ESL programs for working-class adult immigrants in North America are often taught by instructors with limited training and in educational environments that lack adequate resources and funding. This synthesis project created a sourcebook with examples of teaching techniques and methods for material and curriculum development, based on a participatory approach that additionally suggests sociocultural scaffolded activities for use in the classroom, to offer instructional tools to address the real-life needs of this growing demographic of English language learners. The sourcebook was evaluated by nine professionals, with extensive experience teaching ESL, who offered their expert advice. Their suggestions were incorporated into the final synthesis sourcebook so that a teacher might use it as a resource to adapt and apply its approach in their own learner-centered ESL classroom.
|School:||Saint Mary's College of California|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||MAI 81/2(E), Masters Abstracts International|
|Subjects:||English as a Second Language, Curriculum development, Educational sociology|
|Keywords:||Critical pedagogy, ESL, Participatory approach, Sociocultural theory, Working-class immigrant, Zone of proximal development|
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