Relevant bibliographies by topics / Community ESL programs

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Community ESL programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Community ESL programs"

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Strucker, John. "Adult ESL: Politics, pedagogy, and participation in classroom and community programs. Trudy Smoke (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. 337." Applied Psycholinguistics 22, no. 1 (March 2001): 129–31. http://dx.doi.org/10.1017/s0142716401211072.

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This anthology consists of 20 chapters contributed by 25 authors and coauthors; its articles are divided into three sections corresponding to the title categories: politics, pedagogy, and participation. As Trudy Smoke states in the preface, “I decided to use the term adult ESL in its broadest sense – non-native speaking adults who participate in ABE (adult basic education), community college, or senior college programs” (p. ix). However, about 75% of the articles are written from a community college or senior college perspective, with a focus on intermediate-level or above English language learners. There is nothing inherently wrong with this; in fact, it may be inevitable that college ESL teachers are more likely to be able to write articles than their ABE colleagues, who are among the most overworked and underpaid teachers in U.S. education. Smoke notes briefly that some ESL students in ABE programs eventually enroll in community and senior colleges, but for the most part the reader is left having to infer how the insights of college ESL practice and research might apply to teachers in community-based ABE programs in ESL. A more extended discussion of the similarities and differences between ABE and college-based learners would have made the book more useful, especially for new teachers or other readers not familiar with the field.
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Morgan, Brian D. "Critical Practice in Community-Based ESL Programs: A Canadian Perspective." Journal of Language, Identity & Education 1, no. 2 (April 2, 2002): 141–62. http://dx.doi.org/10.1207/s15327701jlie0102_03.

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Todorovska, Viktorija, and Duane Roen. "ADULT ESL: POLITICS, PEDAGOGY, AND PARTICIPATION IN CLASSROOM AND COMMUNITY.Trudy Smoke (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. xv + 337. $71.95 cloth, $31.00 paper." Studies in Second Language Acquisition 22, no. 1 (March 2000): 118–19. http://dx.doi.org/10.1017/s027226310025105x.

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This collection explores recent developments in both community and college adult ESL education to meet the needs of adult ESL learners in current social and political contexts in North America. The 22 women and 2 men contributing to the volume argue persuasively and even passionately for programs that prepare adult ESL learners for citizenry in a 21st-century democracy. Collectively and individually the chapter authors argue eloquently that adult education programs need to assist learners not only in their academic lives but also in their professional, personal, and civic lives. These teacher-scholars demonstrate what it means to be a knowledgeable, committed, and effective educator.
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Applebaum, Sheila Dermer, and Elizabeth Taborek. "Developing Oral Placement Tests for Community-Based Language." TESL Canada Journal 3 (August 26, 1986): 207. http://dx.doi.org/10.18806/tesl.v3i0.1006.

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This paper will describe the steps taken in developing oral placement tests for adults in two agency-based community ESL programs. A general overview of recent oral testing approaches will be presented and the suitability of specific tests for use in meeting the expressed needs of community agencies will be discussed.
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Peirce, Bonny N., Helen Harper, and Barbara Burnaby. "Workplace ESL at Levi Strauss: "Dropouts" Speak Out." TESL Canada Journal 10, no. 2 (October 26, 1993): 09. http://dx.doi.org/10.18806/tesl.v10i2.616.

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This paper investigates why over 50 workers who qualified for ESL training did not participate in the EWP programs offered on-site at two garment factories in Canada. Findings are drawn from a research project commissioned by Levi Strauss & Co. (Canada) in 1990. Results indicate that advertised programs, supervisor resistance, production and income anxiety, domestic and social pressure are more likely to lead to "dropout" than limitations in the programs per se. The authors conclude if an EWP program is to be effective, it must address not only the linguistic needs of the ESL workforce in a particular context, but its relationship to larger social and economic structures in the workplace and wider community.
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Başok, Emre, and Peter Sayer. "Language Ideologies, Language Policies and their Translation into Fiscal Policies in the U.S. Perspectives of Language Education Community Stakeholders." Journal of Culture and Values in Education 3, no. 2 (December 22, 2020): 54–80. http://dx.doi.org/10.46303/jcve.2020.13.

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This study explored the potential effects of the Trump administration’s proposed budget cuts through the lens of language ideologies in the language education community. This community includes English as a second language (ESL), dual language bilingual programs, and world/foreign language education. The Trump administration proposed cuts totaling $4 billion by eliminating or reducing major language education programs. Through semi-structured interviews, the researchers explored the perspectives of stakeholders who would be impacted. Six participants who are actively involved in the language education community at different levels including ESL, dual language bilingual, and world language educators, administrators and coordinators of language education programs in the U.S. participated in this study. Thematic analysis of the interview data indicated that all participants from different stakeholder groups were ideologically aligned with the pluralist views. The budget cuts were perceived as representative of broader assimilationist ideology. The negative impacts of eliminations on teacher professional development programs, K-12 public education, post-secondary language education, and world language education in America were expressed by the participants. The participants’ counter arguments to the proposed budget eliminations are presented. This study has implications for the language education community, language policy makers, and educational policy planners in the U.S.
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Atkinson, Michael. "Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity." Literacy and Numeracy Studies 22, no. 1 (October 1, 2014): 3–20. http://dx.doi.org/10.5130/lns.v22i1.4176.

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Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity. In this context a holistic, socially orientated understanding of their learning and their progress is preferable to an approach which views and evaluates learners against preconceived functional literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.
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Parks, Marguerite, Michelle Fuerch, and Elena Rambla Mulet. "Red Light, Green Light, Caution: Community Acceptance or Rejection of ESL/Bilingual Education Programs." International Journal of the Humanities: Annual Review 4, no. 3 (2006): 95–102. http://dx.doi.org/10.18848/1447-9508/cgp/v04i03/41861.

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Ibragim, A. M. "PROJECT-BASED LEARNING IN TEACHING ENGLISH IN HIGHER EDUCATIONAL INSTITUTIONS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 115–20. http://dx.doi.org/10.51889/2020-1.1728-5496.20.

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Teaching students English as a second or foreign language (ESL) in community programs has traditionally taught students the basic communication skills that they need to negotiate on everyday life. These elementary communication skills are insufficient for the preparation of English learners. Many jobs now require advanced communication skills and critical thinking skills. This article discusses some of the problems of teaching English in universities and identifies the difference between the project method and project-oriented learning. The studies conducted by well-known scientists studying the impact of project-oriented learning in ESL classes are also considered and the main advantages of using this approach are identified
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Pun, Raymond, See Xiong, Adan Ortega, and Vanna Nauk. "Doing technology: A teaching collaboration between Fresno State and Fresno County Public Library." College & Research Libraries News 78, no. 6 (June 6, 2017): 303. http://dx.doi.org/10.5860/crln.78.6.303.

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In spring 2016, the President’s Office at California State University-Fresno (part of the California State University system) offered grant opportunities for academic departments to create a community engagement program for students interested in supporting the Fresno community at large. Known as the Touch the Community project, the program solicited proposals that focused on a community concern and on how to address this issue. Several proposals were selected and funded ($2,000) by the President’s Office for the duration of two academic semesters. Some of these grant projects involved service-learning components: building computer labs, creating ESL programs, and engaging with K–12 students.
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Dissertations / Theses on the topic "Community ESL programs"

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Drake, Carrie Lane. "Community Outreach English: Marketing a Community ESL Program." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2749.

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The focus of this MA TESOL project was to develop promotional products for BYU's Community Outreach English (CORE) program. The purpose of these products is to create greater community awareness of the program and the resources it provides to learners. It is also hoped that the promotional products will aid in the process of recruiting students for the program from one year to the next. While the essential elements of the marketing mix (product, place, promotion, and price) were reviewed, an emphasis for this project was placed on promotion, which translated into developing materials for this purpose. Promotional materials that were created included a video of student testimonials, a new program name and logo, program flyers, and a Facebook page. The promotional video was viewed and evaluated by a group of past and future CORE instructors. From the teachers' feedback, the video was shortened, the text script was altered to make it more readable, and some video segments were edited and rearranged. After editing the video, a group of 36 CORE students were shown the video and data was collected with a follow- up survey. Feedback showed that 100% of the students felt the video provided an accurate description of the student experience in the CORE classes. Demographic information also obtained from the survey indicated that the CORE students generally do have access to the internet outside of class, that the majority have newly arrive in the U.S. within the past three years, and that the majority do not work. Further elaboration on the data is provided in the discussion of the findings.
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Calderon, Raynelda A. "Exploring the Experiences of Hispanic ESL Students in ESL Programs." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243901.

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Instructors of English as Second Language (ESL) at a private community college had raised concerns regarding Hispanic ESL students not developing sufficient English proficiency. The purpose of this single exploratory case study was to explore the phenomenon brought forward by ESL instructors and share the results with the ESL program and the college. The conceptual framework for this qualitative study was based on the classroom learning motivation theory suggesting that the environment in which a student is learning a new language also plays a major role in second language learning. Data collection was conducted through 3 ESL classroom observations and interviews with 15 community college students. A focus group with 7 different students was used to understand Hispanic ESL students? perspectives about their experience in the college-wide ESL program and issues students face in the ESL program. Data analysis consisted of thematic content analysis, constant comparison, and concurrent data collection and analysis until concept saturation occurred. The findings were that Hispanic ESL students were satisfied with the ESL program. Data triangulation formed 4 themes: students would like to use technology in the classroom, more instances for in-class conversation, to be corrected when they mispronounce a word, and have instructors who spoke Spanish. The recommendations include the creation of a policy to institutionalize professional development to help ESL teachers become aware of the issues that Hispanic ESL students face in the classroom in order to help students achieve English proficiency. This case study served as an example for other institutions to take the initiative learn how Hispanic ESL students perceive ESL instruction and filled the gap in research regarding Hispanic ESL students? perception of ESL programs.

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Nedorezov, Olivia A. "Exploring Issues of Language Ownership amongst Latino Speakers of ESL." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384471441.

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Morgan, Brian David. "Exploring critical citizenship in a community-based ESL program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/NQ49860.pdf.

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Ribeiro, Laiane Medeiros. "Sa?de Mental e enfermagem: em busca da integralidade na ESF." Universidade Federal do Rio Grande do Norte, 2007. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14652.

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Made available in DSpace on 2014-12-17T14:46:36Z (GMT). No. of bitstreams: 1 LaianeMR.pdf: 612024 bytes, checksum: 0cd8ac928774fa38e77c559538f0c032 (MD5) Previous issue date: 2007-12-18
The present work shows an inquiry about the conceptions and practical work of the nursing professionals on the accompaniment of mental sick patients in the Family s Health Strategy, under the approach of the completeness in health. The justification of this research is given by bringing an special attention concerning the subjet to these professionals of health: the gradual abandonment of the traditional manicomial model leads to the insertion of mental patients in the community . The nursing professionals must be prepared to receive these patients in the basic net of health and contribute to help their adaptation and insertion in the social environment as citizen. In this context, considering the entire attention to the mental health, it is important to detach that the assistance to the patient must search his reinsertion in the community by providing programs that develops his sociability. This analytical study was developed using a qualitative approach and a thematic verbal history. Ten nurses of Nova Natal s Health of the Family Unit, of Felipe Camar?o Mista s Unit and of Cidade da Esperan?a s Health Unit contributed for its development . The information was acquired through an instrument research that made possible the accomplishment of the interviews. These ones were set previously and counted on the assent of the participants. The interviews were recorded and analyzed in accordance with the pertinent literature concerning the subject. The aggregation of the information was then discussed. At this moment three thematic axles were defined dividing the categories of analysis. According to the results of the interviews, the practical procedure given to the patients with mental upheaval is resumed by the prescription of psicotroprics medicaments. It doesn t provide an accompaniment by the professionals of health, specifically, nurses, to the patients and their families. The lack of qualification and a multi-professional team emerged as one of the challenges for the implementation of practical procedures towards the patients with mental upheaval. Therefore, the results of this research show the necessity of transformations in the current scene of the mental health in the Family s Health Strategy. These changes can be reached by politics investments on the mental health area, not only financially but by providing human resources that should allow the professionals to exert the completeness procedures
O presente trabalho trata de uma investiga??o em torno das concep??es e das pr?ticas dos enfermeiros no acompanhamento ao doente mental na Estrat?gia de Sa?de da Fam?lia, sob o enfoque da integralidade em sa?de. A justificativa do estudo d?-se por trazer uma contribui??o para a aten??o desse usu?rio na rede b?sica de sa?de mediante a desconstru??o gradativa do tradicional modelo manicomial, trazendo o portador de transtorno mental para a comunidade. Nesse diapas?o, o profissional de enfermagem deve estar preparado para acolher esse usu?rio na rede b?sica de sa?de e contribuir para a sua inser??o no meio social como cidad?o. Nesse contexto, considerando a integralidade da aten??o ? sa?de mental, ? importante destacar que a assist?ncia ao usu?rio deve buscar sua reinser??o na comunidade por meio de programas que facilitem a sua sociabilidade. O estudo de cunho anal?tico, com abordagem qualitativa, utilizando a hist?ria oral tem?tica, teve, como colaboradoras, dez enfermeiras das Unidades de Sa?de da Fam?lia de Cidade Nova, Felipe Camar?o Mista e da Unidade de sa?de da Cidade da Esperan?a.As informa??es foram obtidas atrav?s de um instrumento de pesquisa que possibilitou a realiza??o das entrevistas, as quais foram agendadas, previamente, e contou com o consentimento dos participantes.As entrevistas foram gravadas e,em seguida, transcritas e analisadas de acordo com a literatura pertinente ao assunto. Realizou-se, nesse momento, a agrega??o das informa??es, definindo-se tr?s eixos tem?ticos norteadores, e, destes, categorias de an?lise. De acordo com as falas, p?de-se constatar que a pr?tica voltada para o paciente com transtorno mental na rede b?sica ? a transcri??o de receitas de psicotr?picos n?o havendo um acompanhamento por parte dos profissionais, especificamente, enfermeiros, aos usu?rios e seus familiares. A falta de capacita??o e de uma equipe multiprofissional emergiu como um dos desafios para a implementa??o de pr?ticas voltadas para os usu?rios com transtorno mental. Portanto, os resultados desta pesquisa mostram a necessidade de transforma??es no cen?rio atual da sa?de mental na Estrat?gia de Sa?de da Fam?lia. Essas mudan?as podem ser alcan?adas mediante pol?ticas de investimento na aten??o ? sa?de mental, n?o s? financeira mas de recursos humanos, permitindo, assim, que a integralidade seja exercida na pr?tica dos profissionais
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Ark, Amanda K. "EPIK Expectations: How Experiences and Cultural Aspects Impact Female English Teachers in South Korea." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586622243746444.

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Gonçalves, Daniel Maffasioli. "Prevalência de transtornos mentais e fatores sociodemográficos associados em população atendida por equipes da Estratégia Saúde da Família (ESF) no município de Santa Cruz do Sul, RS, Brasil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/15571.

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OBJETIVOS: Estimar a prevalência de transtornos mentais comuns (TMC) e transtornos de abuso e dependência de álcool (TADA) em população atendida por Estratégia Saúde da Família (ESF) do município de Santa Cruz do Sul, Brasil; estudar as associações entre TMC e TADA com variáveis sociodemográficas. METODOLOGIA: Todos moradores acima de 14 anos de 3 áreas atendidas por ESF foram convidados a participar no período de 10 de fevereiro de 2006 a 10 de fevereiro de 2007. RESULTADOS: Dos 2921 participantes, as prevalências de TMC e TADA foram de 29,93% (IC95%29,30%-30,56%) e 12,07% (IC95%11,63%-12,52%), respectivamente. Sexo feminino, situação ocupacional desfavorável, baixa escolaridade e baixa renda mostraram associação positiva e independente com TMC. Sexo masculino, situação ocupacional desfavorável e TMC apresentaram associação independente com TADA. DISCUSSÃO: Foram encontradas prevalências de TMC e TADA acima das relatadas em outros estudos brasileiros. Grupos com condições socioeconômicas desfavoráveis são os de maior risco para TMC e TADA. CONCLUSÕES: Os grupos de maior risco para TMC e TADA deveriam ser levados em consideração quando se planejam políticas públicas em saúde mental.
OBJECTIVE: Estimate the prevalence of common mental disorders (CMD) as well as alcohol abuse and dependence disorders (AADD) in a population assisted by Programa de Saúde da Família (PSF or Family Health Program) in the City of Santa Cruz do Sul, Southern Brazil; estimate the associations between CMD and AADD with socio-demographic variables. METHOD: All residents over 14 years of age from 3 areas assisted by the PSF were invited to participate between February 10, 2006 to February 10, 2007. RESULTS: Of 2,921 participants, the prevalence estimates of CMD and AADD were 29.93% (IC95%29.30%-30.56%) e 12.07% (IC95%11.63%-12.52%), respectively. Female, unfavorable employment situation, low schooling and low income showed a positive and independent association with CMD. Male, unfavorable employment situation and CMD showed an independent association with AADD. DISCUSSION: We found higher prevalence estimates of CMD and AADD in relation to the observed prevalence estimates in other Brazilian studies. Groups with unfavorable socioeconomic conditions present the highest risk. CONCLUSIONS: The groups with the highest risk for CMD and AADD should be taken into account when planning public mental health policies.
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Darnell, Patricia. "Acculturation and Transformation among Female Immigrant Military Spouses in an ESL Learning Program at a Community College." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11137.

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This study was designed to explore the acculturation experiences of military-related immigrant wives enrolled in an ESL program in a selected community college. More specifically, the purpose of the study was to understand the personal and structural forces that facilitated or hindered their acculturation process into their community of residence and whether their participation and retention in ESL classes contributed to their acculturation. Using a qualitative design with the basic interpretive paradigm, data collection consisted of face-to-face interviews with 14 immigrant military wives from 10 differing countries who were either enrolled or had been enrolled in a community college ESL program. The site chosen served a multicultural population of military spouses who enrolled in educational programs that offered English language development. The nearest ESL program, located at a community college near the military base, became an information-rich site for the study. The findings from the study highlighted the role of English language as an essential element to adjustment into the society of the United States for military immigrant wives, leading to acculturation and subsequently personal transformation. The data revealed both external and internal forces that influenced the acculturation process. External (structural) forces included community, workforce, the military, and an educational institution. The secondary forces included racial discrimination, cultural differences, and social networks within the community. Internal forces included love and care and self-efficacy. Self-efficacy was manifested through their persistence, patience, and resilience.
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Metianu, Mihaela N. "The relationship between cultural adjustment and motivation for educational participation an exploratory study of immigrant community college students enrolled in an advanced ESL program /." 2007. http://etd.lib.fsu.edu/theses/available/etd-07062007-122404.

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Thesis (Ph. D.)--Florida State University, 2007.
Advisor: Beverly Bower, Florida State University,College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Sept. 26, 2007). Document formatted into pages; contains xi, 201 pages. Includes bibliographical references.
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Wang, Lurong. "Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada." Thesis, 2011. http://hdl.handle.net/1807/27608.

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This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.
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Books on the topic "Community ESL programs"

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Research on ESL in U.S. community colleges: People, programs, and potential. Ann Arbor: University of Michigan Press, 2009.

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Briones, Carlos. EDUCO y capital social comunitario: Una agenda nueva para el desarrollo local. San Salvador: FLACSO El Salvador, 2007.

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(Editor), Marilyn Spaventa, and Craig Machado (Editor), eds. Perspectives On Community College ESL: Volume 1: Pedagogy, Programs Curricula and Assessment (Perspectives on Community College Esl). TESOL Publications, 2007.

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Trudy, Smoke, ed. Adult ESL: Politics, pedagogy, and participation in classroom and community programs. Mahwah, N.J: Lawrence Erlbaum Associates, 1998.

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Smoke, Trudy. Adult Esl: Politics, Pedagogy, and Participation in Classroom and Community Programs. Lawrence Erlbaum, 1998.

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Smoke, Trudy. Adult Esl: Politics, Pedagogy, and Participation in Classroom and Community Programs. Lawrence Erlbaum, 1998.

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Auerback, Elsa. Adult ESL/literacy from the community to the community: A guidebook for participatory literacy training. 2009.

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Elsa, Auerbach, ed. Adult ESL/literacy from the community-- to the community: A guidebook for participatory literacy training. Mahwah, N.J: L. Erlbaum Associates, 1996.

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Adult ESL/Literacy From the Community to the Community: A Guidebook for Participatory Literacy Training. Lawrence Erlbaum, 1996.

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Morgan, Brian David. Exploring critical citizenship in a community-based ESL program. 2000.

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Book chapters on the topic "Community ESL programs"

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Mao, Yuping, Martin Guardado, and Kevin R. Meyer. "Integrating Chinese Community into Canadian Society." In Advances in Educational Technologies and Instructional Design, 459–83. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch022.

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The use of podcasting technology in language learning presents a unique set of challenges and holds a great deal of promise for digital natives as well as for newcomers to technology. The literature on podcasts in learning mainly focuses on student experiences in formal educational settings, while questions related to nontraditional students in freely-available language programs provided by non-profit organizations remain unexplored. Taking a case study approach, this research examines how podcasting enhances the English learning experiences of students in an English as a Second Language (ESL) course offered by a non-profit organization that provides community services to immigrants in Canada. This chapter discusses instructional and organizational benefits as well as the challenges of applying podcasts in language training. By triangulating the experiences of the students, instructor, and program coordinators, we are able to examine the effectiveness of such a program and offer recommendations for similar programs in the future.
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Dryfoos, Joy G. "Introduction." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0008.

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A strong research base supports the rationale for community schools. We have selected a few exemplary studies that document the impact of various community-school components on the problems children confront. Children come to school with an array of issues that limit their capacity to learn. They do better in school if they have access at very early ages to health and mental health services and family supports. . . . Chicago’s Child-Parent Centers provided sustained and comprehensive education, family and health services, and included half-day preschool at ages 3 to 4 years, half- or full-day kindergarten, and school-age services in linked elementary schools at ages 6 to 9 years. Relative to a preschool comparison group, children who participated in the preschool intervention for one or two years had a higher rate of high-school completion (49.7% versus 38.5%; P = .01); more years of completed education (10.6 versus 10.2; P = .03); and lower rates of juvenile arrest (16.9% versus 25.1%; P = .003) [and] violent arrests (9.0% versus 15.3%; P = .002). . . . Both preschool and school-age participation were significantly associated with lower rates of grade retention and special education services. The effects of preschool participation on educational attainment were greater for boys than girls, especially in reducing school dropout rates (P = .03). . . . These findings are among the strongest evidence that established programs administered through public schools can promote children’s long-term success. Parents need help not only with parenting skills but also in many other aspects of their lives. Strong parent centers in schools can assist parents with many of the obstacles that stand in their way—for example, learning English as a Second Language (ESL), gaining employment, finding housing, and dealing with immigration problems. When parents are involved in their children’s school experience, everyone benefits. Henderson and Mapp’s review of 20 studies provides ample evidence that when families are engaged in their children’s education, the results are better. No matter what the income or background, students with involved parents earned higher grades and test scores, were more frequently promoted, attended school regularly, had improved social skills and behavior, and tended to graduate and go on for further education.
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Fahey, Nicole, and Wal Taylor. "Measuring the Effectiveness of Training to Improve Electronic Information Literacy." In Using Community Informatics to Transform Regions, 178–91. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-132-2.ch012.

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This chapter uses a case study approach to highlight issues surrounding the provision of government agency sponsored programs aimed at increasing Electronic Information Literacy (EIL), as a basic requirement for community engagement in an electronically enabled world. The Skills.net program was designed to increase EIL skills by providing “free or low cost access to training in online services and the Internet for those in the community who are least likely to have access” in Victoria, Australia. This study found that whilst the Skills.net program did increase EIL, it did not adequately address the accepted training needs of the participants nor did it adequately adhere to known guidelines for success in information literacy enhancement. This experience provides further evidence of lessons being learned from many government agency imposed programs which do not provide adequate outcomes for regional areas as they grapple with the impact of being increasingly marginalized in an electronically enabled age.
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del Rosal, Karla, Paige Ware, and Nancy Montgomery. "Teachers Learning to Teach English Learners in an Online Community of Practice in an Urban District." In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, 15–29. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5140-9.ch002.

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This chapter reports on a study that investigated the knowledge and skills for teaching English learners (ELs) that in-service teachers displayed during their participation in an online community of practice. Teachers' conversations were analyzed using a priory and inductive codes. Findings showed that teachers demonstrated an understanding of practices that support ELs in overcoming language demands that disciplinary content standards in the U.S. pose, including promoting ELs' participation, teaching language within content and in the four modes, assessing ELs' progress during instruction, and offering differentiated language scaffolds. The online community of practice offered in-service teachers an environment in which they engaged in learning tasks related to theories that they had learned and to their practice. Online communities of practice can facilitate information flow, peer collaboration, and content application in teacher preparation programs. However, tasks need to leverage technology tools affordances and to establish equitable participation expectations.
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del Rosal, Karla, Paige Ware, and Nancy Montgomery. "Teachers Learning to Teach English Learners in an Online Community of Practice in an Urban District." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning, 622–36. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch032.

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This chapter reports on a study that investigated the knowledge and skills for teaching English learners (ELs) that in-service teachers displayed during their participation in an online community of practice. Teachers' conversations were analyzed using a priory and inductive codes. Findings showed that teachers demonstrated an understanding of practices that support ELs in overcoming language demands that disciplinary content standards in the U.S. pose, including promoting ELs' participation, teaching language within content and in the four modes, assessing ELs' progress during instruction, and offering differentiated language scaffolds. The online community of practice offered in-service teachers an environment in which they engaged in learning tasks related to theories that they had learned and to their practice. Online communities of practice can facilitate information flow, peer collaboration, and content application in teacher preparation programs. However, tasks need to leverage technology tools affordances and to establish equitable participation expectations.
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Fields, Michael. "Experiential Learning, Service Learning, and Engagement in a University ESL Setting." In Advances in Educational Marketing, Administration, and Leadership, 29–57. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0874-8.ch002.

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This chapter examines experiential and service learning in the context of an intensive English program for international graduate students, the goal of which is to foster engagement and cultural integration. The service learning project brings together skills in using English in authentic situations, researching, working as a team, communicating with members of the community they would not otherwise have contact with, presenting their project to their peers, and writing a reflection. Evidence is presented in the form of a description and analysis of the program and project, together with interviews with graduate mentors and excerpts from students' reflective writing. It is shown that the project has positive outcomes in terms of increased engagement and development of skills required for successful graduate study in a North American setting.
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Arlikatti, Sudha, James Kendra, and Eliot Jennings. "Corporate Social Responsibility in Enhancing Disaster Education." In Corporate Social Responsibility, 422–34. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6192-7.ch023.

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Today, university educators are confronting unparalleled challenges regarding declining state education budgets. Meanwhile, an ethos of corporate social responsibility has taken hold in some sectors, where companies define themselves as members and participants in a community, able to offer something besides financial transactions. Engagement and support of educational programs and institutions is an example of one such kind of involvement. This chapter details such collaborations between Grainger corporation, NC4, ESi Acquisition Inc. and the University of North Texas's Emergency Administration and Planning program. The generosity of these private companies helped the program open an Emergency Operations Center training lab on campus to facilitate hands-on decision support systems training, and enhance creativity and problem solving skills in a simulated environment for emergency management students. Such public-private partnerships and outreach efforts to enhance disaster management training and educational experiences of students have the potential to make a real and lasting difference to all players involved.
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Marano, Lisa E., Kimberly Dempsey, and Ross Michael Leiser. "Alternative Service-Learning Projects in Mathematics." In Community Engagement Program Implementation and Teacher Preparation for 21st Century Education, 105–16. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0871-7.ch006.

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A discussion of the development, implementation, and results of two service-learning projects from different mathematics courses is presented. In an Honors Mathematics and Social Justice seminar, where the focus was on fairness and access to quantitative and financial literacy, the students developed financial literacy brochures that would be relevant to students and the community at large. The pamphlets were used in two ways: they were distributed across campus and they were used in an adult ESL curriculum. In a History of Mathematics course, students developed a lecture series at a local senior day center on historical highlights from the world of mathematics. The students learned how to differentiate between learning and unpacking mathematics for other audiences. In this chapter, the use of reflection is discussed, as this is an essential component of any service-learning project. Encounters with resistance are discussed as well.
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Molina, Sarina Chugani. "Cultivating a Sense of Critical Consciousness in Teacher Candidates within a Community-based Adult ESL Program." In Advocacy in English Language Teaching and Learning, 57–70. Routledge, 2019. http://dx.doi.org/10.4324/9781351036665-5.

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Kostka, Ilka, and Miriam Eisenstein Ebsworth. "Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing." In Scholarly Ethics and Publishing, 269–97. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8057-7.ch013.

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Concerns about plagiarism are salient for the academic writing of second language (L2) writers of English, who face several challenges while learning academic discourse and proper citation conventions. Effective instruction is crucial in helping them learn to avoid plagiarism and borrow from sources appropriately. In this chapter, the authors present a case study of an English as a Second Language (ESL) composition class at a Midwestern university in the United States. This study is framed by a social view of learning that draws from Lave and Wenger's (1991) notion of a community of practice. Data included weekly classroom observations, interviews at the beginning, middle, and end of the 10-week academic term, surveys, and student participants' online blogs. Findings illustrate how Turnitin, an Internet-based matched-text detection program, was used to support academic writing instruction and help socialize learners into an American academic discourse community.
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Conference papers on the topic "Community ESL programs"

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Zhou, Yong, Nazmul Islam, Cheng-Chang (Sam) Pan, and Sanjay Kumar. "Shorten the Math Gap for Pre-Engineering Students With Intensive Summer Bridge Program." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-40249.

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Engineering Summer Bridge (ESB) program at the University of Texas at Brownsville (UTB) is designed to prepare the engineering freshmen intellectually for an early introduction to the engineering culture and mathematics and science expectation. The program curriculum and content were specifically designed to prepare underrepresented Hispanic students for their success in the coming science and engineering study at UT-Brownsville. More than 92% of the targeted students are underrepresented Hispanic, and English is the second language for 86% of them. Most of these targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of TOP10 Texas House Bill. The ESB program at UTB cultivates a diverse community of engineering and pre-engineering students and intensively enhances their mathematics preparation in Pre-Calculus and College Algebra. Statistics data from 2012 and 2013 ESB program indicates that more than 81% of the participants in both years did not take Pre-Calculus in high school. Another finding is that 71% of the ESB participants with at least an attendance rate of 50% earned a grade higher than a “B” in their Calculus I class later on, while only 43% from the group with an attendance rate lower than 50% earned a grade higher than a “B” in the Calculus I class. Students seem more successful in their Calculus I study if they attend the classes more frequently. It is also found the early contact with engineering faculty through Summer Bridge Programs, together with an early and longer engineering orientation seminar during the program, are successful ways to assist in the retention of engineering freshman [1–2].
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Sainz Gil, Ana María. "Metodologías de Aprendizaje Cooperativo y Proyectos online con un enfoque sistemático, en la asignatura “Profesionalización y Gestión” de 4º curso del Grado de Creación y Diseño." In IN-RED 2018: IV Congreso Nacional de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/inred2018.2018.8590.

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La Guía del Alumnado que se entrega a los estudiantes de la asignatura “Profesionalización y Gestión” de 4º curso del Grado de Creación y Diseño ha sido reformulada en el “Taller DOITU 2017 dentro del Plan de formación para la mejora docente organizado por la UPV/EHU. Se ha conseguido alinear la planificación y desarrollo del proceso de enseñanza-aprendizaje de ésta asignatura con los criterios que definen el modelo de enseñanza-IKD (Ikaskuntza Kooperatibo eta Dinamikoa) de la UPV/EHU, a través de metodologías docentes activas y materiales multimedia educativos, así como con la realidad 2.0. para la creación de empresas centradas en el cliente/usuario. La materia se trabaja con la metodología de Aprendizaje Cooperativo, con la metodología de Bill Aulet (2015) centrada en el cliente/usuario para crear o dinamizar empresas en el ámbito del diseño y con recursos online que preparan al alumnado para un mercado laboral actual dentro de una sociedad digital. El resultado ha sido una Guía del Alumnado que ha obtenido la máxima puntuación en la rúbrica de la Dimensión 1 de DOCENTIAZ 2017. DOCENTIAZ es el programa de evaluación de la actividad docente del profesorado de la UPV/EHU que cumple con los requisitos establecidos por el programa DOCENTIA de la Agencia de Calidad ANECA. Palabras clave: Guía del Alumnado, Docentiaz, Profesionalización y Gestión, Grado de Creación y diseño, empresas online, Aprendizaje Cooperativo, Bill Aulet, community manager.
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Wilde, Taunia, Tim McEvoy, Richard Holmes, and Gary M. Sandquist. "Review and Impact Evaluation of ASME NQA-1 (2008)." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-75511.

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ASME has issued a 2008 revision to the Nuclear Quality Assurance Standard, NQA-1 that impacts the siting design, construction, startup and operations of new generation nuclear power plant designs as well as other nuclear facilities. In view of new nuclear plants recently certified by the NRC, the NQA-1 2008 revision is poised to meet those QA issues and requirements that have or may arise during ESP, COL and other regulatory actions by the NRC. In view of the enhanced safety features and significant design changes associated with this new generation of nuclear infrastructure including the DOE development of the CMRR (Chemical and Metallurgy Research Replacement) at Los Alamos, present QA programs and procedures require a re-evaluation and assessment if the 2008 revision of NQA-1 is widely adapted in the US and possibly other countries. A synopsis of the revisions posed by the 2008 revision to former QA standards is given together with ancillary impacts for the nuclear community.
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Reports on the topic "Community ESL programs"

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Martínez, Sebastián, Julia Johannsen, and Solis Winters. Community Nutrition Program in El Alto, Bolivia. Inter-American Development Bank, March 2019. http://dx.doi.org/10.18235/0001649.

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Flórez, Ana, Dr Audrey Moore, Dr Samuel Field, and Dr Jochen Kluve. Evaluating the impact of closing a community managed schools programme in El Salvador. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow41411.

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Zibani, Nadia. Ishraq: Safe spaces to learn, play and grow: Expansion of recreational sports program for adolescent rural girls in Egypt. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1003.

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Over the past three years, the Ishraq program in the villages of northern El-Minya, Egypt, grew from a novel idea into a vibrant reality. In the process, approximately 300 rural girls have participated in a life-transforming chance to learn, play, and grow into productive members of their local communities. Currently other villages—and soon other governorates—are joining the Ishraq network. Ishraq is a mixture of literacy, life-skills training, and—for girls who have been sheltered in domestic situations of poverty and isolation—a chance to play sports and games with other girls their age and develop a sense of self-worth and mastery; the program reinforces the lessons they receive in life-skills classes about hygiene, nutrition, and healthy living. This guide to the sports and games component of the program is geared to the needs of disadvantaged adolescent girls. It is intended for those in the development community interested in the potential of sports to enhance the overall impact of adolescent programs. Sports can be combined with other program components to give girls a more active experience, whether the primary focus is reproductive health, literacy, or livelihood skills.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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