ESL Instruction for Learning Disabled Adults. ERIC Digest.

Autor/inn/en	Schwarz, Robin; Burt, Miriam
Institution	Adjunct ERIC Clearinghouse for ESL Literacy Education, Washington, DC.; National Clearinghouse for ESL Literacy Education, Washington, DC.
Titel	ESL Instruction for Learning Disabled Adults. ERIC Digest.
Quelle	(1995), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Students; Classroom Techniques; Diagnostic Tests; English (Second Language); Identification; Instructional Materials; Language Teachers; Learning Disabilities; Literacy Education; Screening Tests; Second Language Instruction; Student Evaluation; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Klassenführung; Diagnostic test; Diagnostischer Test; English as second language; English; Second Language; Englisch als Zweitsprache; Identifikation; Identifizierung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language teacher; Sprachunterricht; Learning handicap; Lernbehinderung; Screening-Verfahren; Fremdsprachenunterricht; Schulnote; Studentische Bewertung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Lack of success of some adult learners of English as a Second Language may be due to learning disabilities (LD). Review of research reveals that LD can affect every aspect of learning, impairing single or multiple skills and sometimes appearing in the second language when not in the first. Identification of adult ESL learners as having LD can be stigmatizing, and can be confused with other conditions or circumstances, including limited educational experience, lack of effective study habits, native language interference, mismatched learning and teaching styles, or external, personal problems. Standardized testing for LD learner assessment may be biased toward native English-speakers or younger learners, and multiple assessment measures are preferable. These include a native-language interview, portfolio assessment, phonological tests, and vision and hearing screening. Instruction should be highly structured and predictable, include opportunities for using several senses and learning strategies, provide constant structure and multisensory review, build on learner strengths, simplify language but not content, and reinforce main ideas and concepts through rephrasing. Use of technology in this area is not well documented. Two programs funded to research assessment and teaching techniques for this population are in Arlington, Virginia and Minneapolis, Minnesota. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Anmerkungen	NCLE, 1118 22nd Street, N.W., Washington, DC 20037.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC