Let's Start at the Very Beginning - Literacy Instruction For Adult ESOL Learners
Self-paced
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Full course description
9 PD Hours
This professional learning series is for ESOL teachers working with adult learners who have limited first-language literacy and are also at the beginning stages of learning English. Through independent readings, reflective classroom tasks, and interactive, facilitated webinars, participants will explore relevant research and its implications for best practices in the remote or in-person classroom. The sessions will focus on reading development for these learners, using the whole-part-whole approach to build a foundation of literacy skills. Participants will share ideas for developing effective, engaging, and satisfying teaching and learning experiences for literacy-level language learners.
In Session 1 — a two-hour facilitated session — we will discuss the unique characteristics of adult literacy-level learners regarding their learning needs and their acquisition of both literacy and English; explore the roles of "orality" and "literacy" and how they interact inside and outside of the classroom; and discuss the role of scaffolded instruction, as well as empathy, in adult literacy-level instruction.
Between Sessions 1 and 2, you will be asked to try out an activity or an approach in the classroom and share it in an online discussion thread, read two short research articles, and watch a video with accompanying study guides. This independent session is estimated to take one to two hours.
In Session 2 — a two-hour facilitated session — we will discuss research findings from the articles and video and how that research can be applied in teaching, try out hands-on phonics activities, and discuss the role of "balanced literacy" in classroom instruction.
Between Sessions 2 and 3, you will be asked to try out an activity or an approach in the classroom and report on responses in an online discussion thread; explore two or three online resources from a provided list; and complete a short questionnaire about the content and usefulness of the resources. This independent session is estimated to take one to two 1-2 hours.
In Session 3 — a two-hour facilitated session — we will share the resources that participants explored and discuss how they could be used to enhance instruction for literacy-level learners; brainstorm ways to bring multisensory learning into remote and in-person instruction; and make a sustainable plan for incorporating learning from the sessions into future teaching practices.
Learning Objectives
Upon completion of this professional development activity/course, you will be able to:
- Describe language development in adult literacy-level learners
- Articulate connections between relevant research and effective classroom practices with adult literacy-level learners
- Identify and utilize online and print resources for both learners and teachers that can enhance literacy-level teaching and learning
- Incorporate research-based practices for developing literacy skills in literacy-level learners into regular classroom instruction and routines, both in-person and remotely
May be PDP eligible. Contact Dori McCormack at dmccormack@edc.org for details
IPQ Addressed: 2
Online Blended
Please register on the SABES website: https://www.sabes.org/event/52856