Full Record

New Search | Similar Records

Author
Title A comparative analysis of two English literacy and civics education programs in Oregon
URL
Publication Date
Date Available
Date Accessioned
Degree PhD
Discipline/Department Education
Degree Level doctoral
University/Publisher Oregon State University
Abstract The purpose of this study was to investigate the perspectives of education professionals who manage, coordinate, and instruct in the English Literacy and Civics Education Grant (EL/Civics) Programs in Oregon community colleges. The study compared the EL/Civics Grant Program to the conventional English as Second Language (ESL) programs offered at two community colleges. The impetus for this study was the desire to better understand, from the perspective of adult literacy practitioners, how and why students in the EL/Civics Grant classes continue to demonstrate higher skill level completion rates than their counterparts in conventional English as a Second Language classes. The study was guided by the following question: Why do the Oregon EL/Civics programs demonstrate higher student skill level completion rates than do the Oregon ESL programs? A comparative, descriptive case study was conducted to explore the answers to this question. Data collected from each college were analyzed to create five overall themes that represent the perspectives of the study participants: (1) EL/Civics is integrated into the general ESL program providing seamless movement between class levels within the ESL program; (2) EL/Civics classes are contextualized, use authentic materials and contexts, and connect the classroom with the community; therefore resulting in better instructional outcomes achieved; (3) consistent engagement in professional development positively impacts instruction; (4) same assessment were used and practitioners were knowledgable about placement and progress ; and (5) the majority of students in the EL/Civics classes share the same native language and home country. The study provides insight into the professional wisdom of educators as it relates to program design, intructional delivery methods, learning outcomes, and professional development within a contained literacy program.
Subjects/Keywords ESL; Language arts (Higher)  – Oregon
Contributors Roper, Larry D. (advisor); McDermott, Eve (committee member)
Language en
Country of Publication us
Record ID handle:1957/40252
Repository oregonstate
Date Indexed 2017-03-17
Grantor Oregon State University
Issued Date 2013-06-06 00:00:00
Note [] Graduation date: 2014; [peerreview] no;

Sample Search Hits | Sample Images

…Vocational ESL programs are often tied to specific work industries such as healthcare, construction, culinary arts, and clerical. These programs have content-specific curriculum for a variety of industries and combine English language instruction and work…

…come an increase in the number of individuals who speak a language other than English. According to the 2010 U.S. Census data, approximately 58 million U.S. residents out of 283 million residents age five and older speak a language other than English in…

…Bureau, 2010). The culture with which these immigrants are confronted in the U.S. is very different from that of their homelands; and they must learn to navigate very complex systems with little to no English language skills. The percentage of non…

…striking picture. In the state of California, 43 percent of the state population speaks a language other than English in the home; in New Mexico, 36 percent; in Texas, 34 percent; and in New York, 30 percent (U.S. Census Bureau, 2010). If…

…considering the 2 percentages above in conjunction with demographic data from the U.S. Census Population Predication charts and the influx of immigrants to the states surrounding them, the percentage of the U.S. population that speaks a language other than…

…English in the home should continue to increase. Although English as a Second Language (ESL) programs have existed for many years, there is a new challenge for organizations that offer ESL classes. ESL classrooms are no longer places where…

…students acquire only English literacy, but also places where they learn about the complex nature of American society. This challenge is due to the changing needs of the adult English language learner as a result of the extent to which the immigrant…

…how to combine English Language instruction with civic education so that the Limited English Proficiency (LEP) populations are able to better engage in the communities in which they live and work. In response to this challenge, the U.S…

.