HI listers-- I just wanted to alert you to sessions at COABE that will address issues around struggling ESOL learners--
One will be a segment of the PreConference session on Helping Struggling Adult Learners sponsored by NAASLN.? In my segment of that session, I will briefly address problems that cause adult ESOL learners to struggle and will suggest ways to address some of these problems, which make learners look as if they have LD.?? 

A concurrent session, titled "ESOL and LD:Be Careful!"? is scheduled for Tuesday during Session A. Unfortunately, that conflicts with another session I am doing at the same time (see below), so COABE has promised me that when a slot opens up due to cancellation, my session will be rescheduled.?? So look for session changes when you arrive or register.?? In this session, whenever it is, I will again address issues that cause difficulty for adult ESOL learners and some interventions that help-- I will also provide an update on current research into testing ESOL learners for LD/RD, an area I have been vigorously researching this winter and spring.? 

Three other sessions will deal with some of the issues and interventions I will be talking about in the first two sessions mentioned:
Tuesday-- Session A: "Minimal Pairs-- A Pilot Study."? Research confirms that adult language learners must be able to hear language accurately in order to increase accuracy in speech, listening comprehension and vocabulary.?? Activities using minimal pair contrasts can help increase this accuracy.?? A teacher from an adult ESOL PD project I am coaching in Washington, DC will report on his pilot study to find out what difference using minimal pair activities made for his learners.? I advocate this approach as part of the adult language learning needs segment of my topics on why adult ESOL learners fail to progress.?? 

On Wednesday, two teachers from an adult ESOL PD project in NY state that I am coaching will present their innovative approaches to managing multilevel classrooms.?? These approaches, learning centers and highly individualized multisensory activities, both assure successful learning for learners with different levels of literacy and English proficiency, as well as different language backgrounds, cultural orientations to learning and individual needs and learning goals. It is when these factors are not sufficiently addressed that learners either struggle (i.e. do not make progress) or leave programs. ? These teachers have had amazing improvements in learner engagement and outcomes as a result of their practices.? You will be delighted hearing their enthusiasm and interesting stories of changes in practice.? 

Thursday: "Assuring Success for Non/Preliterate Adult ESOL Learners"--? the learners with the lowest or non-existent literacy skills in any other language are often the ones most likely suspected of having LD.? In fact, their failure to progress as expected is far more complicated that we might expect, and at the same time simple-- they are beginning literacy learners and need what beginning literacy learners need.? In this session I will reference research that is enlightening us about the needs of these learners and will suggest a few activities that can help them make meaningful progress at the very beginning of their literacy and English learning journey.?? 

I look forward to seeing many of you at COABE, a wonderful conference for adult educators.?? Robin Lovrien Schwarz, Consultant in Adult ESOL and Learning Difficulties 

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