- Why were ELP standards identified for adult education? Who identified them?
- How were the ELP Standards for Adult Education identified? Who is their audience?
- What do the ELP standards entail and why?
- How do the ELP standards correspond to states’ academic content standards?
- How can adult educators begin to use them?
- Understand the rationale and history behind the selection of the ELP Standards for Adult Education;
- Recognize how the new ELP standards relate to states’ academic content standards;
- Recognize how the ELP standards may differ from previous sets of language standards;
- Identify the goals, guiding principles, essential components, and language used in the ELP Standards for Adult Education; and
- Navigate the ELP Standards for Adult Education.
- Download and print the module’s resources (which appear in the Resources tab beginning on slide 4) before you begin the training.
- Please turn off pop-up blockers in your browser for this module.
- Use the following instructions for navigating through this module using your keyboard and using JAWS assistive technology:
- Use the Tab key to move forward through each screen’s content. Press Shift + Tab to move backwards. A box surrounds the object that is currently selected.
- To select the skip navigation button and the navigation buttons that appear at the bottom of the screen (Play, Pause, Forward, Back, Volume, Closed Captions and Exit buttons), use the spacebar key.
- Press Shift + Enter to select a navigation button at the top of the screen or a hyperlink.
- For closed captioning select the cc button.
- determine whether we are pushing our students to produce the most rigorous, level-appropriate language and thinking possible;
- identify challenges to students’ learning;
- plan instruction to address and assess the most relevant standards; and
- plan for scaffolding and other supports to better meet our students’ needs.
- Analyze and reflect on instructional tasks through the process of identifying the relevant disciplinary practices and ELP Standards
- Understand the what, why, and how of utilizing the ELP Standards in planning and instruction
- Download and print the module’s resources (which appear in the Resources tab beginning on slide 4) before you begin the training.
- Please turn off pop-up blockers in your browser for this module.
- Use the following instructions for navigating through this module using your keyboard and using JAWS assistive technology:
- Use the Tab key to move forward through each screen’s content. Press Shift + Tab to move backwards. A box surrounds the object that is currently selected.
- To select the skip navigation button and the navigation buttons that appear at the bottom of the screen (Play, Pause, Forward, Back, Volume, Closed Captions and Exit buttons), use the spacebar key.
- Press Shift + Enter to select a navigation button at the top of the screen or a hyperlink.
- For closed captioning select the cc button.
- What process can adult educators follow to understand the content knowledge, analytical skills, and language demands of an instructional task?
- What does task analysis reveal about the demands of instructional tasks in relation to academic content standards and language use?
- Determine whether we are challenging students to produce the most rigorous, level-appropriate, standards-aligned activities;
- Identify roadblocks to students’ understanding; and
- Plan for scaffolding and supports to better meet our students’ needs.
- Understand the value of a task analysis process that examines what adult English Language Learners (ELLs) need to know and do around content knowledge, analytical skills, and language use to accomplish an instructional task; and.
- Use a task analysis process to analyze and reflect on instructional tasks for various levels and content areas.
- Download and print the module’s resources (which appear in the Resources tab beginning on slide 4) before you begin the training.
- Please turn off pop-up blockers in your browser for this module.
- Use the following instructions for navigating through this module using your keyboard and using JAWS assistive technology:
-
- Use the Tab key to move forward through each screen’s content. Press Shift + Tab to move backwards. A box surrounds the object that is currently selected.
- To select the skip navigation button and the navigation buttons that appear at the bottom of the screen (Play, Pause, Forward, Back, Volume, Closed Captions and Exit buttons), use the spacebar key.
- Press Shift + Enter to select a navigation button at the top of the screen or a hyperlink.
- For closed captioning select the “cc” button.
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Abstract:
This module introduces the English Language Proficiency Standards for Adult Education and provides an understanding of why and how the standards were selected and how they are organized.
Publication Year
2017
Module One, “Introduction to the English Language Proficiency (ELP) Standards for Adult Education” is the first in a series of three professional development modules about the ELP Standards for Adult Education. These training modules are intended for instructors, program administrators, professional development staff and other key stakeholders. Module One answers the question: what should every adult educator working with adult English language learners (ELLs) know about the new ELP Standards for Adult Education?
Specifically, online training addresses the following questions:
Benefits and Uses
By the end of Module One, participants should be able to:
Required Training
None. An understanding of your state’s academic content standards is helpful.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
A targeted resource for adult learners interested in exploring the wide range of entry-level career opportunities in health care.
Publication Year
2017
The Florida Literacy Coalition Health Careers Guide is a targeted resource for adult learners interested in exploring the wide range of career opportunities in health care. Written in plain language, the guide is suitable for learners at a 5th grade reading level or higher as well as for English language learners at an intermediate level or higher.
The guide focuses on careers requiring two years or less of training. Providing beneficial information about preparing for a health career, it can be used as a curriculum or a stand-alone resource for students. In addition to providing job skill and training resources, the guide highlights 30 health occupations in four areas: 1) patient care, 2) imaging and diagnostics, 3) administration and support services, and 4) health information and records.
What the experts say
A Guide to Finding Entry-Level Jobs in Health Care provides pivotal examples of information on numerous healthcare and health care related occupations that adult educators can use to integrate learning about healthcare careers and career pathways with adult literacy education and English language learning. From an adult literacy perspective, the primary benefit of this document is its practical integration of significant and meaningful content with materials that support adult literacy and English for Speakers of Other Languages (ESOL) learning.
The guide includes handouts and instructions as well as charts - all of which are useful tools for both teachers and career counselors. It also provides links to other documents that practitioners will find helpful in the implementation of an integrative approach to adult literacy and career development. The last page provides "Resources" for students to further explore healthcare careers, training opportunities, and financial aid. Since many of these resources are Florida-centered, teachers in other states may elect to skip this page or develop a resource list customized for their state or program.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
Although developed for immigrant populations living in New York City, We Speak NYC videos can be adapted to serve all ELLs, as they help English language learners improve their language skills, learn about their rights, and access city services.
Resource URL
Publication Year
2018
We Speak NYC (formerly We Are New York) is New York City’s English Language Learning program that provides civic-focused instruction through videos, web and print materials, and free community classes. The videos and materials highlight City services and have been used extensively in both formal and informal ESL classrooms as well as for self-study by English Language Learners (ELLs).
The first season of the We Speak NYC videos addresses issues such as education, health, emergency preparedness, and domestic violence. Each of the Season One videos are accompanied by a 36-page full-color workbook containing storyboards and exercises for intermediate learners to practice English at home and in the classroom, a short reader for high beginners to practice reading skills, and multilingual magazines providing in-depth information about City services that are highlighted in the videos.
The second season focuses on workforce development, worker rights, mental health, elder care, social services, early childhood education, and immigration legal help. Season Two videos have closed captioning in Arabic, Bengali, Chinese, English, Russian, and Spanish. Users can also download the video's script in order to practice their reading.
An evaluation of the We Speak NYC program reported that immigrants learning English found the videos especially helpful because the production values (e.g., actors speaking clearly and slowly directly into the camera, repetition of key vocabulary, and subtitles) make the content accessible in ways unlike any other English language TV show. Viewers reported that they want to watch the show because they can understand the English; the storyline is filled with topics that are relevant to their everyday lives; and the cast reflects the demographics of the City’s immigrant population.
What the experts say
The videos are a collection of free resources for implementing content-based and contextualized instruction to adult learners who strive to acquire functional English skills to succeed in U.S. urban communities. The professional videos and well-illustrated support materials provide low- to intermediate-level students with very engaging, real-life models for acquiring useful language skills that are common in the personal, community, and professional lives of second-language learners living in urban communities.
All manner of good teaching theory informs this product without explicit attention to one approach or another. Solid pedagogical approaches are infused into the print, visual, and video materials. The resource itself bears evidence of careful analysis of needs and strengths of ELLs, with the added benefit of modeling language learning for anyone in an English-speaking country.
The videos provide an enormous amount of content material, a consistent set of formats and opportunities for learning across topics and numerous opportunities for adaptations beyond the specific context of New York City. Teachers and students will appreciate the accompanying instructional materials, which both prepare learners before and reinforce skills after watching the content. Although developed for immigrant populations living in New York City, the materials can be adapted to serve all ELLs.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
The English Learner Family Toolkit was created to help families choose education services that meet their child’s needs, as well as support U.S. educators, elementary and secondary school teachers, principals, and other school staff, who can also share the toolkit as a resource for English learners and their families.
Publication Year
2018
The English Learner Family Toolkit was created to help families choose education services that meet their child’s needs. U.S. educators, elementary and secondary school teachers, principals, and other school staff can also share the toolkit as a resource for English learners and their families. The English Learner Family Toolkit consists of 6 chapters, and each chapter contains 5 sections - an overview, family and student rights, questions to ask schools, tips, and resources.
Required Training
N/A
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
The ESOL Tutor Resource Pack includes resources for English for Speakers of Other Languages (ESOL) tutors to use with learners who are in prison or who have had recent experience with the criminal justice system.
Developed in the United Kingdom, this pack includes resources for ESOL tutors to use with learners who are in prison or who have had recent experience with the criminal justice system. It is based on the principles of the Learning and Work Institute’s Citizens’ Curriculum model, which promote flexible, local programs of study that are co-designed with learners and cover an interlinked set of skills and capabilities.
These resources cover three topics: civics, financial literacy and health literacy. Each topic consists of six ‘units’, each of which provides enough material for a three-hour ESOL class or session. The resources can be used to support the delivery of accredited learning leading to Skills for Life ESOL or Functional Skills English qualifications. They are mapped to the Adult ESOL Core Curriculum.
Each unit includes a set of tutor notes that provide a suggested approach, ideas for differentiation and learner involvement, and possible extension activities. They also include stimulus materials for tutors to use in these activities. The tutor notes are not meant to be prescriptive – they are only intended as guidance.
What the experts say
This is a fantastic resource for ESOL programs in correctional settings. There is great need in the field for tutor training materials and this resource is a valuable tool. American correctional facilities have significant populations of non-English speaking or English as a Second Langauge (ESL) students. Educational programs usually try to accommodate these learners by assigning bilingual inmate tutors, but there is usually little to no tutor training. This resource, though very basic, is a great introduction for tutors.
It is also a highly useful and relevant resource for general adult basic education instructors. It contains content appropriate to young adult and adult learners both in and beyond incarceration settings, contains generous resource links as well as material to be used in classroom settings. Participatory educators will be grateful to add this content to their repertoire; those newer to participatory processes are supported by clear explanations, examples of classroom activities, and processes and strategies that ensure the usefulness of this resources as well as its potential for adaptation and expansion.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Resource URL
Publication Year
2018
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Abstract:
This module digs deeper into the English Language Proficiency Standards using the last two steps in the four-step task analysis process that was introduced in Analyzing Student Tasks in Relation to Content Demands, Thinking Skills, and Language Use - Module Two.
“Digging Deeper Into the English Language Proficiency Standards for Adult Education,” is the third in a three-part series professional development modules about the English Language Proficiency (ELP) Standards for Adult Education. The training is intended for instructors, instructional leaders, program administrators, and professional development providers.
Module Three engages users in the last two steps of the task analysis process. Steps three and four help us to better understand which of the core disciplinary practices and ELP standards are relevant to certain instructional tasks—and to instructional practices. This training answers the question: How does the task analysis process support educators’ understanding and integration of the ELP Standards during their own planning and instruction?
Benefits and Uses
There are several benefits of engaging in task analysis. The process helps us to
Required Training
Completion of Modules One and Two, and an understanding of your state’s academic content standards.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
This module focuses on the task analysis process in relation to content demands, thinking skills, and language use.
“Analyzing Student Tasks in Relation to Content Demands, Thinking Skills, and Language Use” is the second in a three-part series of professional development modules about the English Language Proficiency (ELP) Standards for Adult Education. This training is intended for instructors, instructional leaders, administrators, and professional development providers who are learning to use the new ELP standards.
Module Two introduces the first two steps in a task analysis process. The content of the training responds to the following questions:
Benefits and Uses
In order to successfully complete an instructional task (or activity), our English language learners (ELLs) must demonstrate certain content knowledge, analytical skills, and language use. In analyzing an instructional task, instructors determine what students need to know and be able to do with regard to these three components (or lens). Analyzing a task through these three lenses helps us to focus on all the various cognitive demands placed on students as they tackle an instructional task or project.
Task analysis helps us think more deeply about the structure and demands of an instructional task for ELLs—especially tasks we did not create ourselves. The task analysis process allows us to:
Required Training
Completion of Module One: Introduction to the English Language Proficiency Standards for Adult Education; an understanding of your state-adopted academic content standards.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
Designed for advanced English as a Second Language and General Education Development learners, this two-week unit helps students learn about currently available entry-level work that is in high demand, pays over minimum wage, and does not require a high school credential. This easy-to-use PDF unit contains eight lessons that include detailed objectives, teacher guidance for all activities, and activity handouts. Lessons are designed to help learners practice the English and employment-preparedness skills necessary to obtain entry-level jobs.
The Career Exploration Unit includes detailed easy-to-follow lesson plans and accompanying print materials. The materials focus on the needs of students in the categories of English as a Second Language/English for Speakers of Other Languages/English Language Learner and may need to be adapted for Adult Basic Education-/Adult Special Education-level learners. It can be a helpful resource for guiding English as Second Language learners in deciding which integrated education and training pathway they would like to join.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Resource URL
Publication Year
2019