Learning for LIFE: An ESL Literacy Handbook. The content in Essentials is based on Learning for LIFE: An ESL Literacy Handbook, published by Bow Valley College, and comes from years of experience in the classroom combined with research and feedback from ESL literacy practitioners both locally and internationally.
You can download the following sections of Learning for LIFE: An ESL Literacy Handbook: Executive Summary Section One: Program Considerations Section Two: Strategies for the Classroom Section Three: Foundation Phase Section Three: Phase I Section Three: Phase II Section Three: Phase III Appendix 1: ESL Literacy Toolbox Appendix 2: Literature Review Appendix 3: Annotated Bibliography Appendix 4: Works Cited. Transitioning English Language Learners (TELL) CAELA: ESL Resources: Briefs. Supporting Adult English Language Learners' Transitions to Postsecondary Education Julie Mathews-Aydinli Center for Adult English Language Acquisition (CAELA) September 2006 (This brief is also available in pdf format.)
Adult Learners Adult education programs serve both learners who are native English speakers and those whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn the skills needed to earn high school equivalency certificates or to achieve other goals related to job, family, or further education. Audience for This Brief This brief is written for the following audiences: Practitioners—teachers, teacher trainers, and program administrators—who work with adult English language learners in ESL classes Educational researchers focusing on instruction for adult English language learners Background Adult immigrants studying English in the United States have diverse educational backgrounds. Figure 1. REEP Transition. Judith Rance-Roney Lehigh University July 1995 Adults study English as a second language (ESL) in a variety of settings (e.g., church basements, workplaces, public schools, community centers) for a variety of purposes (e.g., to improve employability, to survive in society, to help with children's education).
However, few of the ESL participants in adult education classes transition, or move on, to academic ESL programs which prepare them for content study in a subject area, or to general education development (GED) study which provides them with a certificate of high school equivalency. This digest examines the differences between academic and adult ESL programs, and it suggests curricular and programmatic strategies to facilitate transitioning learners from adult ESL to academic English or to GED programs. The Curricular Mismatch Between the adult ESL literacy curriculum and the GED and academic ESL curricula, there are differences in purpose, content, and contextuality. References. The Working Group on ELL Policy. DACA PROCESS. Update for DACA Renewals April 9, 2014 In September 2012, USCIS started deferring action for certain childhood arrivals and issuing employment authorization for a period of two years.
Beginning in September 2014, the initial two-year grants of deferred action for early recipients of DACA from USCIS are due to expire under their own terms, and USCIS is actively preparing for the DACA renewal process so that eligible individuals can request and receive an extension of their deferred action without experiencing any lapse in their lawful presence or work authorization. In late May 2014, USCIS anticipates publishing a new dual-use Form I-821D, Consideration of Deferred Action for Childhood Arrivals, to allow for both initial and renewal requests, and updating Frequently Asked Questions with additional information.
If you received DACA from USCIS and will seek to renew, you must wait until USCIS publishes the new form before filing your renewal request. FAQs updated January 18, 2013 Guidelines. DACA FAQ. FAQs updated January 18, 2013 Over the past three years, this Administration has undertaken an unprecedented effort to transform the immigration enforcement system into one that focuses on public safety, border security and the integrity of the immigration system.
As the Department of Homeland Security (DHS) continues to focus its enforcement resources on the removal of individuals who pose a danger to national security or a risk to public safety, including individuals convicted of crimes with particular emphasis on violent criminals, felons, and repeat offenders, DHS will exercise prosecutorial discretion as appropriate to ensure that enforcement resources are not expended on low priority cases, such as individuals who came to the United States as children and meet other key guidelines. You may request consideration of deferred action for childhood arrivals if you: View the Consideration of Deferred Action for Childhood Arrivals Process Video.
NAFSA.
(ELL-U) ESL Startup. 2012 immigrant data. Immigration Data Hub. Immigration Policy Center. H2A Lookup. Pre-Literacy. Research. LESLLA. ESOL Literacy Objectives. Literacy Work Intl. Literacywork-Related Web Sites CLESE ESL for seniors and refugees This project was among the first eight EL-Civics demonstration projects funded by the Department of Education.
We designed the EL-Civics instructional program for elder immigrants and refugees in Chicago. The web site includes curriculum and videos. The project became a model for other programs throughout the state of Illinois funded by the Department of Human Services. Canada Youth Literacy We developed and guided implementation of a model program for dropout youth who have low literacy levels. SC Hispanic Leadership Council.