A Survey of Writing Instruction in Adult ESL Programs: Are Teaching Practices Meeting Adult Learner Needs?

Autor/inn/en	Fernandez, Rebeca; Peyton, Joy Kreeft; Schaetzel, Kirsten
Titel	A Survey of Writing Instruction in Adult ESL Programs: Are Teaching Practices Meeting Adult Learner Needs?
Quelle	In: Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 6 (2017) 2, S.5-20 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2169-0480
Schlagwörter	Writing Instruction; Adult Education; English (Second Language); Second Language Instruction; Adult Educators; Teacher Surveys; Adult Students; Academic Discourse; Class Size; Time on Task; Writing (Composition); Writing Evaluation; Teacher Collaboration; Teacher Attitudes + Suchen Sie Ihr Suchwort? Schreibunterricht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Discourse; Diskurs; Klassengröße; Zeitaufwand; Schreibübung; Lehrerkooperation; Lehrerverhalten
Abstract	Recent legislation and education standards focus on the importance of developing students' academic and professional writing skills. Research on the teaching of writing has articulated the types of texts and features of writing that students need to produce to succeed. At the same time, studies of writing in adult education have found that limited time is devoted to writing instruction. The experiences and needs of adults learning English as an additional language (L2 learners) are often not understood and met by teachers, and teachers often have limited professional development in the effective teaching of writing to adults. This article reviews this research and reports the results of a survey of over 400 teachers of L2 learners in adult education across the United States about their teaching of writing. The results show some positive trends and a number of challenges. As a field, we need to work together to understand the qualities of academic and professional writing that students need to produce and to implement effective instruction in adult education, community college, and university programs. (As Provided).
Anmerkungen	Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01