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Author: Klaudia M. Rivera Publisher: Routledge ISBN: 1351577441 Category : Education Languages : en Pages : 346
Book Description
Offering an in-depth view of adult literacy/biliteracy by merging two fields—adult literacy and English as a Second Language—this volume brings to the forefront linguistic, demographic, sociocultural, workforce, familial, academic, and other issues surrounding the development of bilingualism and biliteracy by adults in the U.S. As such, it helps to fill a gap in the research literature on language development among adults which has traditionally placed more emphasis on the development of oral English. Most important, it brings to light issues that are integral to the success of immigrant populations in the U.S.—issues that politicians, policymakers, educators, and employers must place at the top of their agendas as immigration reform is being formulated and implemented. Adult Biliteracy: Sociocultural and Programmatic Responses critically analyzes the assumptions that normalize monolingual and mono-literate approaches to adult education and to the teaching of English to immigrants and other language minorities in the U.S. By integrating theoretical principles with their applications, it furthers the discussion of the effects that bilingualism and biliteracy have on adult instruction. Applying research-based theoretical principles to the contexts in which adults learn, work, engage in civic participation, raise their children, and come together in community, this volume sheds light on the multiple ways in which adults use their first and second languages in the diverse sociocultural and educational contexts in which they function and learn in two languages. Highly relevant for researchers, professionals, and students concerned with second-language education, adult education, and applied linguistics, this book will particularly interest those whose work focuses on the education of immigrant and national language minorities.
Author: Klaudia M. Rivera Publisher: Routledge ISBN: 1351577441 Category : Education Languages : en Pages : 346
Book Description
Offering an in-depth view of adult literacy/biliteracy by merging two fields—adult literacy and English as a Second Language—this volume brings to the forefront linguistic, demographic, sociocultural, workforce, familial, academic, and other issues surrounding the development of bilingualism and biliteracy by adults in the U.S. As such, it helps to fill a gap in the research literature on language development among adults which has traditionally placed more emphasis on the development of oral English. Most important, it brings to light issues that are integral to the success of immigrant populations in the U.S.—issues that politicians, policymakers, educators, and employers must place at the top of their agendas as immigration reform is being formulated and implemented. Adult Biliteracy: Sociocultural and Programmatic Responses critically analyzes the assumptions that normalize monolingual and mono-literate approaches to adult education and to the teaching of English to immigrants and other language minorities in the U.S. By integrating theoretical principles with their applications, it furthers the discussion of the effects that bilingualism and biliteracy have on adult instruction. Applying research-based theoretical principles to the contexts in which adults learn, work, engage in civic participation, raise their children, and come together in community, this volume sheds light on the multiple ways in which adults use their first and second languages in the diverse sociocultural and educational contexts in which they function and learn in two languages. Highly relevant for researchers, professionals, and students concerned with second-language education, adult education, and applied linguistics, this book will particularly interest those whose work focuses on the education of immigrant and national language minorities.
Author: Dolores Perin Publisher: Wiley-Blackwell ISBN: 9781119261421 Category : Languages : en Pages : 550
Book Description
Examines the widespread phenomenon of poor literacy skills in adults across the globe This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults' literacy skills. It includes not only adults enrolled in adult literacy programs, but postsecondary students with low literacy skills, some of whom have reading disabilities. The first section of The Wiley Handbook of Adult Literacy covers issues such as phonological abilities in adults who have not yet learned to read; gender differences in the reading motivation of adults with low literacy skills; literacy skills, academic self-efficacy, and participation in prison education; and more. Chapters on adult literacy, social change and sociocultural factors in South Asia and in Ghana; literacy, numeracy, and self-rated health among U.S. adults; adult literacy programs in Southeastern Europe and Turkey, and a review of family and workplace literacy programs are among the topics featured in the second section. The last part examines how to teach reading and writing to adults with low skills; adults' transition from secondary to postsecondary education; implications for policy, research, and practice in the adult education field; educational technologies that support reading comprehension; and more. Looks at the cognitive processing challenges associated with low literacy in adults Features contributions from a global team of experts in the field Offers writing strategy instruction for low-skilled postsecondary students The Wiley Handbook of Adult Literacy is an excellent book for academic researchers, teacher educators, professional developers, program designers, and graduate students. It's also beneficial to curriculum developers, adult basic education and developmental education instructors, and program administrators, as well as clinicians and counselors who provide services to adults with reading disabilities.
Author: Hanna A. Fingeret Publisher: DIANE Publishing ISBN: 0788107674 Category : Languages : en Pages : 67
Book Description
A review of adult literacy education that focuses around these questions: What is literacy? Who has power in literacy education? and What is the purpose of literacy education? Discusses current issues in adult literacy education: policy and leadership, developing and supporting the literacy work force, work and literacy, literacy skills form women and families, assessment of student learning, and program evaluation. Bibliography.
Author: Publisher: DIANE Publishing ISBN: 9780788102769 Category : Education Languages : en Pages : 292
Book Description
Technology offers a promising alternative to the labor-intensive, tutorial-based teaching that makes up the bulk of today's literacy training. This technology, which includes multimedia (speech, video, and graphics), and telecommunications, offers new hope to those who have failed in paper-&-pencil educational activities. The report estimates that at least 35 million adults have difficulties with common literacy skills. Over 80 charts, tables and photos. Glossary.
Author: National Research Council Publisher: National Academies Press ISBN: 0309219590 Category : Education Languages : en Pages : 504
Book Description
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Author: United States. Congress. Office of Technology Assessment Publisher: [Washington, D.C.?] : Office of Technology Assessment, U.S. Congress ISBN: Category : Adult education Languages : en Pages : 40
Book Description
The Office of Technology Assessment reviewed the nation's literacy problem and the current and potential impact of using technologies in adult literacy programs. Data were collected from 2 workshops, 155 contributors and reviewers, 60 existing literacy programs, and 6 contractor reports. The information is summarized in this eight-chapter report. Chapter 1 is a summary and outline of policy issues and options. Chapter 2 examines the changing nature of literacy, the demographics of adult literacy, and the need for literacy education. The special needs of adult learners and the role of technology in meeting them is discussed in Chapter 3. Chapters 4 and 5 describe the existing system of literacy education and the federal role in it. Promising roles for technology in improving literacy education are outlined in Chapter 6. Chapter 7 deals with access/barriers to technology use in existing literacy programs, and Chapter 8 assesses the future role of technology in literacy education. Appendixes include the following: a list of the report's boxes, figures, and tables; information on major federal adult literacy/basic skills programs and key coordination provisions in literacy legislation; a glossary and list of acronyms; and lists of the study's reviewers and contributors. (MN)
Author: John Comings Publisher: Taylor & Francis ISBN: 1000950182 Category : Education Languages : en Pages : 235
Book Description
The Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 5 is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Each Review opens with an overview of significant recent developments in the field of adult literacy during the year, followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field. Volume 5 includes chapters on: *the increasing emphasis on scientifically based research and evidence-based practice in education, their use in adult literacy, and the perception of their usefulness by those who work in the field; *recent research on the impact of acquiring a General Educational Development (GED) credential; *the adult literacy system in the state of Massachusetts, focusing on the factors that led to investing and restructuring in the system, and the lessons learned that may be helpful to other states interested in building strong systems of educational service delivery for adult learners; *a history and review of volunteerism in adult literacy; *the history and structure of the adult literacy system in New Zealand, including policy recommendations for the current system to more effectively serve all adult learners; and *a review of theories and key resources related to metacognitive skills in reading. The Review of Adult Learning and Literacy serves as the journal of record for the field and is an essential resource for all stakeholders who need to know what research can reveal about how best to serve adult learners.
Author: Publisher: DIANE Publishing ISBN: 0788102818 Category : Languages : en Pages : 184
Book Description
Offers an overview of the results of the National Adult Literacy Survey. Describes adult literacy at 5 levels in terms of the types of literacy skills needed to use various kinds of printed and written information in our society, including prose literacy, document literacy, and quantitative literacy. Received national attention!
Author: Klaudia M. Rivera
Author: Klaudia M. Rivera
Author: Dolores Perin
Author: Hanna A. Fingeret
Author: 
Author: National Research Council
Author: United States. Congress. Office of Technology Assessment
Author: 
Author: John Comings
Author: 
Author: