A Needs Assessment for English as a Second Language. Research Report.

Autor/in	Murphy, William
Institution	Pennsylvania State Dept. of Education, Harrisburg. Div. of Adult Basic and Literacy Education Programs.
Titel	A Needs Assessment for English as a Second Language. Research Report.
Quelle	(1992), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Curriculum Development; Educational Needs; Educational Policy; English (Second Language); Ethnic Groups; Geographic Distribution; Immigrants; Literacy Education; Needs Assessment; Program Descriptions; Program Development; Second Language Instruction; Staff Development; Student Characteristics; Surveys; Teaching Methods; Pennsylvania + Suchen Sie Ihr Suchwort? Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnie; Immigrant; Immigrantin; Immigranten; Bedarfsermittlung; Programmplanung; Fremdsprachenunterricht; Personnel development; Personalentwicklung; Survey; Umfrage; Befragung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A study of data on 6,846 adult literacy education students in Pennsylvania gathered information on student characteristics, instructional settings, teaching methods, and program and policy needs. Results indicate that about 34% of the students were Hispanic, 31% were Indochinese, and 21% were from Eastern Europe and the Soviet Union. Three-quarters resided in the southeast/central part of Pennsylvania, with over 25% in Philadelphia. Most were in beginning level classes, and many were educationally disadvantaged, with literacy deficiencies common. About 20% received public financial assistance. In the 30 classes of English as a Second Language visited for the study, an obvious problem was overcrowding and lack of individual attention to students, with ramifications for classroom communication. Some teaching methods commonly used (Total Physical Response, the audio-lingual method, and cognitive methods) were not felt to be as effective as those that focus on enhancing communicative competence. The most controversial issue encountered was that of bilingual education versus use of the native language for instruction. Recommendations include reduction of class size; coordination with literacy councils to provide more volunteer tutors; use of public libraries for materials and field trips; and staff development workshops focusing on language teaching methods, specific difficulties related to first language, and cultural awareness. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC