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Abstract:
Despite a legal mandate to prioritize serving English Learners (ELs) in adult workforce development programs, very few can currently access training services. The Workforce Innovation and Opportunity Act (WIOA) requires programs to grant priority of service to individuals who are considered “basic skills deficient,” and WIOA’s nondiscrimination and equal protection provisions forbid discrimination against ELs. Despite these requirements, as well as years of best practice research on implementing similar priority of service guidelines, few states and local workforce boards have taken steps to open up training services to ELs and those without a high school diploma or equivalent who meet the priority of service. Join us for a discussion of the priority of service mandate and the steps that are needed to ensure fair access to workforce training services for ELs and other target populations.
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Abstract:
Achieving successful long-term civic, economic, and linguistic integration is critically important to ensure the well-being and economic mobility of immigrant and refugee families, as well as the strength of communities where they settle. Leeway within the system to support successful integration has steadily narrowed in recent years; this trend accelerated in 2014 with passage of WIOA. While federal adult education provisions formerly allowed a more balanced approach to teaching English and meeting learners’ needs in their roles as parents, workers, and citizens, WIOA instituted mandatory performance measures that focus mainly on employment outcomes and the attainment of postsecondary credentials, placing no value on other essential integration skills or topics. This session will explore the potential for new approaches at the intersection of the adult education and immigrant integration fields that a wide range of stakeholders can champion to better support immigrants’ and refugees’ integration success.
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Abstract:
The Open Door Collective's mission is to reduce poverty and income inequality, and to include adult basic skills advocacy in other anti-poverty advocacy efforts. This is a presentation of Open Door Collective papers on health and ABE, Libraries and ABE, New Americans and ABE (including ESL/ESOL) and ABE and safety net services.
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Abstract:
This session showcases the resources CASAS offers - many at no cost - which help agencies implement quality ABE/ESL programs with standardized accountability measures. The CASAS framework assists programs to assess, instruct and track youth and adult student's progress from beginning literacy through transition to post-secondary and the workforce.
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Abstract:
Learning Circles are a low-cost blended learning model for delivering short-term (6-12 week) instruction using trained volunteer facilitators and online courses or learning resources. In this presentation we talked about learning circles offered primarily through libraries, and a new pilot of English language circles offered for immigrants on waiting lists for English classes at five adult basic skills programs in New England.
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Abstract:
Participants will identify the latest citizenship resources in the form of quizzes, mobile apps, textbooks, videos, podcasts, websites, online courses, and more. By adapting and incorporating these digital resources, participants will be able to implement learning strategies appropriate for ESL and/or citizenship classrooms, blended learning, distance learning environments, or directed self-study.
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Abstract:
Networks for Integrating New Americans, an innovative national initiative, identified, strengthened, and documented place-based models of immigrant integration that other communities can replicate and adapt. It positioned adult education programs as key contributors to local, multi-sector networks which were formed as the primary vehicle for promoting and advancing immigrant integration. The national initiative was led by World Education in partnership with Welcoming America, IMPRINT, and the National Partnership for New Americans which together coached the five networks. The technical assistance was underwritten by the Office of Career, Technical, and Adult Education at the U.S. Department of Education. ATTACHMENTS: ImmigrantIntegration Report Cover 1You must be logged in to download this resource. Register now if you don't have an account.
Abstract:
What does a lesson built for student learning look like when learners come to programs with limited or interrupted formal education? Students who lack home language literacy and exposure to a formal classroom setting need explicit training about "classroom culture." Instructors need to use systematic scaffolding and other research-based techniques to effectively equip learners with transferrable skills for tomorrow's workforce and civic engagement. ATTACHMENTS: ScaffoldsStrategiesELL