TESL (Teaching English as a Second Language) students are usually people who are in the process of assimilating a new language and culture and therefore require more than a superficial knowledge of the language. Adults learning English as a second language might be taught by a language experience approach. Building upon the learners' experiences…

SINCE THE STRENGTH OF THE PEACE CORPS EFFORT DEPENDS ON THE VOLUNTEERS' ABILITY TO COMMUNICATE IN THE LANGUAGE SPOKEN IN THE HOST COUNTRY, INTENSIVE LANGUAGE COURSES, PATTERNED AFTER THOSE OF THE NATIONAL DEFENSE AND FOREIGN SERVICE INSTITUTES, OCCUPY 30 TO 40 PERCENT OF THE AVERAGE 8-TO 10-WEEK PRELIMINARY TRAINING PERIOD. BASED ON GENERAL PEACE…

Special issue devoted to foreign language instruction in adult education. (WB)

A resource center of folios, supplies, charts, and a file cabinet has proved its value to a group of four teachers using Situational Reinforcement Methods to teach adult English as a second language. Through each teacher's contributions to the center, stimulus and variety are provided while meeting immediate student needs. (AG)

The concept of lifelong learning is discussed, stressing the need to view education not as a finite period, but as a process that continues beyond years of formal schooling. Part of this shift in focus involves recognizing a new meaning for "school," and realizing that education may take place in union halls, management retreats, museums,…

A reprint of sections of the Helsinki agreement dealing with foreign languages and civilization, and cooperation and exchanges in the field of education. The agreement supports wider knowledge of foreign languages and promotes exchanges, cooperation, lexicography, and specialized programs in adult education. (AMH)

This guide is intended to assist English-as-a-Second-Language (ESL) adult educators in knowing which of the available literacy resources are particularly useful and why. It is divided into three sections. Section 1 focuses on initial considerations for ESL instruction, offers some literacy perspectives for ESL, overviews the ESL literacy problem,…

Drawing upon direct teaching-administrative experiences at the City Literary Institute (London), one of the largest centers of "non-vocational" language study, the author has developed practical guidelines for teaching beginning language courses to adults. An introductory chapter reflects the adult learning scene in Britain as well as…

The document describes a project designed to help the Asian adult bridge the language and cultural gap through a two-pronged approach to the problem: the development of curriculum materials designed to deal with the specific phonological and structural problems of the Chinese, Filipino, Japanese, and Korean students; and the sponsorship of…

The Center for English Language Research and Teaching (CELRT) at the American University of Beirut, with the cooperation of the Ford Foundation, held a conference with the purpose of attracting attention to the various English language training needs and opportunities outside of the normal system of school instruction. David Nize argues in his…

A descriptive analysis is presented of four New York area adult programs in English as a second language or English to speakers of other languages. The following characteristics of the programs are identified: student constituencies, program goals and objectives, methods of needs assessment, program design (formats and methods), classroom dynamics…

This publication presents the Adult Language Levels (ALL) Management System as a curriculum and programmatic framework to assist administrators and teachers in implementing a competency-based English for speakers of other languages (ESOL) program. Chapter 1 presents theoretical investigations of adult learning and adult second language development…

Ten papers address areas of concern regarding improvement in serving the needs of limited English proficient (LEP) adults. The first paper (by D. Terdy) overviews the background and skills LEP adults bring to adult education programs as well as their language needs and educational goals. The second paper (by S. Smith) describes changes in adult…

The study describes an experimental program in Vancouver to teach English as an additional language to older immigrants who were excluded from existing programs for one reason or another. Classes were held during the morning hours on two consecutive days for seven weeks (with a five-week extension course) in a community center; 45 adults were…

This volume consists of the handouts designed to be used along with the English-as-a-second-language (ESL) program that was presented during a one-and-a-half hour presentation entitled "Teaching Listening and Speaking Skills to ESL Adults." Presented first are a brief outline of the content of the presentation and a summary of its…