Briefs From CAELA Network
Managing Programs for Adults Learning English NEW!
This latest research-to-practice brief is the third in a series written specifically to address issues of program managers whose programs serve adults learning English. Available online at the CAELA Network Web site, the brief reviews the knowledge and skills that program administrators need to have, including knowledge of learner needs, assessment of learner progress, and the ability to communicate with stakeholders both inside and outside the classroom and the program.
Briefs for Program Managers
The briefs in this series outline fundamental responsibilities of adult education administrators, describe components of typical programs serving adult English language learners, and include resources and tools that can facilitate successful administration of these components. They also provide research-based tools and strategies to use in supporting, supervising, and training instructors.
In addition to the new brief listed above, the series also includes
Observing and Providing Feedback to Teachers of Adults Learning English
• Supporting and Supervising Teachers Working with Adults Learning English
Browse the complete collection of briefs.
CAELA Network Technical Work Group Meeting Held, Brief Topics Chosen
The Technical Work Group (TWG) that guides the work of the CAELA Network met October 15 and 16, 2009, at the Center for Applied Linguistics, in Washington, DC. TWG members who attended included Maria Koonce, expert in professional development; Sue Barauski and Brigitte Marshall, experts in program administration; and Martha Bigelow and JoAnn (Jodi) Crandall, researchers in English Language and Literacy Development. Brief bios of all TWG members may be found in the March 2008 edition of Network News. One area of discussion at the meeting was topics of the briefs that CAELA Network develops each year. From this discussion with the TWG members and U. S. Department of Education, Office of Adult and Vocational Education (OVAE) staff, the following topics were selected for the five (5) CAELA Network briefs to be published in 2010:
- Evidence-Based Instructional Practices That Are Student-Centered and Use Authentic Materials
- Starting From the Beginning: Preparing Adult Learners at All Levels of English Language Proficiency to Transition to Work or Further Study
- Professional Development for Experienced Teachers Working with Adult English Language Learners
- Promoting Learner Engagement When Working With Adult English Language Learners
- Using Oral Skills to Build Literacy Skills of Learners With Emerging English Literacy
Spotlight on CAELA Network States
CAELA Network states are creating and enhancing their professional development systems for adult ESL practitioners through a range of data-driven initiatives. CAELA Network is developing Web pages that highlight each state’s activities and desired outcomes, provide state contact information, and link to resources and tools that have been developed.
Visit the CAELA Network Web site to view an interactive map that will eventually link to each state page and to view the newly developed page for Iowa.
CAELA Network at Conferences
CAELA Network staff will be giving presentations in 2010 at conferences of interest to practitioners working with adult English language learners.
Teachers of English to Speakers of Other Languages (TESOL)
2009 Annual Convention – Re-Imagining TESOL
March 24 – 27, 2010, Boston, Massachusetts
- Teaching Grammar to Adult English Language Learners
- Developing and Using a Pedestrian and Bicycle Safety Curriculum with Adult English Language Learners
- Techniques for Supervising, Observing, and Supporting Adult ESL/EFL Teachers
- Design and Implementation of State-Sponsored Professional Development
- Re-Imagining Multilingual Populations: Moving From Weakness to Strength
Commission on Adult Basic Education (COABE)/ProLiteracy Joint Conference – Coming Together
March 15 – 19, 2010, Chicago, Illinois
- Transitioning Adults to Postsecondary Opportunities and Work
- Reflecting on Your Practice: How Reflection Informs and Shapes Teacher Practice
- Teaching in the Multicultural Classroom
Using Focus-on-Form Grammar Activities with Adult English Language Learners
- The Why and How of Teaching Speaking and Pronunciation: Using Research to Support Your Practice
The following conferences may be of interest to practitioners working with adult English language learners: