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Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple 'Cultures Of Mind.' Research Monograph. NCSALL Reports #19

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Title: Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple 'Cultures Of Mind.' Research Monograph. NCSALL Reports #19
Language: English
Authors: Kegan, Robert, Broderick, Maria, Drago-Severson, Eleanor, Helsing, Deborah, Popp, Nancy, Portnow, Kathryn, National Center for the Study of Adult Learning and Literacy
Source: National Center for the Study of Adult Learning and Literacy (NCSALL). 2001.
Availability: National Center for the Study of Adult Learning and Literacy (NCSALL). 44 Farnsworth Street, Boston, MA 02210. Tel: 617-482-9485; e-mail: ncsall@worlded.org; Web site: http://www.ncsall.net
Peer Reviewed: N
Page Count: 644
Publication Date: 2001
Sponsoring Agency: Office of Educational Research and Improvement (ED)
Document Type: Numerical/Quantitative Data
Reports - Evaluative
Education Level: Adult Basic Education
Adult Education
High School Equivalency Programs
Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Adult Development, Adult Basic Education, Adult Learning, Adult Students, Program Descriptions, Program Effectiveness, Outcomes of Education, Language Fluency, Competence, Best Practices, Surveys, Interviews, Focus Groups, Data Analysis, Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Cultural Pluralism, Longitudinal Studies, Community Colleges, Staff Development, Work Environment, Student Development, Parents, Adult Educators, Adult Literacy, Family Literacy, Literacy Education, Workplace Literacy, Role, High School Equivalency Programs, Academic Support Services, Educational Strategies, Immigrants, Vignettes, Measures (Individuals), Cohort Analysis, Acculturation, Change, Student Diversity, Teacher Student Relationship
Geographic Terms: Massachusetts
Abstract: How do ABE/ESOL (Adult Basic Education/English for Speakers of Other Languages) programs shape adult learners, and how do adult learners, in turn, shape their programs? Beyond the acquisition of important skills (such as greater fluency in the English language) what are the bigger internal meanings for adults of participating in ABE/ESOL learning? The researchers carefully followed for a year or more the inner experiences of 41 ABE/ESOL learners from all over the world. They were enrolled in three different U.S. programs oriented to greater English language fluency and improved effectiveness in learners' roles as parents, workers, or students. This monograph is organized in the following fashion: In Chapter Two the researchers present their research method. In Chapter Three they acquaint readers with the look and feel of a number of qualitatively different ways of knowing in adulthood, generally, and as they may make sense of aspects of teaching and learning, in particular. The following four chapters explore their three research sites--first the student-oriented program at Bunker Hill Community College; then the parent-oriented program at Even Start; and finally two chapters on the work-oriented program at Polaroid. After these chapters the researchers explicitly address issues of role-related competence and their collaboration with Equipped for the Future. The last chapter sums up their findings and their implications for ABE/ESOL teaching and program planning. Two appendices then follow, reviewing, respectively, their quantitative findings and developmentally oriented competency charts identifying the way similar tasks might be performed within differing "cultures of mind." Appendices include: (1) Standardized Measures Analysis Report; and (2) Developmental Skills Matrices. Individual chapters contain tables, footnotes, and references. [For this report's executive summary, see ED508685. For this report's research brief, see ED508684.]
Abstractor: ERIC
Number of References: 296
Entry Date: 2010
Accession Number: ED508683
Database: ERIC
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  Data: How do ABE/ESOL (Adult Basic Education/English for Speakers of Other Languages) programs shape adult learners, and how do adult learners, in turn, shape their programs? Beyond the acquisition of important skills (such as greater fluency in the English language) what are the bigger internal meanings for adults of participating in ABE/ESOL learning? The researchers carefully followed for a year or more the inner experiences of 41 ABE/ESOL learners from all over the world. They were enrolled in three different U.S. programs oriented to greater English language fluency and improved effectiveness in learners' roles as parents, workers, or students. This monograph is organized in the following fashion: In Chapter Two the researchers present their research method. In Chapter Three they acquaint readers with the look and feel of a number of qualitatively different ways of knowing in adulthood, generally, and as they may make sense of aspects of teaching and learning, in particular. The following four chapters explore their three research sites--first the student-oriented program at Bunker Hill Community College; then the parent-oriented program at Even Start; and finally two chapters on the work-oriented program at Polaroid. After these chapters the researchers explicitly address issues of role-related competence and their collaboration with Equipped for the Future. The last chapter sums up their findings and their implications for ABE/ESOL teaching and program planning. Two appendices then follow, reviewing, respectively, their quantitative findings and developmentally oriented competency charts identifying the way similar tasks might be performed within differing "cultures of mind." Appendices include: (1) Standardized Measures Analysis Report; and (2) Developmental Skills Matrices. Individual chapters contain tables, footnotes, and references. [For this report's executive summary, see ED508685. For this report's research brief, see ED508684.]
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