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Past CAL Presentations

Commission on Adult Basic Education (COABE) 2008

April 28 – May 1, 2008
Hyatt Regency St. Louis Riverfront
St. Louis, MO
Visit the COABE 2008 Web site.

The CAELA Network and the Center for Applied Linguistics presented a variety of sessions related to instructional strategies and resources for working with adult English language learners.

Monday, April 28, 2008

CAELA Pre-Conference Session: Working with Literacy-Level Adult English Language Learners
This PCI addressed the specific needs of teachers working with adult immigrants who have limited formal education. Presenters lead participants through activities that help them understand the importance of learner needs assessment, enhance knowledge of literacy-levels learners diverse backgrounds, and develop activities that promote English language acquisition among these learners.
Lynda Terrill, Sharon McKay, Sarah Young, and Michelle Ueland
8:30 am – 3:30 pm

Tuesday, April 29, 2008

Resources for Adult ESL Programs and Practitioners
Effective professional development is systematic, ongoing, and addresses the needs of practitioners. After describing a framework addressing components of a comprehensive professional development system, presenters shared related free and low-cost resources, including teacher training materials, guidelines for standards, uses of data for planning, instructional and assessment tools, and online materials.
Sarah Young and Michelle Ueland
9:30 – 10:30 am

Using Study Circles for ESL Professional Development
Study circles are an effective way to engage program staff in learning about, reflecting on, and testing out current research findings. This session introduced participants to this approach to professional developments and to the Center for Adult English Language Acquisitions various study circle material.
Andy Nash, New England Literacy Resource Center/World Education
11:00 am – 12:00 pm

Rural ESOL Programs: Changing Challenges to Opportunities
The number of immigrants moving to rural communities in the United States is increasing significantly, presenting unique challenges for students, instructors, and communities. But these challenges can also represent opportunities that promote growth and understanding within a community and allow the ESOL population to thrive.
Shalom Tazewell, WV Department of Education and Literacy
2:15 – 3:15 pm

Understanding and Improving Oral Language Proficiency in Adult ESL
Standardized assessments used for reporting purposes in adult ESL may often seem removed from classroom practice. Presenters and participants identified ways to use results from an oral proficiency test and discourse analysis to provide feedback about learners language acquisition, articulate goals, and develop instructional activities to increase learner gains.
Sarah Young and Michelle Ueland
3:45 – 4:45 PM

Wednesday, April 30, 2008

ESL, ABE and GED Programs: What's Different for Program Coordinators?
ABE programs increasingly serve more diverse populations including ESL students. General information about the field of ESL and ESL learners, and the organization of ESL instruction and programs was contrasted with GED content area instruction, learning, and testing.
Michelle Ueland and Sarah Young
8:30 – 9:30 AM

Teaching Reading to Adult English Language Learners
Reading well is pivotal for ELL success at school, home, and work. Participants identified: types of native language literacy; models of reading; knowledge and skills critical to the reading process; and elements of a good reading lesson. Participants outlined a comprehensive and appropriate reading lesson using all four language skills.
Sharon McKay
9:30 – 10:30 am

Educating Immigrants: 100 Years and Counting
The presenter explored the origins of adult immigrant education in the United States around the turn of the 20th century, based on primary sources and perspectives of the day. A review of some of the first published ESL and civics materials addressed the question, How far have we come?
Sarah Young
11:00 am – 12:00 pm

Supporting ESL Transition Instruction for Post-Secondary Studies
Participants investigated components of transition learning for post-secondary education in Community College, technical or vocational programs. Participants used learner needs assessment to determine topics and genres for transition reading and writing activities. Facilitator guided teachers to identify transition reading, writing, and learning strategies and incorporate them into lesson planning.
Sharon McKay
2:15 – 3:15 pm

Return to CAL's list of past presentations.