A Model of Institutionalizing an ESL Family Literacy Program. Final Report.

Autor/in	McCrossan, Linda V.
Institution	Adult Literacy Center of the Lehigh Valley, Allentown, PA.
Titel	A Model of Institutionalizing an ESL Family Literacy Program. Final Report.
Quelle	(1996), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agency Cooperation; Asian American Students; Asian Americans; Churches; Community Services; English (Second Language); Family Literacy; Family Programs; Hispanic American Students; Hispanic Americans; Intergenerational Programs; Literacy Education; Models; Program Descriptions; School Districts; Second Language Instruction; Spanish Speaking + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Church; Kirche; Gemeindenahe Versorgung; English as second language; English; Second Language; Englisch als Zweitsprache; Family program; Familienprogramm; Hispanic; Hispanic Americans; Hispanoamerikaner; Analogiemodell; School district; Schulbezirk; Fremdsprachenunterricht
Abstract	The report describes a family literacy program in the Allentown School District (Pennsylvania). Instructional activities included two adult English-as-a-Second-Language (ESL) classes using resources of the school district, Adult Literacy Center of the Lehigh Valley, and a local church, which provided child care facilities. Adults met twice weekly in classes and a computer laboratory. Once a month the children joined parents in the lab, where the children, to whom the materials were familiar, mentored their parents in language learning. In 1995-96, enrollment was 95 percent Latino and 5 percent Asian, with 44 adults and 30 children under age 18 attending. It was found that in addition to components deemed essential for a family literacy program (early childhood development instruction for parents, parent education, child-parent interaction), other important components include: support services for adults and children; culture brokers/liaisons to interpret program intent to parents and parent information to staff; broadened definition of family and community; ESL curriculum integrating theory and practical content; children and adults learning together; and frequent communication between agencies. This program design is found to provide parents with skills to support children in school and to give parents access to community resources. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC