Towards a New Pluralism in ABE/ESOL Programs: Teaching to Multiple "Cultures of Mind." NCSALL Research Brief.

Autor/inn/en	Kegan, Robert; Broderick, Maria; Drago-Severson, Eleanor; Helsing, Deborah; Popp, Nancy; Portnow, Kathryn
Institution	National Center for the Study of Adult Learning and Literacy, Boston, MA.
Titel	Towards a New Pluralism in ABE/ESOL Programs: Teaching to Multiple "Cultures of Mind." NCSALL Research Brief.
Quelle	(2002), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acculturation; Adult Development; Adult Education; Adult Learning; Adult Literacy; Adult Programs; Adult Students; Change; Cognitive Style; Cultural Context; Diversity (Student); Educational Research; English (Second Language); Family Literacy; Group Dynamics; Inplant Programs; Learning Processes; Literacy Education; Role; Second Language Instruction; Student Attitudes; Transformative Learning; Two Year Colleges + Suchen Sie Ihr Suchwort? Akkulturation; Erwachsenwerden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Wandel; Cognitive styles; Kognitiver Stil; Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Gruppendynamik; Betriebliche Weiterbildung; Learning process; Lernprozess; Rollen; Fremdsprachenunterricht; Schülerverhalten; Pädagogische Transformation
Abstract	A study explored how adults perceived program learning; whether program learning helped them enact a particular social role; and whether they changed while participating in the program. For a year or more, researchers studied experiences of learning and change of 41 adult learners enrolled in three programs--at a community college, family literacy site, and workplace--intended to enhance English language fluency, content knowledge, and effectiveness in roles as students, parents, or workers. The research approach used a constructive-developmental perspective. Findings indicated adults changed in at least these three important ways: informative, transformative, and acculturation; cohorts were important to supporting and challenging adult learners; differences in complexity of meaning systems were not highly associated with level of formal education; and development level shaped adult learners' choices, preferences, and experience of program learning. Implications were that teachers and program developers should be prepared to engage developmentally diverse learners; awareness of meaning systems can inform teachers' expectations of learners; teachers should use a range of pedagogical approaches to collaboration; program designs should bring learning groups together at the same time, preserve the group's continuity, and have a common goal; and research regarding adult basic education teachers' ways of knowing would be beneficial. (YLB)
Anmerkungen	For full text: http://ncsall.gse.harvard.edu/research/brief19.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC