Washington State Adult Refugee Project. ESL Master Plan (Revised). Guidelines for Institutional Curricula for Refugees.

Autor/in	Callaway, Donn R.
Institution	Washington Office of the State Superintendent of Public Instruction, Olympia, WA. Div. of Instructional Programs and Services.
Titel	Washington State Adult Refugee Project. ESL Master Plan (Revised). Guidelines for Institutional Curricula for Refugees.
Quelle	(1985), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Literacy; Behavioral Objectives; Bilingual Education Programs; Communicative Competence (Languages); English (Second Language); Functional Literacy; Illiteracy; Immigrants; Language Enrichment; Language Proficiency; Limited English Speaking; Non English Speaking; Refugees; Second Language Instruction; State Curriculum Guides; Vocational English (Second Language); Washington + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Funktionale Kompetenz; Analphabetismus; Immigrant; Immigrantin; Immigranten; Language skill; Language skills; Sprachkompetenz; Flüchtling; Fremdsprachenunterricht; Rahmenlehrplan
Abstract	The Washington State English as a Second Language (ESL) Master Plan, part of the Adult Refugee Project, is designed for use by program administrators and instructors in planning institutional curricula. Program goals are the following: (1) enable refugees to reach a level of English usage and cultural familiarity that makes them employable; (2) enable refugees to reach a level of English usage that allows participation in vocational training and upgrading programs; (3) provide for English language improvement for employed refugees; and (4) enable refugees to make a contribution to the new society in which they have resettled. The program distinguishes between illiterate, non-Western refugees and those who are literate, somewhat familiar with Western culture, but unable to speak, read or write English. Students are designated as either preliterate, beginning, or intermediate, based on their degree of literacy, familiarity with Western culture, and proficiency in the English language. Students are placed in one of seven skill level groupings, whose educational objectives become progressively more demanding. Specific oral/aural, functional literacy, and pronunciation competencies, referred to as "Benchmarks," are designated for each skill level. Daily lesson planning should maintain a balance between pre-communicative and communicative learning activities. A seven-page inventory of grammatical structures, and samples of a student progress report, and a monthly project report are included in three appendices. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC