The essays in this book focus on political strategies, pedagogical models, and community programs that enable adult ESL learners to become vital members of North American society. This is particularly important in our present time of contraction and downsizing in the education of non-native speakers. The authors represent a broad range of programs and perspectives, but they all have in common the goal of enabling both faculty and students to become full participants in our society and thereby to gain control over their futures. Readers of this book will develop an understanding of the ways in which innovative educators are creating strategies for maintaining language programs and services.
"This resource is essential reading for anyone associated with the delivery, management, and promotion of ESL programs. Upper-division undergraduates, graduate students, researchers and faculty, professionals and practitioners."
"…an excellent reference or teaching text for TESL or Applied Linguistics programs. Classroom teachers and program administrators may also find inspiration and concrete suggestions for empowering their students and fighting the political battles necessary to keep ESL on the minds of legislators."
"…its effective combination of theoretical and practical material makes this a very powerful collection for those interested in the political dimension of adult ESL education. The book presents compelling evidence in support of its underlying thesis that adoption of a political perspective on pedagogical concerns is both justified and in fact essential."
—Journal of Speech-Language Pathology and Audiology
"…by going beyond ESL pedagogy and discussing the ways in which it is affected by the wider social, economic, and political environment, this collection fulfills its purpose of presenting the 'research, pedagogy, and reflections of ESL practitioners who are making an effort to enable their students to become more active and literate individuals who are aware of social and political issues that face our world today.'"
—Studies in Second Language Acquisition
Contents: Preface. Part I: Politics. P. Ferguson, The Politics of Adult ESL Literacy: Becoming Politically Visible. P. Moriarty, Learning to Be Legal: Unintended Meanings for Adult Schools. J. Manton, The Relationship Between Knowing Our Students' Real Needs and Effective Teaching. B. Norton, Using Journals in Second Language Research and Teaching. S. Vandrick, Promoting Gender Equity in the Postsecondary ESL Class. T. Smoke, Critical Multiculturalism as a Means of Promoting Social Activism and Awareness. Part II: Pedagogy. S. Benesch, Anorexia: A Feminist EAP Curriculum. K. Mangelsdorf, Literature in the ESL Classroom: Reading, Reflection, and Change. R.W. Mlynarczyk, Fluency First in the ESL Classroom: An Integrated Approach. L.F. Kasper, Meeting ESL Students' Academic Needs Through Discipline-Based Instructional Programs. T. Doane, Democracy and the ESL Classroom. A. Parrino, The Politics of Pronunciation and the Adult Learner. C. Severino, The Political Implications of Responses to Second Language Writing. Part III: Participation. E. Auerbach, J. Arnaud, C. Chandler, A. Zambrano, Building on Community Strengths: A Model for Training Literacy Instructors. J.M. Clark, C.P. Haviland, Language and Authority: Shifting the Privilege. R. Blakely, An Orphan at the Table: The English Language Fellows Program. L. Robbins, The Creation and Development of a Community-Based English Program: The Riverside Language Program, Inc. J.M. Reppy, E. Coburn, Cooperative Links Energize New Jersey ESL/Bilingual Professionals. K. Liu, Electronic Communication, New Technology, and the ESL Student. T. Smoke, Making Connections Through the Internet.