Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iAB4K3R09801; Wed, 10 Nov 2004 23:20:04 -0500 (EST) Date: Wed, 10 Nov 2004 23:20:04 -0500 (EST) Message-Id: <10AA2DB7.42034AD5.00803143@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Rejoicer@aol.com To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10548] Key ESL/ESOL differences? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 1081 Lines: 11 Hi everyone. I'm working on a comp paper for grad school on the differences between ESL adult beginning readers and native English speakers in ABE classes. I've been digging through the research and seeing some things, but I'm wondering if the list members have anything you would define as a key difference. Certainly there are parallels, but there are some unique elements in working with an ESL poopulation. I also suspect there are things to be concerned with during assessment since the TABE and others are written for American audiences. My ESL experience is really limited, so I'd love to hear from the experts. My official question is "Compare and contrast the differences in the way adult ESOL and non-ESOL beginning readers approach the reading process. Analyze the needs of these different populations and propose teaching strategies to meet them. What are the implications for the way instructors approach each audience? What significant indicators must teachers be aware of during assessment?" Thanks! Jean Marrapodi Providence Assembly of God Learning Center
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