Hi Everyone,

Heide and I appreciate the opportunity to discuss the What Works Study
with you and I would like to thank David Rosen for inviting us.

The Works Study was the first large empirical study that examined
instruction for adult ESL literacy learners.  These learners face
considerable challenges as they must learn literacy and English and
adapt to a new culture, all at the same time.  Teachers face many issues
in trying to help these learners and the What Works study's goal was to
both describe what was being done nationally in adult ESL literacy
classes and what might be effective in helping these learners acquire
English language and literacy skills.  Since we started the study, these
issues have become even more important as it appears recent immigrants
have lower literacy skills and literacy level learners are now spread
all over the country.

Below is a one page summary of the study and the main findings related
to instruction for those who are unfamiliar with the study or have not
had time to read the longer reports.  

Two aspects of What Works are significant to me (and I think Heide would
agree). First, it confirms the professional wisdom about the importance
of making instructional meaningful to learners by tying language and
literacy concepts to real-life challenges learners face.  It also
emphasizes the need for learners to be active in the learning process
and have the opportunity to practice what they had learned.  The study
also suggested the value of judicious use of native language in
instruction (which Heide has discussed in a separate e-mail in detail).
On the methodology side, the study illustrates the power of a mixed
design, where both qualitative and quantitative methods are combined to
provide a richer description of "what works" than either method can do
alone (as we discuss in detail in our "Real World" paper).  I look
forward responding to your questions.
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Summary of the What Works Study for Adult ESL Literacy Students

The purpose of the "What Works" Study for Adult ESL Literacy Students
was to identify ways in which adult ESL teachers can provide effective
instruction to improve the English language and literacy skills of ESL
students who have little or no literacy in their native language
(literacy level students).  

Our research team studied 38 adult ESL literacy classes from 13 programs
in seven states over two years and included 495 students. Although there
were more than 30 languages spoken among our students, about two-thirds
were Spanish speakers and a substantial portion of students came from
formerly non-literate cultures, including Somalia (10 percent), and
Hmong-speakers from Laos (8 percent). The average age of students in the
study was 40; they were 72% female and had an average of 3.1 years of
schooling in their home country.  

We followed these students from the time of entry into class for nine
months and also observed each class an average of nine times to measure
classroom instruction that we could relate to student learning. We used
an observation guide that allowed us to quantify the instructional
activities through which we created two types of quantitative measures:
instructional emphasis and instructional strategies measures.
Instructional emphasis, describes the content of the instruction in
terms of the language or literacy focus.  For example, we had measures
for a focus on literacy development, oral English and functional skills.
Instructional strategies were the activities teachers used to organize
and teach the lesson.  These included strategies such as giving students
opportunities to practice what they had learned, interact with other
students, using real-life materials in instruction, and using the
students' native language to explain key concepts or answer questions
when comprehension was a problem.

We measured students' English language and literacy development with a
battery of standardized and non-standardized measured reading, writing,
speaking, and listening tests: the BEST, Woodcock-Johnson Reading
Battery, A-LAS writing test and an authentic reading demonstration.

The following were found effective in improving literacy and language
gains 

*	Use of authentic materials and activities drawn from everyday
life from outside the classroom. 
*	Use of a combination of strategies that included both language
practice and opportunities for spontaneous communication. 
*	Use of native language (Spanish) occasionally to explain
concepts and assignments and allowing students to ask questions in
Spanish. 

The research suggests that literacy students are well-served by programs
that use authentic materials and make connections between classrooms and
community that reflect adult needs and interests. Instruction that
focuses on helping students understand how literacy works, see patterns
in the language, builds print awareness and print skills, and provides
for meaningful practice also helps learners succeed.  Teachers also can
aid learning through strategic use of the native language to aid in
comprehension.
 


-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Monday, April 09, 2007 1:52 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 259] What Works forAdult ESL/ESOL
StudentsDiscussion Begins Today

Good day colleagues,

I would like to welcome Dr. Heide Spruck Wrigley and Dr. Larry Condelli,
authors of the "What Works for Adult ESL Students" study. They will be
our guests this week as we learn about and discuss this important study.

We have received a few questions already, and I will post them today.  I
hope that you will send your questions and comments today, and
throughout the week, and that we will have a good discussion about the
study.

I would like to begin by asking Heide and Larry to describe the major
findings of the study and to put the study in context of research on
adult ESL/ESOL and especially literacy.  Why is this an important study
for adult ESL/ESOL and perhaps for the wider fields of ESL/ESOL and
literacy education?

Everyone: to contribute a question or comment, or to add to the
discussion, please e-mail your message to specialtopics at nifl.gov.

Thanks.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net