Visit oup.com/elt/LoveAdultESL for more useful resources.
In this episode, Anthony and Jayme discuss the process and benefits of pivoting to remote instruction for ESOL learners with limited digital literacy.
This series has been developed specifically for Adult ESL teachers in the US and refers to course titles that may not be available in every country. Please check with your local Oxford University Press office about title availability.
Visit oup.com/elt/LoveAdultESL for more useful resources.
In this episode, Jayme is joined by Andy Nash, a Senior Advisor at World Education, Inc., where for over 20 years she has facilitated professional development projects at the local, regional, and national levels. She specializes in contextualized ESOL, standards-based instruction, and the integration of adult education with civic engagement. She has contributed to a variety of national projects on immigrant integration, teacher effectiveness, IET, and evidence-based ESOL.
Note: This conversation was recorded prior to the pandemic and the nation-wide move to remote instruction, but Andy’s points couldn’t be more relevant to our work and our learners’ lives at this time. During the podcast, Andy references a past issue of the Change Agent; however, the September 2020 issue, which focuses on the pandemic, would be an excellent tool to address learners’ current concerns. In addition, the Change Agent site has free resources to help teachers and students discuss race in the classroom
Download a full transcript of this episode.
This series has been developed specifically for Adult ESL teachers in the US and refers to course titles that may not be available in every country. Please check with your local Oxford University Press office about title availability.
What is autism? You may or may not have taught individuals in your English language teaching classrooms with autism. Autism Spectrum Disorder (ASD) is linked to brain development and can affect the way learners socialise, communicate, and behave.
Did you know? Many girls go undiagnosed with autism or are diagnosed later in life because they present differently to boys. By this, I mean they behave in a different way that may cover up the signs. For boys, their autism is often externally expressed, whereas girls tend to conceal or internalise what is worrying them. Continue reading
Visit oup.com/elt/LoveAdultESL for more useful resources.
In this episode Jayme is joined by MaryAnn Cunningham Florez, Program Manager for Fairfax County (VA) Public Schools Adult ESOL Program. Her previous positions include Director of the Adult Education Professional Development Center of DC Learns, and assistant director at the National Center for ESL Literacy Education. In this conversation MaryAnn offers insights gleaned from her wealth of experience working with adult ESOL practitioners across the US.
Download a full transcript of this episode.
This series has been developed specifically for Adult ESL teachers in the US and refers to course titles that may not be available in every country. Please check with your local Oxford University Press office about title availability.
Visit oup.com/elt/LoveAdultESL for more useful resources.
In this episode Jayme is joined by Dr. Kathy Harris, a member of the literacy, language and technology research group and a teacher of teacher education courses in the department of applied linguistics at Portland State University. Dr. Harris creates professional development materials for the adult ESL teachers and national projects including ELLU and ESL pro, and teaches adult ESL including digital literacy and ESL to adult learners with limited or interrupted formal education.
Download a full transcript of this episode.
This series has been developed specifically for Adult ESL teachers in the US and refers to course titles that may not be available in every country. Please check with your local Oxford University Press office about title availability.