'This resource guide has been developed to … demonstrate concretely how adult education practitioners across [New York] state are tackling the job of standards-based teaching and learning, and to offer examples of resource/research material.' (Foreword). Includes learning standards for English language arts and math, as well as supplements for ESOL and GED.
This report was prepared by the Adult Literacy Research Working Group (ALRWG), a panel of experts on adult reading research and practice, established by the former National Institute for Literacy (NIFL) in collaboration with the National Center for the Study of Adult Learning and Literacy (NCSALL) in the United States. The group’s goal was to identify and evaluate existing research in adult reading instruction and to provide a summary of scientifically based findings.
The ALRWG defined “adult reading instruction research” as research related to reading instruction for low-literate adults, aged 16 and older, who are no longer being served in secondary education programs. This includes learners in community-based literacy centres; family literacy programs; prison literacy programs; workplace literacy programs; and two-year colleges. It includes research related to all low-literate adults in these settings, including adults in Adult Basic Education programs; Adult Secondary Education programs; English as a Second Language programs; and adults with a learning or reading disability.
The ALRWG’s research identified the following topic areas as representing the major aspects of reading instruction: assessment of reading ability; alphabetics instruction, including phonemic awareness and word analysis; fluency instruction; and vocabulary and comprehension instruction.
Authors: Poppy Quintal
Poppy gave a brief history of how and why Simplified English (SE) was developed, and an overview of the SE rules for vocabulary and grammatical style. A before-and-after analysis of cautions and warnings showed the benefits of SE to an industry in which quick and clear understanding of maintenance procedures is a vital safety consideration.
Results of the Diagnostic Survey of College and Institute Programs and Services for Immigrants and Conclusions of the College and Institute Immigration Roundtable
Series: Canadian Colleges & Institutes
The Association of Canadian Community Colleges (ACCC) conducted a diagnostic survey of Canadian colleges and institutes programs and services for immigrants, organized a College and Institute Immigration Roundtable, and developed a section of the ACCC website that profiles the types of programs and services immigrants can access through colleges and institutes.
The results of this diagnostic survey provide a snapshot of how colleges and institutes are meeting the needs of immigrants within their communities, including initiatives that facilitate foreign credential recognition. This report also provides an overview of the barriers faced by colleges and institutes in delivering these services, the barriers faced by immigrants trying to access these programs and services, and the lessons learned.
A Snapshot of ESL Literacy in Ontario
Authors: Ontario Literacy Coalition (OLC)
The focus of this study is on the English as a Second Language (ESL) training community in Ontario, and their students who are studying to become literate in ESL, with limited or no literacy skills in their first language.
The aim of the study is to provide a current picture for the purpose of identifying issues, gaps, opportunities that could be addressed through policy and programming.
Authors: Sana Reynolds
Sana examined the impact of slang on international business communication, offering examples of current business slang and possible misinterpretations. Her presentation included a historical perspective and a discussion of how slang terms arise, and provided techniques to decipher many current slang expressions.
Newcomers to Canada may face particular challenges in the area of financial literacy. This report describes research undertaken to learn more about the supply of financial literacy interventions to newcomers; gaps in services; and key causes of these gaps.
Based on their research, the authors recommend the development of delivery systems that focus more on individual client needs and realities; more emphasis on ensuring topics are relevant to client groups; and the fostering of partnerships between sectors to enhance funding and create programming that might help newcomers move towards self-sufficiency.
They recommend more flexibility in government programming that allows for financial literacy to be embedded in existing support programs, such as employability training.
The authors also describe their research methodology, which included a literature review and interviews.
Celebrating the past - Creating the future
Series: Frontier College - Annual Report
Authors: Frontier College
In 2009, Frontier College marked its 110th birthday. This report includes a historic perspective on the organization’s changing roles, from the labourer-teachers in frontier camps in its early decades, through a diversification of literacy outreach activities, to the emphasis on lifelong learning and the efforts to meet new challenges in a new century.
The report includes profiles of Frontier College’s activities in communities around Canada, including an English as a Second Language (ESL) program for domestic workers in Vancouver; a Junior Chefs program for children in Saskatoon; and an after-school Reading Buddies program in Fredericton that pairs senior citizens and children.
The report includes brief updates on research and community partnerships; a statement of operations for Frontier College; and a financial statement for the Frontier College Foundation, which raises money to support Frontier College’s programs.
Authors: Meena Singhal
Because the use of the Internet is widespread in numerous fields and domains, without a doubt, it also carries great potential for educational use, specifically second and foreign language education. This paper therefore explores the following questions: 1) What is the Internet? 2) How can various facets of the Internet be used in the second and foreign language classroom? 3) What are the benefits of employing the Internet in such a setting? 4) What are the disadvantages or obstacles the Internet presents in a second language classroom? Lastly, the implications of using the Internet in second language classrooms are discussed.