Montana Adult Education
ESOL Conference 2009 Discussions
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The Adult ESL Student
The Effective Adult ESL Teacher
Technology in Adult ESL
Effective Multilevel ESL Instruction
Update from Sarah Young 11/24/09
If you haven’t already visited the ESOL Conference 2009 Discussion page (http://www.nwlincs.org/mtlincs/opi/esl/MT_ESOL09_discussion.htm), please visit soon and see what your colleagues have been up to since the conference. There are already several reflections posted. Jacqueline Teasdale (Missoula) gives us a short and practical lesson plan outline for use in a multilevel class. Her reflection on a recent lesson she taught provides us with some specific ideas to use when working with students at different levels. Kate McDonnell (Helena) shares her experiences with a new interactive software program “Issues in English 2.” She reviews the usability and applicability of the software for adult ESOL, and explains how it engages multiple intelligences, specifically Linguistic, Kinesthetic, and Intrapersonal. Ellen Guettler (Bozeman) describes the results of the needs assessment that she conducted with 9 Intermediate learners using two available tools related to literacy skills and situational English. Read her reflection to find out how she is using these results to impact classroom instruction! If you’re interested in the newest version of the Rosetta Stone software program, Bobbi Kandarian and Shirley Burns (Flathead Valley) review its strengths and weaknesses, while assuring us that it does engage adult ESL students’ multiple intelligences. Katherine Howe (Livingston) describes her work with a 25 year-old Mexican student and how she used TESOL’s “Standards for ESL/EFL Teachers of Adults” to reflect on her effectiveness as an ESL teacher in the domains of Assessing (“Teachers recognize the importance of and are able to gather and interpret information about learning and performance to promote the continuous intellectual and linguistic development of each learner”), Identity and Context (“Teachers understand the importance of who learners are and how their communities, heritages and goals shape learning and expectations of learning”), and Content (“Teachers understand that language learning is most likely to occur when learners are trying to use the language for genuine communicative purposes”).
Many thanks to Jacqueline, Kate, Ellen, Bobbi, Shirley, and Katherine for submitting their post-conference assignments and for sharing so many helpful tips with us! Please make sure to submit your contributions as well to Sarah Young (firstname.lastname@example.org) for posting on the conference discussions page.
Thanks – have a wonderful Thanksgiving! Sarah Young