11

Adult ESL Literacy Adult ESL Literacy Impact Study:Impact Study:

Overview and ObservationsOverview and Observations

Larry CondelliLarry CondelliAmerican Institutes for American Institutes for

Research USAResearch USA

LESLLA LESLLA Fourth Annual SymposiumFourth Annual Symposium

Antwerp, BelgiumAntwerp, BelgiumOctober 23, 2008October 23, 2008

22

Overview of PresentationOverview of Presentation

Summary of Purpose, Research Summary of Purpose, Research Questions and Design Questions and Design

Review of Instructional ApproachReview of Instructional Approach

Observations and DiscussionObservations and Discussion

33

Recent Research On Adult ESL Recent Research On Adult ESL Literacy Instruction Literacy Instruction

What Works StudyWhat Works Study

Review of literature and instructional Review of literature and instructional approaches in the USAapproaches in the USA

Adult ESL Literacy Impact StudyAdult ESL Literacy Impact Study

44

What Seems to Work for What Seems to Work for ESL Literacy InstructionESL Literacy Instruction

Oral Language Skills – Oral Language Skills – literacy literacy development may be aided when development may be aided when student has oral language skills student has oral language skills

Connection to real-world Connection to real-world tasks tasks and materialsand materials inin instruction instruction

Native Language SupportNative Language Support – – Literacy in L1 promotes L2 Literacy in L1 promotes L2 development development

55

What Seems to Work for What Seems to Work for ESL Literacy Instruction ESL Literacy Instruction

(More)(More) Direct, systematic or explicit Direct, systematic or explicit

teachingteaching of language structure of language structure and vocabularyand vocabulary

Conscious cognitive processingConscious cognitive processing – (e.g., attention, focused practice – (e.g., attention, focused practice and use of reading comprehension and use of reading comprehension strategies)strategies)

Student Personal Factors-Student Personal Factors- - - (motivation, emotional (motivation, emotional engagement, social engagement)engagement, social engagement)

66

Evaluation of an ESL Literacy Evaluation of an ESL Literacy Intervention: Intervention: Sam and PatSam and Pat

Structured language approach Structured language approach Adapted from Wilson Reading Adapted from Wilson Reading

SystemSystem Never before evaluated for ESL Never before evaluated for ESL Literacy activities organized Literacy activities organized

around basal reader/workbookaround basal reader/workbook Heavily phonics-basedHeavily phonics-based

77

Research QuestionsResearch Questions How effective is instruction using the How effective is instruction using the

intervention in improving the English intervention in improving the English reading, speaking and listening skills of reading, speaking and listening skills of low-literate adult ESL learners?low-literate adult ESL learners?

Is the intervention more effective for Is the intervention more effective for certain groups of students (e.g., certain groups of students (e.g., language, literacy level)?language, literacy level)?

Do differences in level of implementation Do differences in level of implementation of of Sam and PatSam and Pat and other instruction and other instruction relate to variation in impacts?relate to variation in impacts?

88

Study DesignStudy Design 10 adult ESOL centers across USA10 adult ESOL centers across USA Paired intervention and “normal” ESL Paired intervention and “normal” ESL

literacy classes (38 total)literacy classes (38 total) Random assignment of students and Random assignment of students and

teachersteachers Minimum 5 hours/week 10-12 weeks Minimum 5 hours/week 10-12 weeks

instruction with approachinstruction with approach Other instruction also Other instruction also provided (5-10 hours/week)provided (5-10 hours/week) Each class conduced Each class conduced twice over a year twice over a year

99

Student Flow in the StudyStudent Flow in the Study

1.1. Student applies to centerStudent applies to center2.2. Assessed for NLLAssessed for NLL3.3. Recruited into studyRecruited into study4.4. Gives informed consent Gives informed consent 5.5. Random assignment to class Random assignment to class 6.6. Pretests administeredPretests administered7.7. InstructionInstruction8.8. Posttests administeredPosttests administered

IntakeNL Literacy

Post-test

Random Assignment

Recruited into StudyInformed consent

Pre-test

Instruction

1010

Students AssessmentsStudents Assessments

Letter naming Letter naming Phonics and decoding Phonics and decoding

Word attackWord attack Word IDWord ID

Reading comprehensionReading comprehension Vocabulary (ROWPVT)Vocabulary (ROWPVT) Listening, oral expressionListening, oral expression

1111

Sam And Pat Sam And Pat Teachers in the Teachers in the StudyStudy

All teachers randomly assignedAll teachers randomly assigned 3-day teacher training on 3-day teacher training on

curriculumcurriculum Follow-up visits by trainersFollow-up visits by trainers Classroom observationsClassroom observations

to monitor fidelityto monitor fidelity Refresher webinar at Refresher webinar at

start of second term start of second term

1212

Classroom ObservationsClassroom Observations

Literacy Literacy development development instruction:instruction: Pre-literacyPre-literacy PhonicsPhonics FluencyFluency Reading strategies Reading strategies

& comprehension& comprehension WritingWriting

ESL Instruction:ESL Instruction: Oral language Oral language

developmentdevelopment Grammar, etc.Grammar, etc. VocabularyVocabulary Socio-cultural Socio-cultural

knowledgeknowledge Functional literacyFunctional literacy

1313

Students in the Study Students in the Study “True” Literacy (LESLLA) “True” Literacy (LESLLA)

Little or no literacy in native languageLittle or no literacy in native language Limited oral EnglishLimited oral English Education: 0-6 yearsEducation: 0-6 years Languages:Languages:

Haitian-CreoleHaitian-Creole SpanishSpanish Burmese Burmese Others Others

1414

Students in the StudyStudents in the Study Non-Roman Alphabet Literate Non-Roman Alphabet Literate

Some Literacy in native language with Some Literacy in native language with non-Roman scriptnon-Roman script

Mean education: 6 and more yearsMean education: 6 and more years Limited oral English Limited oral English Languages:Languages:

ArmenianArmenian ArabicArabic FarsiFarsi Chinese Chinese Others Others

1515

Instructional ApproachInstructional Approach

1616

Sam and Pat: Literacy and Sam and Pat: Literacy and Language Skills CoveredLanguage Skills Covered

Phonics for reading and writingPhonics for reading and writing Sight wordsSight words Oral reading for Oral reading for

accuracy and fluencyaccuracy and fluency Reading comprehensionReading comprehension VocabularyVocabulary Speaking and listeningSpeaking and listening GrammarGrammar

1717

Sam and Pat: Instructional Sam and Pat: Instructional ApproachApproach

Direct instruction, transparentDirect instruction, transparent Rules explained, modeled, practicedRules explained, modeled, practiced

Controlled text, vocabulary and Controlled text, vocabulary and grammargrammar Words match phonics already learnedWords match phonics already learned

Sequential Sequential Easy to hard in defined stepsEasy to hard in defined steps

Multi-sensory, kinestheticMulti-sensory, kinesthetic ESL instruction to support literacyESL instruction to support literacy

1818

Structured Two Part LessonStructured Two Part Lesson

Part 1:Part 1: Rereading familiar Rereading familiar

texttext Pre-reading (picture Pre-reading (picture

story)story) Letters and phonicsLetters and phonics Vocabulary and Vocabulary and

grammargrammar Sight wordsSight words ConversationConversation

Part 2:Part 2: Review of Part 1 Review of Part 1

contentcontent Read storyRead story Written exercisesWritten exercises

1919

Instruction: A Closer LookInstruction: A Closer Look

Videos illustrating instructional Videos illustrating instructional approach (technology willing)approach (technology willing)

A teacher’s perspectiveA teacher’s perspective Kirk OlginKirk Olgin

1S&P 13

2S&P 15

3 S&P 6

4S&P 16

5S&P 1

2020

Observations and Observations and DiscussionDiscussion

Implications for Conducting Implications for Conducting Instructional Research on Instructional Research on

LESLLA StudentsLESLLA Students

2121

Implications for LESLLA Implications for LESLLA Research Research

Finding LESLLA studentsFinding LESLLA students Lack of understanding of literacy vs Lack of understanding of literacy vs

languagelanguage Poor record keepingPoor record keeping

Assessing LESLLA studentsAssessing LESLLA students Few assessments availableFew assessments available Administering assessments: language, Administering assessments: language,

lack of test taking skillslack of test taking skills

2222

Implications for LESLLA Implications for LESLLA Research (cont. 1)Research (cont. 1)

The chaos that is adult ESL in the The chaos that is adult ESL in the USAUSA Disorganized intakeDisorganized intake Open entryOpen entry

Training teachersTraining teachers Lack of training in literacyLack of training in literacy Short training time availableShort training time available

2323

Implications for LESLLA Implications for LESLLA Research (cont. 2)Research (cont. 2)

Small impactsSmall impacts LELLSA students’ slow progressLELLSA students’ slow progress Short instructional timeShort instructional time Low impact of instruction Low impact of instruction

Working with fundersWorking with funders Own views on researchOwn views on research Lack of understanding of LESLLA and adult ESLLack of understanding of LESLLA and adult ESL Political considerationsPolitical considerations

2424

DiscussionDiscussion

Questions, commentsQuestions, comments

Study, design, students?Study, design, students?

Instructional approach?Instructional approach?

Other?Other?

2525

Dank U Wel!Dank U Wel!

ContactsContacts lcondelli@air.orglcondelli@air.org kolgin@glendale.edukolgin@glendale.edu

Enjoy the LESLLAEnjoy the LESLLA

ConferenceConference