Aligning Instructional Practices to Meet the Academic Needs of Adult ESL Students

Street, B V (1984) Literacy in theory and practice Cambridge, England: Cambridge University Press Stritikus, T T (2003) The interrelationship of beliefs, context and learning: The case of a teacher reacting to language policy Journal of Language, Identity and Education, 2, 29–52 doi:10.1207/S15327701JLIE0201_2 Toohey, K (2007) Autonomy/agency through socio-cultural lenses In A Barfield & S Brown (Eds.), Reconstructing autonomy in language education Basingstoke, England: Palgrave Macmillan Aligning Instructional Practices to Meet the Academic Needs of Adult ESL Students KIMBERLY A JOHNSON Hamline University Saint Paul, Minnesota, United States BETSY PARRISH Hamline University Saint Paul, Minnesota, United States doi: 10.5054/tq.2010.230742_2 & In many English-speaking countries, two fundamental changes are converging on the world of work: (a) shifting demographics, including the decline in the labor force of native-born, native-English-speaking residents (McMurry, 2007; RBC (Royal Bank of Canada) Financial Group, 2005) and (b) the need for education beyond the high school diploma to compete in difficult economic times and to fill the fastest growing and most in-demand occupations (Bailey & Mingle, 2003; Hecker, 2001; Holzer & Lerman, 2009; National Center on Education and the Economy, 2009) With the current economic downturn, the numbers of adult learners seeking services in adult basic education (ABE) within the United States, including English as a second language (ESL), is expected to grow significantly (Kirsch, Braun, & Yamamoto, 2007; Shaffer, 2009), so it is critical that we address the education and training needs of the adult ESL population, including the need for postsecondary education (Bailey & Mingle, 2003) Acknowledging the need for education beyond a high school diploma or general educational development certificate (Prince & Jenkins, 2005; Strawn, 2007), our state is in the midst of a 3-year ABE Transition to Postsecondary initiative to better prepare students currently enrolled in the ABE system (45% of whom are ESL students) to succeed at postsecondary education Although many of the teachers in that system have some ESL training, including about 25% with master’s degrees in 618 TESOL QUARTERLY TESOL or linguistics, only 35% of adult ESL teachers in a recent statewide survey reported having had training related to preparing students for academic contexts One fundamental component of the ABE Transition to Postsecondary initiative, then, is the need for professional development for teachers on preparing ESL students for postsecondary education IMPETUS FOR THE STUDY As professional development providers, we recognized that we lacked an accurate picture both of what was currently happening in ABE transitionslevel instruction and what the expectations and the realities of instruction were at the postsecondary level A lack of alignment between systems has been identified as a substantial challenge to the success of adult students entering postsecondary education (Strawn, 2007) Thus a survey of teachers and teaching in both contexts was required to inform our work in meeting the professional development needs of ABE practitioners This report shares aspects of an instructional alignment study that surveyed ABE transitions-level instructors and statewide college and university faculty to identify instructional and assessment practices The study had two broad goals: (a) identify where ABE transitions instruction practices are aligning or not aligning with college and university faculty practices and expectations, and (b) identify the professional development needs for transitions-level teachers as indicated by any gaps in alignment Although not targeted specifically at ESL teachers, nearly 60% of the survey respondents, ABE or college, reported that at least 25% of their students were ESL students As a result, we have begun to use study findings to design and deliver multiple professional development initiatives to inform the instructional practices of adult ESL practitioners to better prepare students for postsecondary education and training This report outlines the survey process, highlights specific findings, and shares the impact and implications of professional development activities around the issue of integrating academic skills readiness into adult ESL instruction STUDY DESIGN To provide a picture for us of what is expected of students in colleges in our state and the frequency and types of academic skills that are being taught in the ABE classrooms, we chose a descriptive research design using questionnaires to gather data from both populations (Johnson & Christensen, 2000) We convened a core team, including faculty and staff in our professional development program as well as a consultant BRIEF REPORTS AND SUMMARIES 619 who had worked on curriculum alignment with state community and technical colleges, to develop the survey questions All members of the team had experience as ESL teachers or ESL teacher educators The team worked through multiple survey drafts to clarify the function and purpose of each question and to assure that questions on each survey would provide meaningful comparative data so that we could learn what kind of professional development in the area of transitions is necessary for ABE teachers Two separate surveys were developed, one for college faculty in the state colleges and universities system (this includes technical and community colleges as well as state universities) and one for ABE teachers working at the transitions level The college survey questions were designed to determine (a) the basic academic skills needed to be successful in a postsecondary program; (b) materials and modes of instruction used; (c) common assessment practices; and (d) perceptions of college readiness The ABE survey was designed to determine (a) content and skills taught in ABE programs that work to transition students from ABE into postsecondary programs; (b) materials and modes of instruction used in ABE transitions classes; (c) common assessment practices; and (d) perceptions of college readiness Both surveys included the following sections: demographics; academic reading; academic writing; academic listening; academic speaking; math; technology; delivery of instruction; and instructional techniques, assessment, and college skills To collect comparable data that we believed could reveal alignment or gaps between the two systems, we used nearly identical topics, questions, and a rating system in both surveys Despite these commonalities, we were actually looking for different perspectives regarding teaching and learning from each population, so most of the closed questions asked respondents to rate items using different scales (Johnson & Christensen, 2000; Nunan, 1992) as follows: (a) College faculty were asked to rate the importance of the particular skills needed for students to be successful (from not important to extremely important) and (b) ABE teachers were asked to rate the frequency at which a particular skill was included in classroom instruction (from rarely to always) Once finished, the surveys were then converted to an online format for distribution Figure illustrates a sample of the parallel items from the academic reading sections of both surveys In addition to the differences in types of scales (rating importance or frequency), we also chose to utilize a fivedegree ranking system for faculty expectations and a three-degree scale for ABE teachers’ frequency of practice Although we initially outlined a five-degree scale for each survey, we felt that the five-degree frequency scale would prove too cumbersome for respondents and risked losing their interest in completing the survey 620 TESOL QUARTERLY FIGURE Corresponding survey items from Academic Reading section for postsecondary faculty and transitions-level teachers Figure illustrates parallel items from the Perceptions of College Readiness section of both surveys Unlike the questions in Figure 1, these used an identical ranking system for each Participants We used purposive sampling to survey a subgroup of each population First, postsecondary faculty in three academic areas were targeted for BRIEF REPORTS AND SUMMARIES 621 FIGURE Corresponding survey items from College Skills sections for postsecondary faculty and transitions-level teachers our study: developmental education, technical and trades education, health care These three areas were identified by our state department of education workforce coordinator as having high ABE student participation Surveys were sent to faculty at selected colleges, with large programs in each of these disciplinary areas, representing both urban and rural areas of the state The college faculty were sent an email appeal and link to the survey For our ABE survey, ABE program managers were contacted via email with a request to forward the survey link to practicing transitions-level ABE teachers Our goal was 100 respondents in postsecondary and 100 in ABE programs, and we gave participants a 4-week window to complete the survey We received 42 completed surveys from college faculty Of those who identified their content area, 61.7% of the respondents were in development education, including ESL, English, reading, and math; 26.5% were in health care (registered nursing and licensed practical nurse programs); 5.8% were in the trades, including computer networking, landscaping, and radiology tech We received completed surveys from 41 transitions-level ABE teachers Over half of the 622 TESOL QUARTERLY respondents reported that at least 25% of their students had ESL, and 22% reported working primarily with ESL students There was representation from each geographical area of the state for both groups of teachers Data Analysis Once the survey results were collected, including response percentages as well as answers to a few open-ended questions, the core team began analysis of the data through a process of segmenting and coding (Johnson & Christensen, 2000) To identify gaps in alignment between college faculty expectations and ABE instruction, we first noted those skills or areas ranked highest in importance by college faculty and then compared those with the frequency of instruction data from ABE teachers Data were color-coded as possible areas of alignment and nonalignment emerged Responses that seemed applicable to multiple categories were coded and included in multiple categories As possible gaps emerged, category names were selected to best reflect the gap in alignment To enhance validity and assist with the difficult task of isolating needs and identifying priorities, we convened a working group consisting of the core team, four college faculty, four ABE teachers, and three adult ESL teachers/teacher educators (Johnson & Christensen, 2000, refer to this as investigator triangulation) Within this large working group, small groups were assigned comparable data sets from the two surveys (e.g., academic reading in postsecondary versus ABE; instructional practices in postsecondary versus ABE) for review and interpretation The next section highlights those areas for which there were the greatest alignment as well as discrepancies between ABE practices and postsecondary expectations FINDINGS We identified both areas of alignment as well as gaps between postsecondary faculty expectations and transitions-level practices Table illustrates areas where there is alignment between what college faculty expect and value and instructional practices ABE teachers integrate in their teaching These include foundational skills such as following directions, asking for clarification, and defining concepts There is also alignment in the frequency with which short answer questions and paragraphs are given as writing assignments Table highlights the lack of alignment between instructional practices less-valued by college faculty yet frequently integrated by ABE teachers into instruction We BRIEF REPORTS AND SUMMARIES 623 TABLE Areas of alignment: Foundational, building block skills College faculty responses 84.2% Report that understanding and following written directions is very or extremely important 76.3% Report that ability to ask for help, clarification, or information is very or extremely important 76.3% Report ability to define or describe concepts is very or extremely important 83.3% Report using paragraphs or short answer questions as writing assignments ABE teacher responses and 95.6% Report that they sometimes or always teach this skill and 95.2% Report that they sometimes or always teach this skill and 90% Report that they sometimes or always teach this skill 91.3% Report using paragraphs or short answer questions as writing assignments and interpret this to mean that ABE teachers are emphasizing some of the requisite foundational study skills as well as process writing skills needed to succeed in postsecondary settings, but which are not typically addressed by content-area college faculty In the work we are doing with transitions-level teachers, we are particularly concerned that we provide support in areas for which they may need additional input Tables through highlight four categories that emerged from the data that reveal meaningful gaps in the alignment of college faculty expectations and instructional practices compared with ABE transitions-level instruction: (a) critical thinking, (b) technology, (c) note-taking for reading and listening, and (d) presentation skills The data indicate that there are a number of skills that college faculty deem very to extremely important for success, yet which are only sometimes or rarely taught by the transitions-level teachers surveyed For example, 56.7% of college faculty report that summarizing, paraphrasing, and synthesizing information from outside sources for writing is very or extremely important, whereas a full 82.6% of ABE teachers surveyed report teaching that skill only sometimes or rarely As indicated in Tables TABLE Lack of alignment: College faculty expectations versus ABE teacher practices College faculty responses 42.1% Report that using a dictionary, thesaurus, or reference book is very or extremely important 44.7% Report that using the contents and index pages to find information is very or extremely important 32.4% Report that writing drafts is very or extremely important 32.4% Report revising drafts is very or extremely important 33.3% Report planning and outlining drafts is very or extremely important 624 ABE teacher responses yet yet yet yet yet 100% Report that they sometimes or always teach this skill 77.3% Report that they sometimes or always teach this skill 91.3% Report that they sometimes or always teach this skill 90.9% Report that they sometimes or always teach this skill 87% Report that they sometimes or always teach this skill TESOL QUARTERLY TABLE Alignment gaps: Critical thinking skills College faculty responses 52.6% Report that synthesizing information from multiple texts when reading is very or extremely important 55.2% Report ability to synthesize information from lecture with other sources of information such as textbooks is very or extremely important 52.6% Report that evaluating the value of information read is very or extremely important 56.7% Report that summarizing, paraphrasing, and synthesizing information from outside sources for writing is very or extremely important ABE teacher responses yet 82.6% Report that they rarely or only sometimes teach this skill yet 82.6% Report that they rarely or only sometimes teach this skill yet 65.2% Report that they rarely or only sometimes teach this skill 78.3% Report that they rarely or only sometimes teach this skill yet and 2, teachers provide instruction in important foundational skills However, Tables through would indicate that surveyed ABE teachers are not focusing as much as they could be on the higher-order academic skills necessary for postsecondary success IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT Preliminary findings from the instructional alignment survey immediately informed our work as teacher educators in adult ESL The survey results pointed to key academic skill areas that transitions-level teachers could integrate more frequently in their instruction, and in so doing, better prepare students for the demands of postsecondary instruction To date, we have developed multiple initiatives that draw directly on the four areas identified earlier Through our statewide professional development system, and at venues nationwide, we have offered ESL workshops on note-taking strategies, use of graphic organizers, critical thinking, academic reading, writing, listening, and speaking In addition, we have implemented a sitebased mentoring project with transitions-level teachers, focusing on practices related to the gaps identified in the surveys TABLE Alignment gaps: Technology skills College faculty responses 45.9% Report conducting research on the Internet is very or extremely important 76.4% Report that using online course programs such as D2L, Blackboard, Moodle, or WebCT is very or extremely important 69.2% Report using blended instruction (combining online and face-to-face formats) BRIEF REPORTS AND SUMMARIES ABE teacher responses yet yet yet 81% Report that they rarely or only sometimes teach this skill 90% Report that they rarely or only sometimes teach this skill 28.9% Report using blended instruction 625 TABLE Alignment gaps: Note-taking skills College faculty responses 48.6% Report taking notes on information read is very or extremely important 57.8% Report that taking notes effectively during teacher-centered lectures is very or extremely important 78.9% Report that students are tested on information provided in lectures and/or other audio-visual materials like DVDs ABE teacher responses yet yet yet 81.8% Report that they rarely or only sometimes teach this skill 82.6% Report that they rarely or only sometimes teach this skill 36.4% Report that students are tested on information provided in lectures and/or other audiovisual materials CONCLUSION As we continue to review the survey data, we will analyze results for individual disciplines more closely In addition to looking at separate disciplines, we would like to explore further the different domains included in the survey, such as assessment practices and use of technology As part of our state transitions initiative, we will be surveying faculty in other disciplines Given the presence of transitions-level programming throughout the English-speaking world (Burns, 2003; National Center on Education and the Economy, 2009), we are not alone in the need to explore the connections between adult ESL education and postsecondary education; therefore, it is important to survey faculty at institutions in these settings to determine whether these areas of alignment and nonalignment are unique to our system or common across different adult education systems In a preliminary analysis of open-ended responses, many ABE respondents indicated that, although they may work with transitionslevel students, they not have transitions classes Instead, the teachers function in the still common open-enrollment format found in ABE, or in drop-in environments This means that many teachers are working with multiple individual learners, providing individualized instruction TABLE Alignment gaps: Presentation skills College faculty responses 42.1% Report that giving oral presentations yet is very or extremely important 92.3% Report that at least J of class time is yet dedicated to student-led activities such as presentations or demonstrations 57.9% Report that at least J of class time is yet spent on student discussion or student-led activities (such as presentations) 626 ABE teacher responses 100% Report that they rarely or only sometimes teach this skill 51.6% Report that at least J of class time is spent on student-led activities such as presentations or demonstrations 33% Report that at least J of class time is spent on student discussion or student-led activities TESOL QUARTERLY We are working with state partners to encourage a managed enrollment approach to instruction, which would allow transitions-level instruction to replicate more closely the classroom environment of a postsecondary institution In addition, we have been sharing these findings and making recommendations to faculty in the state college and university system, as well as staff at state workforce development agencies, many of whom have limited knowledge about second language acquisition processes and limited experience working with adult ESL students exiting ABE programs It is our hope that faculty and staff in these settings may apply practices that make learning more accessible to all students As adult ESL teacher educators, we continue to explore modes of ESL transitions-level professional development that are ongoing and that support teachers as they work to integrate more academic readiness instruction; the mentoring initiative is one example Finally, cognizant of the fact that acquiring these academic skills takes time, we have begun to turn our efforts toward raising teacher awareness of the importance of integrating academic readiness skills from the beginning levels of adult ESL instruction ACKNOWLEDGMENTS A big thank you to Kelly Marchwick, who assisted in the development of the survey questions, and to all of the members of the working group who assisted with the preliminary analysis of the data THE AUTHORS Kimberly A Johnson is Assistant Professor and Adult Basic Education Teaching and Learning Advancement System (ATLAS) Director at Hamline University in St Paul, Minnesota, United States Her teaching and research interests focus on adult English as a second language (ESL) teacher education and adult and postsecondary teacher professional development Betsy Parrish is Professor and Coordinator of the Adult English as a second language (ESL) and teaching English as a foreign language Certificate Programs in the School of Education at Hamline University in St Paul, Minnesota, United States She has worked as an ESL-English as a foreign language teacher, teacher educator, writer, and consultant in France, South Asia, and Russia REFERENCES Bailey, A A., & Mingle, J R (2003) The adult learning gap: Why states need to change their policies toward adult learners Denver, CO: Education Commission of the States’ Center for Community College Policy Burns, A (2003) ESL curriculum development in Australia: Recent trends and debates RELC Journal, 34, 261–283 doi:10.1177/003368820303400302 BRIEF REPORTS AND SUMMARIES 627 Hecker, D (2001) Occupational employment projections to 2010 Monthly Labor Review Online, 124(11) Retrieved from http://www.bls.gov/opub/mlr/2001/11/art4full.pdf Holzer, H., & Lerman, R (2009) The future of middle-skill jobs Washington, DC: Brookings Institution Retrieved from http://www.brookings.edu/,/media/Files/ rc/papers/2009/02_middle_skill_jobs_holzer/02_middle_skill_jobs_holzer.pdf Johnson, B., & Christensen, L (2000) Educational research: Quantitative and qualitative approaches Needham Heights, MA: Allyn & Bacon Kirsch, I., Braun, H., & Yamamoto, K (2007) America’s perfect storm: Three forces changing our nation’s future Princeton, NJ: Educational Testing Services Retrieved from http://www.ets.org/Media/Education_Topics/pdf/AmericasPerfectStorm pdf McMurrry, M (2007) Minnesota labor force projections 2005–2035 St Paul, MN: Minnesota State Demographic Center National Center on Education and the Economy (2009) International trends in adult education and lifelong learning Retrieved from http://www.jff.org/publications/ workforce/international-trends-adult-education-and/909 Nunan, D (1992) Research methods in language learning Cambridge, England: Cambridge University Press Prince, D., & Jenkins, D (2005) Building pathways to success for low-skill adult students: Lessons for community college policy and practice from a statewide longitudinal tracking study New York, NY: Community College Research Center, Teachers College, Columbia University RBC Financial Group (2005) The diversity advantage: A case for Canada’s 21st century economy Paper presented at the 10th International Metropolis Conference on Our Diverse Cities: Migration, Diversity, and Change Retrieved from http:// www.rbc.com/newsroom/pdf/20051020diversity.pdf Shaffer, B (2009) ABE fact sheet—2008–09 Retrieved from http://www.cael.org/ pdf/publication_pdf/State_Indicators_Monograph.pdf Strawn, J (2007) Policies to promote adult education and postsecondary alignment New York, NY: National Commission on Adult Literacy Conveying Meaning: Oral Skills of L2 Literacy Students SUSANNA STRUBE Radboud University Nijmegen Nijmegen, The Netherlands doi: 10.5054/tq.2010.230742_3 & In becoming literate in a second language, the learner is confronted with learning to function in a new environment Not only is going to school a new experience for the learner, connecting this experience with his or her personal social environment also forms an intense challenge In addition, when the language of instruction is the same as the language to be learned, the learner is again confronted with a task of connecting meaning Constantly, he or she has to assess words and pictures or gestures with those that are 628 TESOL QUARTERLY