Hi Maricel,

There are discussions of creating problem-posing lessons about this topic
(to elicit students¹ participation in thinking critically about this issue
and developing their own strategies for addressing it) in

Auerbach, E. Making Meaning, Making Change:  Participatory Curriculum
Development for Adult ESL/Literacy. Washington, DC: Center for Applied
Linguistics, Delta Publications, 1992.
 
Wallerstein, N. and Auerbach, E., Problem-Posing at Work: Popular Educator¹s
Guide (with Nina Wallerstein). Edmonton, Alberta: Grass Roots Press, 2005.

Auerbach, E., ³¹Yes, butŠ¹: Problematizing Participatory ESL Pedagogy,² in
Participatory Practices in Adult Education, P. Campbell & B. Burnaby (Eds.).
Mahwah, NJ: Lawrence Erlbaum Associates, 2001 (267-305).


Elsa

On 11/3/05 9:55 AM, "Maricel Santos" <maricelgsantos at yahoo.com> wrote:


> Hello -- I train pre-service adult ESL teachers

> at San Francisco State University. For a class

> project, two of my students are interested in

> gathering insights from adult ESL teachers about

> L1 use in the classroom.  Here are their

> questions:

> 

> 1. What advice would you give to a new adult ESL

> teacher about L1 use in the classroom? For

> example, what strategies about L1 use do you

> think are useful with adult ESL learners?

> 

> 2. How do you think adult learners perceive L1

> use in the class?

> 

> The students have read and discussed articles by

> Heide Wrigely (e.g., the "What Works" study),

> Klaudia Rivera, Tomas Kalmar, Julie Belz,

> articles out of Focus on Basics (NCSALL), among

> others... but they are hungry to find out what

> actually goes on in the classroom.

> 

> I would appreciate your help and input.

> 

> Thank you, Maricel Santos

> 

> 

> 

> 

> 

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