Author(s): Rance-Roney, J.

Institutional affiliation/Agency/Program: Lehigh University / CAELA

Publication date or date of most recent update: July, 1995

Number of pages: 4

Website URL: http://www.ericdigests.org/1996-1/programs.htm

Type of product (lesson plans, curriculum, training product): training product, program development

Key words: English as a Second Language (ESL), transitions, program models, program design, program development, curriculum development

Target population: Instructors, Administrators, Curriculum and Program Developers

Training required: None – This is an overview piece; further training and study is needed to supplement this introductory piece.

Abstract: This article identifies outcomes and ways in which ESL programs can prepare L2 learners to successfully transition to GED or other academic courses. The author first distinguishes differences in purpose, content, and context between ESL and academic curricula based. She then identifies seven learner outcomes necessary for students to transition to academic programs and gives some examples on how to build these into curriculum or lessons. This piece is succinct and practical. Despite the date of this piece it remains pertinent to the field. Furthermore, it has an excellent reference list to examine the topic more in depth and has implications for future research.

What the experts say: This resource offers a broad review of potentially successful instructional strategies to ESOL teachers or program designers who want to offer instruction that prepares adult ELL students for academic work (vs. communicative competence) in English. Of particular value is this digest’s strong description of the curricular mismatch between the adult ESL literacy curriculum and academic curricula. The author describes the difference in purpose, content and context between adult ESL instruction and academic ESL instruction. Furthermore, it lists a range of areas that are considered to be needs and strategies for ELL students to be successful in more academic instruction. It is a short paper and puts implementation ideas in terms of learner outcomes (a slightly different approach). This topic is a high priority now in ABE programs. The theoretical support for these strategies is stronger than the research support as research in this area is scarce.

Features of the Resource:

• It defines clearly and concisely the outcomes that learners need to bridge the gap from ABE/literacy programs to post-secondary academic settings.
• It offers an example of activities to support each learner outcome. The examples are briefly noted, and there is usually only one idea per outcome.
• Useful as a starting point for a discussion on how to achieve these learner outcomes.
• In terms of implementation, it could provide a guide and potential framework for teachers and administrators in developing curriculum and responsive programming.