help engage students and improve test scores. The author proposes using graphic organizers across subjects to help students organize information and focus on quality work. Research cited supports that graphic organizers facilitate critical thinking skills and comprehension. The document concludes that as a committed teacher, the author will use various strategies like graphic organizers to continue improving students' reading skills.
Autonomous Learning And Critical Thinking Inspecting The Association Among E...Jennifer Daniel
This document summarizes a study that investigated the relationship between critical thinking (CT) and autonomy (AU) among 182 English as a foreign language (EFL) learners in Iran. The study found a significant positive correlation between students' CT and AU, using questionnaires to measure both constructs. This relationship suggests that developing EFL learners' autonomy and critical thinking abilities may help improve language learning.
This document provides a summary of a handbook for adult literacy practitioners on creating authentic materials and activities for adult literacy classrooms. It discusses research conducted as part of the Literacy Practices of Adult Learners Study (LPALS) which found that instruction using authentic, real-life materials and activities helped adult students transfer literacy skills to their daily lives more than instruction relying solely on decontextualized school materials. The handbook provides guidance for practitioners to develop instruction centered around students' lives and literacy needs outside of the classroom. It includes examples of authentic thematic activities and assessments drawn from real classrooms. The goal is to help teachers reflect on their practice and explore new ways to structure curriculum around students' interests and needs.
Mother tongue usage and classroom instructionoircjournals
This document summarizes a research paper that studied the influence of teachers' attitudes on the use of mother tongue/first language in early childhood education classrooms in Nandi County, Kenya. The study found that teacher attitude positively influences the use of mother tongue/first language as the language of instruction. It recommends supporting in-service teacher training on using mother tongue/first language and providing resources to ensure schools comply with language policies that emphasize first language instruction. The document provides background on language policies in Kenya and debates around the use of first versus second languages in education.
Summary of evaluation and research studies on effects of instrumental enrichmentKaryl Haden
I know both this article and the Professional Development Today issue that I am about to upload are longer, however, they do a nice job of describing the Feuerstein's Instrumental Enrichment program that is the basis of everything that we do at Ascent International Learning Center. Enjoy! Please message me if you have questions.
This document summarizes research on using Montessori-inspired multi-sensory manipulatives in an adult ESL classroom. It describes how Montessori found that "hands-on" materials helped children learn abstract concepts. The researcher adapted Montessori grammar and language materials for use with 10 adult ESL students ages 18-60. Observations showed the adults were engaged with the materials and increasing their vocabulary, understanding of English terminology, and ability to make connections between concepts. The document reviews literature supporting the idea that multi-sensory experiences aid second language acquisition by reducing language load and making abstract ideas more concrete.
This document summarizes a literature review on experiential teaching methodologies in secondary English education. It finds that experiential methods like project-based learning, place-based learning, and service learning can increase student motivation and engagement compared to traditional teaching focused on standardized tests. The review examines programs that used experiential methods and identifies crucial components of effective experiential curriculum design, such as incorporating student autonomy, competence, and relationships. The purpose is to provide a foundation for teaching English experientially and addressing the needs of 21st century students.
The document discusses using student biographies and culturally responsive teaching practices to better meet the needs of diverse students like Cheryl, a first grade English language learner from a low socioeconomic background who is performing below grade level. It provides insights from the literature on creating a "third space" in the classroom, implementing Krashen's Input Hypothesis, and emphasizing disciplinary literacy. The case study examines how understanding Cheryl's background and implementing supportive practices could help improve her literacy development.
The document discusses strategies for improving fourth grade students' reading comprehension. It analyzes research showing that implementing graphic organizers and differentiated instruction can help engage students and improve test scores. The author proposes using graphic organizers across subjects to help students organize information and focus on quality work. Research cited supports that graphic organizers facilitate critical thinking skills and comprehension. The document concludes that as a committed teacher, the author will use various strategies like graphic organizers to continue improving students' reading skills.
Autonomous Learning And Critical Thinking Inspecting The Association Among E...Jennifer Daniel
This document summarizes a study that investigated the relationship between critical thinking (CT) and autonomy (AU) among 182 English as a foreign language (EFL) learners in Iran. The study found a significant positive correlation between students' CT and AU, using questionnaires to measure both constructs. This relationship suggests that developing EFL learners' autonomy and critical thinking abilities may help improve language learning.
This document provides a summary of a handbook for adult literacy practitioners on creating authentic materials and activities for adult literacy classrooms. It discusses research conducted as part of the Literacy Practices of Adult Learners Study (LPALS) which found that instruction using authentic, real-life materials and activities helped adult students transfer literacy skills to their daily lives more than instruction relying solely on decontextualized school materials. The handbook provides guidance for practitioners to develop instruction centered around students' lives and literacy needs outside of the classroom. It includes examples of authentic thematic activities and assessments drawn from real classrooms. The goal is to help teachers reflect on their practice and explore new ways to structure curriculum around students' interests and needs.
Mother tongue usage and classroom instructionoircjournals
This document summarizes a research paper that studied the influence of teachers' attitudes on the use of mother tongue/first language in early childhood education classrooms in Nandi County, Kenya. The study found that teacher attitude positively influences the use of mother tongue/first language as the language of instruction. It recommends supporting in-service teacher training on using mother tongue/first language and providing resources to ensure schools comply with language policies that emphasize first language instruction. The document provides background on language policies in Kenya and debates around the use of first versus second languages in education.
Summary of evaluation and research studies on effects of instrumental enrichmentKaryl Haden
I know both this article and the Professional Development Today issue that I am about to upload are longer, however, they do a nice job of describing the Feuerstein's Instrumental Enrichment program that is the basis of everything that we do at Ascent International Learning Center. Enjoy! Please message me if you have questions.
This document summarizes research on using Montessori-inspired multi-sensory manipulatives in an adult ESL classroom. It describes how Montessori found that "hands-on" materials helped children learn abstract concepts. The researcher adapted Montessori grammar and language materials for use with 10 adult ESL students ages 18-60. Observations showed the adults were engaged with the materials and increasing their vocabulary, understanding of English terminology, and ability to make connections between concepts. The document reviews literature supporting the idea that multi-sensory experiences aid second language acquisition by reducing language load and making abstract ideas more concrete.
This document discusses a study that compares perspectives of elementary school teachers in South Korea, Japan, and Taiwan towards communicative language teaching (CLT) activities. The study uses video recordings of CLT activities in classrooms to elicit discussion among teachers. Key findings include that teachers face challenges in understanding what constitutes teaching for communicative purposes, the role of developmental factors in English language learning, and how to harmonize learning/teaching with sociocultural context. The study analyzes teacher perspectives through the framework of sociocultural theory, which views language learning as situated within social and cultural contexts.
This document provides background information on a study exploring the benefits of the Talk for Writing literacy scheme from the perspectives of primary school pupils and teachers. It describes the school where the research took place, which had a diverse student population and above-average needs. The document outlines the study's methodology, which used a case study approach to examine how the Talk for Writing scheme was implemented in a Year 2 classroom and to analyze student work and feedback from focus pupils. It also reviews relevant literature on learning styles, memory development, and theories of multiple intelligences to provide context for analyzing the outcomes of using the Talk for Writing approach.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document compares the perceptions of effective teaching behaviors between graduates from two English teacher training programs in Turkey - the English Language Teaching (ELT) department and the English Language and Literature (ELL) department. The ELT program spreads methodology courses across four years, while the ELL program concentrates these courses into the final 1.5 years. A questionnaire was administered to 22 ELT and 22 ELL pre-service teachers to investigate differences in their perceptions. Interviews were also conducted with 4 participants from each group. The study aims to determine if perceptions differ between the two groups who receive different amounts and timing of methodology training.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document reports on a study that compared the perceptions of effective teacher behaviors between graduates from two English teacher preparation programs in Turkey: the English Language and Literature (ELL) department and the English Language Teaching (ELT) department. The study administered a questionnaire to ELL and ELT pre-service teachers and conducted independent samples t-tests to analyze differences between the groups. Interviews were also conducted with select participants. The results found no significant differences between the groups' perceptions of most categories, except for error correction, where perceptions differed significantly.
This document summarizes a study that investigated teacher questioning practices during reading lessons in secondary schools in Indonesia. The study observed three English teachers from three different schools. It found that the teachers relied heavily on questions provided in textbooks for their reading lessons and pedagogy. As a result, the teachers were mainly exposed to and asked low-level questions in their lessons. The study provided insights into teacher questioning strategies in a foreign language context in Indonesia and implications for improving reading instruction through higher-level questioning.
This study examined the effects of classwide peer tutoring (CWPT) on the social interactions of English language learners and native English speakers in two second-grade classrooms. CWPT was implemented to teach math and spelling, with social interactions as the dependent variable. Students' frequency of positive and negative social behaviors during CWPT sessions was observed and analyzed. The study found that CWPT increased positive social interactions for both English language learners and native English speakers, indicating it is an effective instructional strategy to support social development for all students.
Running head LESSON PLAN 1LESSON PLAN 8Le.docxjeanettehully
This lesson plan is for a 3rd grade English class that is culturally diverse. The plan aims to improve students' reading, speaking, and writing skills. Various instructional strategies will be used, including teacher instruction, videos, and group work. Formative and summative assessments will evaluate if learning objectives were met. Student engagement will be encouraged through behavioral, emotional, cognitive, and agentic engagement strategies.
This study investigated the effects of strategy-based instruction on developing learner autonomy and improving writing ability. 37 students received an 8-week metacognition training program focused on planning, monitoring, and evaluating writing tasks, while 54 students served as controls. Students who received training improved their use of metacognitive strategies and writing ability more than the control groups. The training group maintained improvements on a delayed writing test. The study suggests that strategy-based instruction can effectively promote learner autonomy and writing skills.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
Leslla 2011 adults as multilingual individuals final 9.27.11Patsy Vinogradov
This document summarizes key points from a presentation on working with adult learners who are bilingual or multilingual. It discusses research showing benefits of using students' native languages in instruction. While use of native language has been found to support learning, more research is still needed, especially for specific populations and contexts. The document also outlines strategies supported by evidence for connecting instruction to students' lives and promoting learner interaction.
11.[22 32]a means to improve language skills and encourage student engagement...Alexander Decker
This document summarizes a study that examined how critical thinking-based English as a Foreign Language (EFL) lessons helped facilitate language learning and engagement for Thai university students. The study utilized classroom observations and collected student assignments and tests over one academic year. Findings showed the critical thinking lessons empowered students' EFL learning and engagement to a large extent by developing their voices and language use. However, language gains were only marginally significant over the year. The study contributes to understanding how critical thinking lessons can be incorporated to facilitate EFL learning.
Running head rough draft1 rough draft 15ssusere73ce3
This document summarizes and analyzes research on inclusion programs that integrate special needs students into mainstream classrooms. It discusses several studies from the 1980s that found inclusion led to closer peer relationships and a desire from both special needs and non-special needs students to remain in the same classroom. More recent research discussed found that inclusion is associated with higher academic achievement for special needs students and no negative impacts for non-special needs students. However, one study cited found physical education inclusion programs in Shanghai schools lacked resources and negatively impacted special needs students' self-esteem and socialization. Overall, the document analyzes research demonstrating cognitive and social benefits of inclusion for both groups of students when properly implemented.
Cultural practices and education in ghana the effects of traditional culture...Alexander Decker
This document summarizes a study on the effects of traditional Ghanaian culture on parental involvement in education. The study used interviews and document analysis to examine perspectives of community elders, parents, teachers, and administrators at a community school. The study found that traditional cultural norms and beliefs strongly influence how parents allocate resources, with cultural conformity being prioritized over education. Specifically, parents provide little support for their children's education, like not providing books or school supplies. However, parents will spend money on cultural events. The study aims to understand this disconnect and how culture impacts the value parents place on education.
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
This document discusses a study that assessed the consistency of mathematics classroom teaching and learning processes with a constructivist approach. 261 high achieving students in mathematics and science from Amhara and Benishangul Gumuz regions completed a survey to evaluate their mathematics classroom learning environments based on 5 dimensions of constructivism. Results showed the learning environments were less constructivist than expected, as 4 of the 5 key constructivist principles were not sufficiently implemented. However, student negotiation was found to be adequate. The document provides background on constructivism and the role of the teacher and learning environment in a constructivist approach.
The document provides instructions for requesting writing assistance from a website. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
Political Science Research Paper Outline. Free PoliticaKarla Adamson
False. Cultural relativism and moral relativism are not exactly the same. Cultural relativism is the view that cultural practices and beliefs should be understood based on the cultural context from which they arise rather than being judged against the standards of another culture. Moral relativism is the view that moral truths are relative to the culture or society holding them rather than being absolute. So cultural relativism focuses on understanding other cultures, while moral relativism focuses on whether moral claims can be objectively true or false.
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This document discusses a study that compares perspectives of elementary school teachers in South Korea, Japan, and Taiwan towards communicative language teaching (CLT) activities. The study uses video recordings of CLT activities in classrooms to elicit discussion among teachers. Key findings include that teachers face challenges in understanding what constitutes teaching for communicative purposes, the role of developmental factors in English language learning, and how to harmonize learning/teaching with sociocultural context. The study analyzes teacher perspectives through the framework of sociocultural theory, which views language learning as situated within social and cultural contexts.
This document provides background information on a study exploring the benefits of the Talk for Writing literacy scheme from the perspectives of primary school pupils and teachers. It describes the school where the research took place, which had a diverse student population and above-average needs. The document outlines the study's methodology, which used a case study approach to examine how the Talk for Writing scheme was implemented in a Year 2 classroom and to analyze student work and feedback from focus pupils. It also reviews relevant literature on learning styles, memory development, and theories of multiple intelligences to provide context for analyzing the outcomes of using the Talk for Writing approach.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document compares the perceptions of effective teaching behaviors between graduates from two English teacher training programs in Turkey - the English Language Teaching (ELT) department and the English Language and Literature (ELL) department. The ELT program spreads methodology courses across four years, while the ELL program concentrates these courses into the final 1.5 years. A questionnaire was administered to 22 ELT and 22 ELL pre-service teachers to investigate differences in their perceptions. Interviews were also conducted with 4 participants from each group. The study aims to determine if perceptions differ between the two groups who receive different amounts and timing of methodology training.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document reports on a study that compared the perceptions of effective teacher behaviors between graduates from two English teacher preparation programs in Turkey: the English Language and Literature (ELL) department and the English Language Teaching (ELT) department. The study administered a questionnaire to ELL and ELT pre-service teachers and conducted independent samples t-tests to analyze differences between the groups. Interviews were also conducted with select participants. The results found no significant differences between the groups' perceptions of most categories, except for error correction, where perceptions differed significantly.
This document summarizes a study that investigated teacher questioning practices during reading lessons in secondary schools in Indonesia. The study observed three English teachers from three different schools. It found that the teachers relied heavily on questions provided in textbooks for their reading lessons and pedagogy. As a result, the teachers were mainly exposed to and asked low-level questions in their lessons. The study provided insights into teacher questioning strategies in a foreign language context in Indonesia and implications for improving reading instruction through higher-level questioning.
This study examined the effects of classwide peer tutoring (CWPT) on the social interactions of English language learners and native English speakers in two second-grade classrooms. CWPT was implemented to teach math and spelling, with social interactions as the dependent variable. Students' frequency of positive and negative social behaviors during CWPT sessions was observed and analyzed. The study found that CWPT increased positive social interactions for both English language learners and native English speakers, indicating it is an effective instructional strategy to support social development for all students.
Running head LESSON PLAN 1LESSON PLAN 8Le.docxjeanettehully
This lesson plan is for a 3rd grade English class that is culturally diverse. The plan aims to improve students' reading, speaking, and writing skills. Various instructional strategies will be used, including teacher instruction, videos, and group work. Formative and summative assessments will evaluate if learning objectives were met. Student engagement will be encouraged through behavioral, emotional, cognitive, and agentic engagement strategies.
This study investigated the effects of strategy-based instruction on developing learner autonomy and improving writing ability. 37 students received an 8-week metacognition training program focused on planning, monitoring, and evaluating writing tasks, while 54 students served as controls. Students who received training improved their use of metacognitive strategies and writing ability more than the control groups. The training group maintained improvements on a delayed writing test. The study suggests that strategy-based instruction can effectively promote learner autonomy and writing skills.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
Leslla 2011 adults as multilingual individuals final 9.27.11Patsy Vinogradov
This document summarizes key points from a presentation on working with adult learners who are bilingual or multilingual. It discusses research showing benefits of using students' native languages in instruction. While use of native language has been found to support learning, more research is still needed, especially for specific populations and contexts. The document also outlines strategies supported by evidence for connecting instruction to students' lives and promoting learner interaction.
11.[22 32]a means to improve language skills and encourage student engagement...Alexander Decker
This document summarizes a study that examined how critical thinking-based English as a Foreign Language (EFL) lessons helped facilitate language learning and engagement for Thai university students. The study utilized classroom observations and collected student assignments and tests over one academic year. Findings showed the critical thinking lessons empowered students' EFL learning and engagement to a large extent by developing their voices and language use. However, language gains were only marginally significant over the year. The study contributes to understanding how critical thinking lessons can be incorporated to facilitate EFL learning.
Running head rough draft1 rough draft 15ssusere73ce3
This document summarizes and analyzes research on inclusion programs that integrate special needs students into mainstream classrooms. It discusses several studies from the 1980s that found inclusion led to closer peer relationships and a desire from both special needs and non-special needs students to remain in the same classroom. More recent research discussed found that inclusion is associated with higher academic achievement for special needs students and no negative impacts for non-special needs students. However, one study cited found physical education inclusion programs in Shanghai schools lacked resources and negatively impacted special needs students' self-esteem and socialization. Overall, the document analyzes research demonstrating cognitive and social benefits of inclusion for both groups of students when properly implemented.
Cultural practices and education in ghana the effects of traditional culture...Alexander Decker
This document summarizes a study on the effects of traditional Ghanaian culture on parental involvement in education. The study used interviews and document analysis to examine perspectives of community elders, parents, teachers, and administrators at a community school. The study found that traditional cultural norms and beliefs strongly influence how parents allocate resources, with cultural conformity being prioritized over education. Specifically, parents provide little support for their children's education, like not providing books or school supplies. However, parents will spend money on cultural events. The study aims to understand this disconnect and how culture impacts the value parents place on education.
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
This document discusses a study that assessed the consistency of mathematics classroom teaching and learning processes with a constructivist approach. 261 high achieving students in mathematics and science from Amhara and Benishangul Gumuz regions completed a survey to evaluate their mathematics classroom learning environments based on 5 dimensions of constructivism. Results showed the learning environments were less constructivist than expected, as 4 of the 5 key constructivist principles were not sufficiently implemented. However, student negotiation was found to be adequate. The document provides background on constructivism and the role of the teacher and learning environment in a constructivist approach.
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Political Science Research Paper Outline. Free PoliticaKarla Adamson
False. Cultural relativism and moral relativism are not exactly the same. Cultural relativism is the view that cultural practices and beliefs should be understood based on the cultural context from which they arise rather than being judged against the standards of another culture. Moral relativism is the view that moral truths are relative to the culture or society holding them rather than being absolute. So cultural relativism focuses on understanding other cultures, while moral relativism focuses on whether moral claims can be objectively true or false.
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The characters of Romeo and Mercutio in Shakespeare's Romeo and Juliet serve as foils to each other. While Romeo is a romantic lover who expresses his love through words, Mercutio is cynical about love and sees it as insignificant. He encourages Romeo to have casual sex instead of pursuing a serious relationship. Mercutio also seems jealous of Romeo's love for Juliet. The two characters present contrasting views of love and relationships that underscore major themes in the play.
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The document discusses the enforcement of rules in American football by organizations like the NFL and NCAA. It notes that rules have gradually changed over the years to make the game safer and less violent. However, some argue this has made football too soft compared to the past. New rules like targeting bans certain tackles and leads to more penalties being called, which slows down defenses and reduces exciting big hits. While safety was the goal, some feel the rule changes have negatively impacted the game.
016 Essay Example Expository Prompts ThatKarla Adamson
The document discusses having seniors lead a risk management workshop at the start of the new school year to provide senior safety tips, as it is suggested as the programming idea of the month in the Risk Management Matters August newsletter. Seniors would share safety tips they have learned throughout their school career with younger students to help them avoid risks as they get older.
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Great Writing 2 Great Paragraphs (EditionKarla Adamson
The passage discusses how the horror genre shifted in the late 1980s/early 1990s to portray serial killers as humans living among society rather than masked figures. This changed the "Final Girl" character, exemplified by Clarice Starling in Silence of the Lambs, who must face internal rather than external threats. By confronting more psychologically complex villains, these films explored how violence relates to sexuality in a way that still resonates with audiences today.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Authentic Activities And Materials For Adult ESL Learners
1. Journal of Adult Education
Volume 40, Number 1, 2011
Authentic Activities and Materials for Adult ESL Learners
Jiuhan Huang
Evie Tindall
Deanna Nisbet
Abstract
This article reports on a survey study that investigated the types of authentic materials and activities that
ESL teachers of adults utilize and deem successful in their classrooms. Data were gathered through the use
of a researcher-developed questionnaire consisting of nine items. Thirty participants provided examples of
authentic materials and activities that they have successfully employed in adult ESL classrooms. Five
thematic categories emerged from the data. Examples of authentic materials and activities are presented.
Introduction
According to the U.S. Department of Education,
44% of students in federally funded adult education
programs in the United States are English as a second
language (ESL) learners (IES, 2010). Many of these
learners are at the lowest ESL level, beginning literacy.
These students often face the dual challenge of
developing basic literacy skills as well as proficiency in
English (IES, 2010). Adult ESL learners enroll in
English language instruction programs for a variety of
reasons. Some want to improve their literacy and
English proficiency skills in order obtain jobs or
acquire better jobs. Others want to be able to
communicate with their children’s teachers or help their
children with school work. Orem (2000) notes that for
adult ESL learners, a lack of language proficiency not
only affects their access to housing and employment,
but it may also hinder the role that they play in their
children’s education (p. 441).
Adult ESL learners have specific learning goals that
reflect their life goals. It is important that language
teachers closely attend to the needs of these learners
and engage them in language learning. This article
reports on a research study conducted to collect data
concerning authentic activities and materials being
successfully implemented by teachers of adult ESL
students. Specifically, the study was designed to
examine the question, “What authentic activities and
materials are being successfully utilized in adult ESL
classrooms?”
Jiuhan Huang is an assistant professor; Evie Tindall is an associate professor; and Deanna Nisbet is an associate
professor and director. All are in the TESOL Program at Regent University, Virginia Beach, Virginia.
1
2. Literature Review
Contextualized Teaching and Learning
Contextualized Teaching and Learning (CTL) is a
“conception of teaching and learning that helps teachers
relate subject matter content to real world situations”
(Berns & Erickson, 2001, p. 2). CTL helps students
make connections between the content theyare learning
and the real-life contexts where the content can be
applied. Students then find meaning in the learning of
the content. Instead of teaching skills and knowledge
separate from real-life situations and hoping the
learners will be able to transfer what they have learned
in real life, instructors can help adults learn skills more
rapidly through CTL (Dirkx & Prenger, 1997). When
students acquire knowledge and skills by integrating
content with real-life situations in appropriate contexts,
they are likely to apply the content knowledge in real
life (Berns & Erickson, 2001).
CTL is rooted in constructivism, which proposes
that “students construct their own knowledge bytesting
ideas based on prior knowledge and experience,
applying these ideas to a new situation, and integrating
thenewknowledgegainedwithpre-existingintellectual
constructs” (Berns & Erickson, 2001, p. 2). CTL is
strongly congruent with adult learning theories. One of
the most important assumptions of adult learning is that
the accumulated experience of adult learners serves as
both a rich resource and a stimulus for learning
(Merriam, Caffarella, & Baumgartner, 2007). CTL can
be found in a variety of adult learning settings, such as
adult literacy, workplace education, and family literacy
programs. In these settings, academic content and the
life experiences of learners are closely integrated (Imel,
2000).
Imel (2000) reviewed two studies that examined the
use of contextual learning in adult learning settings and
concluded that contextual learning was driven by
teachers’ and curriculum developers’ ideas of how the
knowledge would be used and employed within that
context (para. 7). This suggests that teachers of adult
ESL learners should give a prominent place to the needs
and goals of the learners they serve.
CLT and Authenticity
Communicative Language Teaching (CLT) has
been advocated as an accepted paradigm for language
teaching. In CLT, “language techniques are designed to
engage learners in the pragmatic, authentic, functional
use of language for meaningful purposes” (Brown,
2007, p. 241). These techniques may include, but are
not limited to, information gap, role play, and games,
all using authentic materials. These techniques and
materials are presumed to help learners be prepared for
“real-world” communication outside the classroom.
However, some cast doubt on the claims of
authenticitywithin CLT.Forexample,Kumaravadivelu
(2006) challenges the claim that CLT practice “actually
promotes serious engagement with meaningful
negotiation, interpretation, and expression in the
language classroom” (p. 62). In other words,
communicative curriculum itself cannot guarantee
authenticity. In a 1987 study, Nunan observed so-called
communicative classrooms and found that they were
anything but communicative. Similarly, Kumarava-
divelu (1993) analyzed lessons taught by teachers who
claimed to use the CLT approach and concluded that
even those teachers committed to CLT may not create
opportunities for authentic interaction in their
classroom (p. 113).
Authenticity, according to Rilling and Dantas-
Whitney (2010), “should be framed in broader terms to
include learner cognition, engagement, collaboration,
problem solving, critical analysis, and the development
of language for specific and often localized
communication purposes” (p. 1). Authenticity in the
classroom entails more than using authentic texts and
simulating authentic activities. Instead, we must
“address the needs and interests of students, engaging
them in authentic, real-life tasks, allowing them
ownership of the curriculum” (Felix, 2005, p. 88).
When engaging learners in authentic classrooms, it is
critical to ask, “Whose texts and whose language
standards should be used? Who sets the goals for
language learning?…Can we empower students to gain
a sense of ownership in the language classroom?”
(Rilling & Dantas-Whitney, 2010, p. 1).
2
3. Purcell-Gates, Degener, Jacobson, and Soler (2002)
conducted a nationwide U.S. studyof adult learners and
examined changes in the literacy practices of these
adults as a result of attending adult literacy programs.
They found that using real-life materials and authentic
activities in adult literacy classes impacts the literacy
practices of these learners. Specifically, they found that
adults who attended programs or classes with more
authentic literacy activities reported (a) reading and
writing more often outside of the classroom and (b)
reading and writing more complex texts.
Condelli, Wrigley, Yoon, Cronen, and Seburn
(2003) conducted a nationwide study in the U.S. to
explore the question of what strategies or techniques
work for low-level literacy students in developing their
English reading skills and oral skills. Participants were
new immigrants with less than 6 years of schooling in
their home countries. They did not possess strong
literacy skills in either their native language(s) or
English. One of the key findings for reading
development was that their reading improved more, as
measured by standardized tests, if they were in classes
wheretheteacherimplementedmorereal-lifeactivities.
Method
Participants
Participants in this study were a volunteer pool of
30 teachers of adult ESL in programs located
throughout the United States. All participants are
members of regional or national professional
associations in the field of adult education.
The overall experience level of this group of
teachers was relatively high. They had taught students
of all proficiency levels, ranging from low beginners to
advanced learners. Fifty-seven percent of the
participants (n=17) had at least 4 years of experience
teaching adult ESL learners; and 20% (n=6) had taught
adult ESL for more than 10 years. Only 17% of the
participants (n=5) had teaching experience of less than
1 year.
The participants were also relatively well-trained:
33% (n=10) had master’s degrees or higher in TESOL,
and 27% (n=8) had a TESOL certificate; 33% (n=10)
have taken TESOL training courses offered by various
agencies. Only two participants indicated having no
formal TESOL training.
Procedures
We contacted selected associations and
commissions that have adult ESL teachers as members
and requested their help in distributing the survey. The
Kentucky Association for Adult and Continuing
Education, the Commission on Adult Basic Education,
and the Virginia Association for Adult and Continuing
Education agreed to send the survey to their members
who teach in adult ESL/ESOL programs. Two weeks
later, a follow-up e-mail was sent to the targeted
associations and commissions. We also dispatched the
link to personal contacts who are currently teaching
adult ESL in various states and are members of one or
more professional associations. A total of 30 completed
surveys were returned.
Instrumentation
The study incorporated a researcher-developed
questionnaire consisting of nine items (five open-ended
questions and four multiple-choice questions). The
survey begins with a short introduction, which includes
a statement regarding the purpose of the study and the
types of information that were to be collected. The four
multiple choice questions were designed to collect
demographic data from the respondents, including (a)
how long they had been teaching adult ESL, (b) what
type of training they received, (c) the levels of learners
they were teaching, and (d) the regions of the world
where their learners are from. The five open-ended
questions ask teachers to provide examples of authentic
materials, activities, and assignments that they deem
effective.
Analysis
The analysis of data was limited to questionnaire
responses. Established qualitative analysis techniques
were employed. A content analysis was performed on
the data. After using items on the questionnaire to
3
4. develop initial coding categories, the data were
analyzed for emerging categories. Next, utilizing both
sets of categories, data were reduced and charted on a
data display. Finally, all coded and charted data were
analyzed again to discover major patterns across the
coded and charted data. The analysis was iterative in
order to ensure that possible differences in the
interpretation of responses were explored. To check the
reliability of the analysis, a peer review was conducted
to obtain second and third opinions on the findings. An
audit trail was maintained throughout the analysis.
Results
The following question guided the study: “What
authentic activities and materials are being used in adult
ESL classrooms?” All participants reported employing
a wide variety of types of authentic materials and
activities. An analysis of this data revealed five
emerging categories related to the what and how of
authentic curriculum and instruction in adult ESL
classrooms. These thematic categories are as follows:
(a) Employment, (b) Technology, (c) Consumer-
Related Goods, (d) Consumer-Related Services, and (e)
Citizenship/CivicParticipation.Results andanalysisare
reported in relation to each of these categories.
Employment
Participants’ activities related to the first thematic
category, Employment, are provided in Table 1. Topics
such as conducting a job search, filling out applications,
writing resumes, and mock interviews are included in
this section.
Many adult ESL learners take language classes to
further their careers or pursue job opportunities. Giving
them hands on experience with the job seeking process
is beneficial to them both in enhancing their
employment opportunities and developing their
language skills. In this category, the job seeking process
includes identifying the types of jobs students are
seeking, finding these jobs in the newspaper and online
job sites, filling out application forms and writing
resumes, and preparing for job interviews.
Table 1. Employment Activities
Materials or Media Activities
1. Employment-related
materials (including
those for finding job
openings, applying,
and interviewing)
a. Give a needs assessment to determine the types of jobs that students may be
interested in.
b. Scan newspapers and do online searches for job openings.
c. Supply job applications from various businesses and have students practice
completing them.
d. Give students the employer’s perspective and talk about appropriate dress for
an interview.
e. Watch and discuss videos of job interviews.
f. Have mock interviews.
g. Write resumes.
Technology
Participants in the study reported designing and
implementing a variety of activities involving student
interaction with technology. As displayed in Table 2,
activities in the Technologyarea incorporated student
use of e-mail, the internet, videos, podcasts, audio
recordings, CDs, television, and cell phones.
4
5. The Technologyactivities fallinto two categories,
using personal technology devises such as e-mail and
one’s phone and using more generic and non-personal
channels like television and the internet. It is
important to note that teachers took advantage of the
interactive aspects of technology to help the students
practice their language skills. For example, students
used cell phones to call the teacher and other students,
and a PenPal Project was implemented via email.
Technology was also used to enable students to
function effectively in life. For example, students
learned to use search engines to access goods and
services and use the MapQuest to access directions.
Finally, technology was used to provide visual and
audio support for language acquisition. For example,
students recorded their own reading for pronunciation
critique and watched the weather channel to learn
vocabulary and expressions.
Table 2. Technology Activities
Materials or Media Activities
1. E-mail a. Implement a Pen Pal Project to foster vocabularyacquisition and writing skills.
b. Notify an employer or teacher via email regarding an absence (to encourage
composition of e-mails).
2. Internet a. Use search engines to access goods and services (e.g., free health clinics) to
increase vocabulary.
b. Use Map Quest to access directions to students’ homes to increase vocabulary.
3. Videos/Podcasts a. Interact with videos and podcasts to foster vocabulary, including idioms.
b. As a class, film student-narrated videos advertising ESL classes at the
university to increase vocabulary and build fluency.
c. Have students watch and discuss video-taped news. Focus on cultural matters
and key vocabulary.
4. Audio recordings/
CDs
a. Have students record their reading to critique pronunciation.
b. Have students listen to music from different countries on CDs during journal
writing.
5. Television a. Watch the weather channel to teach vocabularyand expressions. Have students
make reports regarding weather predictions.
6. Cell Phones a. In small groups, students learn functions of cell phones. Then each student calls
the teacher. Students also call members of the class to obtain designated
information. The information is reported in class.
b. Take pictures of people, places, interests, or special concerns with cell phones
to spark discussions and writing assignments.
Consumer Goods
Participants’ activities related to the third the-
matic category, Consumer Goods, are provided in
Table 3. Examples of topics addressed in this
thematic grouping pertain to shopping, ordering food
at a restaurant, and reading labels to compare
products.
The area of Consumer Goods shows that the need
for reading and writing skills is everywhere. Diverse
activities include getting food outside of the home,
getting money out of a bank account, or completing
anapplication of some type. The advertisingmaterials
and labels provide information that can be as different
5
6. as what is important to one’s health to information
that helps the buyer make determinations on the
quality of a product. The ubiquitous availability of
diverse materials in the Consumer Goods area makes
them an excellent source of authentic instructional
materials.
Table 3. Consumer Goods Activities
Materials or Media Activities
1. Menus a. Match words with pictures on menus.
b. Read menus from favorite restaurants.
c. Role play calling a restaurant and ordering a meal from a take-out menu.
d. Visit a restaurant as a class and practice reading menus, ordering food, using
table manners, and paying the bill.
2. Advertisements a. Role play shopping for various items in a sales flyer.
b. Teach words and phrases like clearance, final sale, and buy one and get one
free,
c. Identify food and beverages and compare prices from a number of ads.
d. Read ads and make a grocery list.
e. Use ads to learn about buying clothes. Teacher brings a bag of clothes for
students to model, identify, and describe.
3. Checks/
Applications
a. Write a check to purchase designated items.
b. Fill out an application for a store bonus card and apply for a card.
4. Labels a. Read labels on various consumer goods. Compare goods to items in the
countries represented.
Consumer-Related Services
Participants’ activities related to the fourth the-
matic category, Consumer-Related Services, are
provided in Table 4. Examples of topics addressed in
this thematic grouping include health and safety,
banking, postal services, transportation, and news.
In order for adult ESL learners to communicate
effectively, they should be able to perform various
basic communication functions. Many of Consumer-
Related Services activities were used to teach these
basic communication functions such as providing
personal information, providing directions using
public transportation schedules or city maps, making
requests, reporting accidents and/or emergencies, and
carrying out various transactions at banks and post
offices. Role playing was a main strategy used to
teach these various functions.
6
7. Table 4. Consumer-Related Services Activities
Materials or Media Activities
1. Medical paperwork and
information
a. Provide information on free health clinics, free screenings, and reduced
doctor fees; teach students to fill out the required paperwork for medical
services.
b. Role play visiting a doctor’s office and filling out the paperwork.
c. Practice reading the print on prescription drugs as well as over-the-counter
medications.
2. Emergency Services
information
a. Teach students when and how to call 911.
b. Visit a fire station with students and their families where they can learn
about fire safety and see the inside of an ambulance.
c. Learn about power outages and practice calling to report an outage.
3. Transportation-related
materials (e.g.,
schedules and maps)
a. Provide public transportation schedules. Emphasize the days of the week,
times (e.g., a.m. vs. p.m.), and names of streets.
b. Provide city maps for students to read and give each other directions to
designated places. (Also use Map Quest to obtain directions).
4. Driving-related
publications/ materials
a. Go over driving rules.
b. Draw and label road signs.
c. Have a police officer visit the class. Role play situations involving
reporting information as a witness to a traffic accident.
5. News-related materials
(e.g., articles, cartoons,
and special reports)
a. Provide newspaper articles for reading, discussion, and dictation in dyads.
b. Provide political cartoons, special news reports, and graphics to verbally
summarize and analyze and then express in writing.
c. Provide articles for students to read about community and current events.
d. Provide special ESL paper, “News for You”, for discussion
e. Summarize for students local, state, national, and international daily
headlines. Have them listen for details.
6. Postal and banking
materials
a. Students role play going to the bank and post office to carry out various
transactions.
Citizenship and Civic Participation
Participants’ activities related to the fifth thematic
category, Citizenship and Civic Participation, are
provided in Table 5. Examples of topics addressed in
this thematic grouping include citizen-ship, voting,
and participation in community events.
Citizenship and Civic Participation activities are
further divided into two categories: materials and
information related to citizenship and materials and
information related to civic participation. These
activities demonstrate that language skills develop-
ment and civics content can be easily integrated into
the adult ESL classroom. One reason is the special
interest for citizenship test preparation among these
adult ESL learners. Another reason is the readily
7
8. availableresourcesrelatedto US history,government, and civic participation.
Table 5. Citizenship and Civic Participation Activities
Materials or Media Activities
1. Materials and
information related
to citizenship
a. Teach citizenship concepts and vocabulary such as the meaning of the
American flag, the Pledge of Allegiance, and classroom expectations for their
children.
b. Teach students to sing the national anthem (using a written script).
c. Students draw and color the flag of their native country and the American flag.
Students learn the meaning of the stars and stripes.
d. Students visit a citizenship office for a tour and presentation.
e. Students practice asking and answering questions for citizenship classes.
2. Materials and
information related
to civic participation
a. Guest speakers encourage students to vote.
b. Identify election results and voter percentages and preferences.
c. Students write an article for a civics paper such as Our Voices
d. Visit a library and help students complete forms for a library card, learn where
easy-to-read books in English are located, learn how to check out books, and
become familiar with all the services of the library.
e. Have students participate in a community clean-up day.
f. Have students write a letter to America and post at a literacy fair.
Discussion
Participants in the current study reported utilizing
a wide rangeofauthentic,meaningful activities which
maximize student engagement and foster connections
to real-world contexts and situations. These activities
span a broad spectrum of work and life situations as
revealed by the five thematic categories of
Employment, Technology, Consumer Goods, Con-
sumer Services, and Citizenship/Civic Participation.
In other words, these activities are inextricably linked
to students’ needs, everyday lives, and experiences.
They provide students with opportunities not only to
interact with authentic materials but also to
meaningfully connect their language learning to the
outside world in genuine communication.
Notably, the recommended activities of the
participants also necessitate that students use the
English language in a holistic, integrated fashion.
Within the set of activities presented in Tables 1
through 5 are opportunities for students to learn and
practice vocabulary, grammar, pronunciation, prag-
matic and semantic elements, and more. Speaking,
listening, reading, and writing are interwoven in a
natural fashion as students engage in true com-
munication involving the negotiation of meaning.
Finally, and perhaps most importantly, the types
ofauthentic,contextualizedactivitiespresentedinthis
study provide opportunities for students to take
ownership of their language use and express their own
voice. Theyprovide a venue for teachers to encourage
and empower students to pursue their own goals, both
inside and outside ofthelanguage learning classroom.
8
9. Limitations and Recommendations
The current study was designed as an exploratory
inquiry into the types of authentic activities and
materials that are being successfully integrated into
adult ESL instruction. Participants responded to a
researcher-developed questionnaire in which they
were asked to provide examples of materials and
activities that they have successfully implemented in
their teaching. Because the study involved voluntary
completion of a survey, the 30 participants were self-
selected. Thus, the results of this inquiry are not
meant to be representative of what is taking place in
all settings or programs; rather, they are presented as
a pool of ideas and practices that have met with
success among the teachers who participated in this
study.
The ideas presented within this article can serve as
both a resource for practitioners and an impetus for
further research. ESL teachers are encouraged to
identify the needs and goals of their own students and
build upon the pool of activities presented herein.
Further research is needed to examine the impact of
authentic, contextualized instruction on adult learners
of English in a variety of settings both in the U.S. and
internationally. Such research could be structured to
contain measures of student achievement in specific
areas of language (e.g., literacy) over time. Finally,
additional research is warranted on the use and impact
of authentic assessment in adult ESL and English as
a Foreign Language settings.
Conclusion
AlthoughCommunicativeLanguageTeachinghas
been accepted as a dominant language teaching
approach and is used as a framework in most
textbooks, merely using texts that have an authentic
appeal does not necessarily result in appropriate,
meaningful, and successful instruction of adult ESL
learners. Participants in this study provided examples
of authentic materials and activities currentlyyielding
success for adult students inside and outside of the
classroom.
When materials and teaching activities are closely
aligned with the learner’s needs and goals, learner
motivation and success naturally follow. The
authentic materials and activities reported within this
study can serve as both a resource for teachers and a
springboard for generating new ideas.
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