Adult ESL

Politics, Pedagogy, and Participation in Classroom and Community Programs
Erscheinungsjahr 1998
ISBN: 978-0-8058-2261-8
Verlag: Taylor & Francis

Buch, Englisch, 354 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 640 g

The essays in this book focus on political strategies, pedagogical models, and community programs that enable adult ESL learners to become vital members of North American society. This is particularly important in our present time of contraction and downsizing in the education of non-native speakers. The authors represent a broad range of programs and perspectives, but they all have in common the goal of enabling both faculty and students to become full participants in our society and thereby to gain control over their futures. Readers of this book will develop an understanding of the ways in which innovative educators are creating strategies for maintaining language programs and services.

Autoren/Hrsg.

Smoke, Trudy

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Soziale Fragen & Probleme
• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Minderheiten, Interkulturelle & Multikulturelle Fragen
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Soziologie von Migranten und Minderheiten

Inhaltsverzeichnis

Contents: Preface. Part I: Politics. P. Ferguson, The Politics of Adult ESL Literacy: Becoming Politically Visible. P. Moriarty, Learning to Be Legal: Unintended Meanings for Adult Schools. J. Manton, The Relationship Between Knowing Our Students' Real Needs and Effective Teaching. B. Norton, Using Journals in Second Language Research and Teaching. S. Vandrick, Promoting Gender Equity in the Postsecondary ESL Class. T. Smoke, Critical Multiculturalism as a Means of Promoting Social Activism and Awareness. Part II: Pedagogy. S. Benesch, Anorexia: A Feminist EAP Curriculum. K. Mangelsdorf, Literature in the ESL Classroom: Reading, Reflection, and Change. R.W. Mlynarczyk, Fluency First in the ESL Classroom: An Integrated Approach. L.F. Kasper, Meeting ESL Students' Academic Needs Through Discipline-Based Instructional Programs. T. Doane, Democracy and the ESL Classroom. A. Parrino, The Politics of Pronunciation and the Adult Learner. C. Severino, The Political Implications of Responses to Second Language Writing. Part III: Participation. E. Auerbach, J. Arnaud, C. Chandler, A. Zambrano, Building on Community Strengths: A Model for Training Literacy Instructors. J.M. Clark, C.P. Haviland, Language and Authority: Shifting the Privilege. R. Blakely, An Orphan at the Table: The English Language Fellows Program. L. Robbins, The Creation and Development of a Community-Based English Program: The Riverside Language Program, Inc. J.M. Reppy, E. Coburn, Cooperative Links Energize New Jersey ESL/Bilingual Professionals. K. Liu, Electronic Communication, New Technology, and the ESL Student. T. Smoke, Making Connections Through the Internet.

Über Autor(innen)

Trudy Smoke