The logical process should be ABE to ESL. First, students acquire basic literacy in L1. Then, you can transition them into ESL and they will do very well. If you try to do the opposite, it will be very frustrating for students and teachers. I understand that there are things that make this process very difficult, e.g. too many languages, people from oral societies, etc. However, if at all possible, the process should be from ABE to ESL.
 
 Andres 
    Please take a look at my artwork: www.geocities.com/andresmuro/art.html   
 -----Original Message-----
 From: marie.cora at hotspurpartners.com
 To: Assessment at nifl.gov
 Sent: Thu, 14 Sep 2006 6:31 AM
 Subject: [Assessment 495] FW: [ProfessionalDevelopment 526] ESOL to ABE Transition
 
  Colleagues,

This email query is from the Professional Development Discussion List.
What are your thoughts and comments?

Marie Cora
Assessment Discussion List Moderator

***********************


Professional Development Colleagues:

I'm wondering what policies and supports your states are putting into
place to assist programs in transitioning their ESOL students into ABE,
now that the cut point for NRS level six has been lowered.  In New York
City, some programs are creating special classes for students who score
above 540 on the BEST Plus, but still need to improve their oral
proficiency.  These students will be tested on the TABE and designated
ABE for NRS purposes, but their classes will be comprised only of
non-native English speakers and will incorporate much more oral language
development than a typical ABE class.  What are some other strategies
you might suggest?


Ira Yankwitt, Director
NYC Regional Adult Education Network
Literacy Assistance Center
32 Broadway, 10th Floor
NY, NY 10004
212-803-3356
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