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Happy Adult Education and Family Literacy Week!

September 13-19, 2010

The Adult Education and Family Literacy week is celebrated September 13-19, 2010. The purpose

of this celebration is to raise awareness for adult education.

In July, the U.S. House of Representatives passed a resolution declaring the week of September 13,2010, as Adult Education and Family Literacy Week. This is a one-time only dedication to raise

public awareness of adult education and family literacy, assist adult learners in need of literacy

services, and support increased access to adult education and family literacy programs.

As adult ESL is a one of the largest areas of adult education in the U.S., this is a terrific

opportunity to elevate adult ESL issues nationwide with policymakers, the media, and the

community. Below are some Adult Education resources that can be used to advance ESL adult

education. 

The below resources are for:

  educators,  program managers,

  students

  volunteers

  parents

Free Adult Education Online Courses:

http://literacynetwork.verizon.org/TLN/courses 

Free Adult Education Online Podcasts

http://literacynetwork.verizon.org/tln/podcasts 

Free Adult Education Resources Citizenship and the Literacy Test

http://207.10.202.77/library/coursedesc.cfm?course=tln156&coursetype=0&overview=y%27,%27coursewin

dow 

Adult Education Web Sites Celebrating

http://www.ncladvocacy.org/aefl_campaign.html 

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Some of the Latest Adult Ed Documents: http://www.tesol.org/s_tesol/seccss.asp?TRACKID=&SID=1&VID=121&CID=28&DID=33&RTID=0&CIDQS=&Taxonomy=Fals

e&specialSearch=False 

  Standards for Adult Education ESL Programs What are the components of a quality education ESL program? TESOL's Standards for

Adult Education ESL Programs answers this question by defining quality components from a

national perspective. Using program indicators in eight distinct areas, the standards can be

used to review an existing program or as a guide in setting up a new ESOL program.

  New Ways in Teaching Adults 

This volume offers teachers new ways of looking at tasks for adult learners by organizing the

activities according to the sources of input. These sources range from the formal input of 

direct teaching to language collected by students in out-of-class tasks. Teachers using this

volume will offer their adult learners integrated, communicative, and enjoyable tasks that

enhance their study of English.

  Position Statement on the Redesign of the U.S. Citizenship Exam (October 2004; PDF) 

TESOL urges test developers to continue to seek guidance from adult educators at each step

to ensure that the test is fair and appropriate for the many examinees who have limited

experience with formal education and standardized test formats.

  Adult ESL Language and Literacy Instruction: A Vision and Action Agenda for the 21st

Century (October 2001) 

This discussion, which complements From the Margins to the Mainstream: The Action

Agenda for Literacy (National Literacy Summit, 2000), focuses on the characteristics and

needs of adults learning English as a second language, the programs that serve them, and thepolicies that affect them. Teachers of English for Speakers of Other Languages (TESOL)

envisions a system for the education of adult English language learners that provides high

quality language and literacy services for this linguistically and culturally diverse population.

  PACE Yourself: A Handbook for ESL Tutors 

PACE Yourself is for inexperienced or volunteer tutors of ESL. This handbook does not aim

to make overnight experts of novices. Rather, the authors provide an easy-to-follow guide for

people who want to tutor small groups of nonnative speakers of English but do not know how.

  Position Statement on Professional Equity for the Field of Teaching English to Speakers of 

Other Languages (October 2003; PDF) TESOL is in favor of commensurate salaries, benefits, working conditions, and workloads

across disciplines in order to foster academic and intellectual equity and integrity in academic

institutions and in society at large. This position statement was approved by TESOL's board

of directors in 2003.

  Consumer Protection Agency Project 

TESOL is working with the Consumer Protection Agency of the U.S. Federal Trade

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Commission (FTC) on a community service project to provide information on fraud-related

issues.

  Using Harry Potter in the Adult ESL Classroom

 Guide to Professional Development in TESOLThe paths to professionalism in the field of TESOL are as diverse as the profession itself. This

guide helps orient readers towards opportunities to enhance professionalism.

  English for Specific Purposes 

English for specific purposes (ESP) opens up rich opportunities for English teachers and

researchers in new professional domains. Whatever one's teaching context, these case studies

offer much to learn about curriculum and course planning, implementation, and evaluation.

  CALL Essentials: Principles and Practice in CALL Classrooms 

In CALL Essentials, Joy Egbert discusses the principles and practice of using computer-

assisted language learning in all levels of classroom instruction. She offers practical advice onhow computers and the Internet offer innovative teachers exciting ways to enhance their

pedagogy and capture their students' attention.

  Visit the U.S. Advocacy Action Center 

TESOL's U.S. Advocacy Action Center includes detailed information on the U.S. Congress

including a congressional directory, legislation and bills, and communication tools.

  Position Paper on Equitable Treatment for Part-time, Adjunct, and Contingent Faculty

(March 2003, amended June 2006; PDF) 

TESOL has long opposed excessive use and exploitation of part-time, adjunct, and contingent

and adjunct faculty, because it undermines academic quality and freedom and respect for

teaching.

  Position Statement on Degree-Granting Credit for ESL Courses (June 2000; PDF) 

TESOL advocates that degree-granting credit be awarded to ESOL students for successful

completion of coursework in English as a second or foreign language in institutions of higher

education.