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This document outlines an agenda for an international session on employment training opportunities and support for new immigrants. It will include reviews of programs in the US, Denmark, Canada, and the Netherlands. There will also be small group discussions and a final wrap up. Additional sections describe training refugees in South Dakota, models for integrating language and job skills training for LESLLA learners in the US workforce, and blended instruction approaches like English Under the Arches that combine classroom and on-the-job learning for adult ESL students working in the food industry. Discussion questions address available resources, jobs, unemployment policies, and teacher professional development across countries.Taylor_AssessingLiteracywithTouchScreens_Handout
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This document discusses the development of a new assessment to measure literacy skills of low-literacy adult English language learners in Florida. It was created by CASAS to address the needs of immigrants with limited education in their native language or English. The assessment uses touch-screen technology and measures oral language, listening, reading, and writing skills. It includes field testing with adult ESOL students and programs to validate the assessment before full implementation.Taylor_AssessingLiteracywithTouchScreens_Handout
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The document outlines an approach to assessing ESOL literacy that begins with oral skills and vocabulary development before introducing reading and writing. It describes three literacy levels - Level A focuses on listening and speaking, Level B adds reading and writing practice, and Level C involves more complex literacy activities. The levels are aligned with core ESOL standards and are designed to meet the needs of four groups of learners, ranging from non-literate to those with some oral skills or limited literacy.Vinogradov_WelcomeDayTwo
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This document welcomes participants to the second day of the 7th Annual LESLLA Symposium held in Minneapolis, USA. It notes that 10 countries are represented by participants. It discusses the Dagu Afaris tribe from Ethiopia and their belief in sharing "dagu," which is information rather than pure data, as a sacred responsibility. The document encourages participants to seize the opportunity provided by the symposium to sit down, talk, and listen in order to identify emerging patterns and move teaching and learning forward.Vinogradov_WelcomeDayOne
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This document summarizes the 7th Annual LESLLA Symposium held at the University of Minnesota. LESLLA stands for Low Educated Second Language and Literacy Acquisition. The conference provides a unique forum for those working with LESLLA learners and researching this underserved population, as their needs and challenges differ from more literate language learners. The conference brings together researchers, teachers, and policymakers to share knowledge that can help improve support for LESLLA learners. It honors the work of founder Dr. Jeanne Kurvers and thanks the many sponsors and volunteers that make the event possible each year.Treasure trove tesol2011
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This document discusses strategies and resources for teaching pre-literate adult learners. It recommends a balanced literacy approach incorporating phonics, whole texts, student-generated materials, and extensive reading. Specific strategies highlighted include the language experience approach, life writing projects, and decodable textbooks. Key resources identified are the Literacy Network "Home Project", a life writing collaboration wiki, and published books and materials featuring systematic instruction and meaningful content. The document provides information on teacher training videos and readings, and notes the "Treasure Map" resource on the Multilingual Minnesota website for locating additional materials.More Related Content
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The document discusses developing materials and lesson plans to teach pragmatics to low-level adult English language learners. It focuses on teaching speech acts in workplace contexts. Two sample lesson plans target requests for time off and apologies. Pre- and post-instruction responses from learners show improvement in pragmatics, moving from unedited responses to more polite and complete English statements when requesting time off and apologizing for lateness.Reder vanek wrigley_sup_diglitdev_leslla2011 ppt
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The document discusses strategies for supporting digital literacy development in LESLLA (Learners with Limited or Interrupted Formal Education) learners. It describes the Learner Web BTOP project which aims to provide digital literacy training to low-income adults through self-paced online learning opportunities with tutor support. Tutors help scaffold learners' technology skills and use code switching to extend instruction. High interest topics are used to motivate language acquisition and digital literacy skill development. Issues raised include the role of tutors in mediating technology access and providing just-in-time help, and ensuring planning is thoughtful and involves stakeholder input.Reder vanek wrigley_sup_diglitdev_leslla2011 ppt
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The document discusses strategies for supporting digital literacy development in LESLLA (Learners with Limited or Interrupted Formal Education) learners. It describes the Learner Web BTOP project which aims to provide digital literacy training to low-income adults through self-paced online learning opportunities with tutor support in public computer centers. Key strategies discussed include tutors scaffolding learners' technology skills development, code switching to extend instruction, and using high interest topics to motivate language acquisition and digital literacy skill building. Issues around access, support, and intentional instructional approaches are also addressed.A research agenda for leslla_
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油
The document outlines a research agenda for LesLLA (Low Educated Second Language and Literacy Acquisition) focusing on understanding the cognitive processes of low-literate second language learners. It highlights the gaps in existing SLA theories which predominantly overlook the experiences of these learners, emphasizing the need for tailored research methodologies and interventions. Findings suggest that traditional notions of linguistic awareness, corrective feedback, and the impact of social contexts must be re-evaluated to accommodate the learning processes of preliterate individuals.Wrigley_Workforce ESL for LESLLA
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This document outlines an agenda for an international session on employment training opportunities and support for new immigrants. It will include reviews of programs in the US, Denmark, Canada, and the Netherlands. There will also be small group discussions and a final wrap up. Additional sections describe training refugees in South Dakota, models for integrating language and job skills training for LESLLA learners in the US workforce, and blended instruction approaches like English Under the Arches that combine classroom and on-the-job learning for adult ESL students working in the food industry. Discussion questions address available resources, jobs, unemployment policies, and teacher professional development across countries.Taylor_AssessingLiteracywithTouchScreens_Handout
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油
This document discusses the development of a new assessment to measure literacy skills of low-literacy adult English language learners in Florida. It was created by CASAS to address the needs of immigrants with limited education in their native language or English. The assessment uses touch-screen technology and measures oral language, listening, reading, and writing skills. It includes field testing with adult ESOL students and programs to validate the assessment before full implementation.Taylor_AssessingLiteracywithTouchScreens_Handout
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The document outlines an approach to assessing ESOL literacy that begins with oral skills and vocabulary development before introducing reading and writing. It describes three literacy levels - Level A focuses on listening and speaking, Level B adds reading and writing practice, and Level C involves more complex literacy activities. The levels are aligned with core ESOL standards and are designed to meet the needs of four groups of learners, ranging from non-literate to those with some oral skills or limited literacy.Vinogradov_WelcomeDayTwo
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油
This document welcomes participants to the second day of the 7th Annual LESLLA Symposium held in Minneapolis, USA. It notes that 10 countries are represented by participants. It discusses the Dagu Afaris tribe from Ethiopia and their belief in sharing "dagu," which is information rather than pure data, as a sacred responsibility. The document encourages participants to seize the opportunity provided by the symposium to sit down, talk, and listen in order to identify emerging patterns and move teaching and learning forward.Vinogradov_WelcomeDayOne
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油
This document summarizes the 7th Annual LESLLA Symposium held at the University of Minnesota. LESLLA stands for Low Educated Second Language and Literacy Acquisition. The conference provides a unique forum for those working with LESLLA learners and researching this underserved population, as their needs and challenges differ from more literate language learners. The conference brings together researchers, teachers, and policymakers to share knowledge that can help improve support for LESLLA learners. It honors the work of founder Dr. Jeanne Kurvers and thanks the many sponsors and volunteers that make the event possible each year.Treasure trove tesol2011
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油
This document discusses strategies and resources for teaching pre-literate adult learners. It recommends a balanced literacy approach incorporating phonics, whole texts, student-generated materials, and extensive reading. Specific strategies highlighted include the language experience approach, life writing projects, and decodable textbooks. Key resources identified are the Literacy Network "Home Project", a life writing collaboration wiki, and published books and materials featuring systematic instruction and meaningful content. The document provides information on teacher training videos and readings, and notes the "Treasure Map" resource on the Multilingual Minnesota website for locating additional materials.