Texas Center for the Advancement of Literacy and Learning

Free Things to Send For . . .

"I have used them for years but never take for granted the great work they do in helping with any request. The Clearinghouse serves a vital role in helping me do my job. I can't imagine doing without their services!"
Donna Byrum, Director
Grayson County College (Adult Ed Centers of North TX)

DIVERSE LEARNING STYLES, ABILITIES AND CULTURES
Free resources featured in this issue focus on one of the six core content areas of the Texas Adult Education Teacher Credential. For more information on the Credential or the six core content areas, visit the Adult Education Credential Project website, using the link found under State Leadership Activities on TCALL's home page (http://tcall.tamu.edu).

Adolescent Learners in Adult ESL Classes. Young, Sarah (October 2005). Washington, DC: Center for Adult English Language Acquisition. Adult basic education (ABE) classes often include both native English speakers, attending to learn basic skills so they can obtain a high school diploma or goals, and also English language learners seeking to improve their oral and written skills in English and to achieve goals similar to those of native English speakers. Adolescents (16-18 years old) are among the populations served in these programs. This brief is written for teachers, teacher trainers, curriculum writers, and program administrators who work in mixed ABE classes (with native English speakers and English language learners); and those who work in high schools and transitional high schools, school services, or intake centers with adolescent English language learners. Young explains some of the reasons why adolescents may attend adult ESL classes and describes the characteristics of adolescent learners. The brief also provides guidelines for adult ESL program administrators, instructors, and communities to improve adolescent ELL's chances of success in and beyond adult ESL programs.

Adult Multiple Intelligences: Mentor Teacher Group Guide. Hofer, Judy (January 2004). Cambridge, MA: National Center for the Study of Adult Learning and Literacy. A mentor teacher group is a combination of a Study Circle, where a group of practitioners come together to read articles and talk about theories and topics on a particular topic, and mentoring, where an experienced teacher comes to each participant's classroom, observes her/his teaching, and provides feedback that helps the teacher apply those theories and strategies and learn from her/his own practice. This guide provides detailed instructions for organizing a mentor teacher group to consider the implications of Multiple Intelligences Theory in instructional practice. Appendices include: Meeting One Handouts; Handouts and Articles in Classroom Observation, Peer Coaching, and Mentoring; Meeting Two Handouts; and Meeting Three Handouts. TCALL's Clearinghouse Library makes free copies available to Texas educators ONLY.

Adult Multiple Intelligences: Study Circle Guide. Parella, Andrea, et al (January 2004). Cambridge, MA: National Center for the Study of Adult Learning and Literacy. Study Circle Guides are designed to be used by professional developers and practitioners in organizing and conducting Study Circles that help practitioners read, discuss, and use research to improve their practice. This guide addresses Howard Gardner's theory of Multiple Intelligences (MI) and its application in the practice of adult basic education. It also incorporates findings from NCSALL's Adult Multiple Intelligences Study, the first systematic effort to examine how multiple intelligences theory can support adult literacy education. Study circle is designed for nine hours, divided into three sessions of three hours each. TCALL's Clearinghouse Library makes free copies available to Texas educators ONLY.

African American Men, Identity, and Participation in Adult Basic and Literacy Programs. Drayton, Brendaly and Prins, Esther (January 2011). University Park, PA: Goodling Institute for Research in Family Literacy. Although the national graduation rate for African American males is only 47% (Schott Foundation for Public Education, 2010), few studies have explored their experiences in adult basic and literacy education (ABEL) programs. This study draws on prior research to explore the relationship between literacy and identity and its potential for illuminating African American men's participation in ABEL Programs. The findings indicate that negative early schooling experiences and the social and historical context in which African American men live shape how they perceive and engage with literacy. Non-participation and inconsistent attendance in ABEL programs do not necessarily indicate that these men do not want to learn; rather, they may signify resistance to an alienating environment. In addition, literacy is viewed in light of its benefit to their current circumstances, not as an inherent value. Consequently, understanding African American men's daily lived experiences can challenge negative stereotypes and provide opportunities for learning.

Alternatives for At-Risk and Out-of-School Youth. Kerka, Sandra (2003). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. "At risk" is a problematic term, a label that "may place students at more risk than internal and external factors" (Sanders 2000, p. 3). Many youth "at risk" are not well served by mainstream schooling, and in this era of standardized testing the stakes are high for them and for schools (Raywid 2001). Thus, educators are considering alternative ways to help these youth succeed in school and beyond. This ERIC Digest examines research on what makes alternative programs effective environments for youth at risk and describes programs in which these factors play a key role.

Becoming Culturally Responsive Educators: Rethinking Teacher Education Pedagogy. Kea, Cathy and Campbell-Whatley, Gloria D. and Richards, Heraldo V. (2004). Denver, CO: National Center for Culturally Responsive Educational Systems. Despite the steadily increasing numbers of culturally and linguistically diverse student populations in schools, not all teacher education programs readily embrace multicultural education or culturally responsive teacher education pedagogy. This brief has a twofold purpose: (a) to demonstrate the need for rethinking current approaches to teacher education pedagogy and (b) to provide guidelines for developing culturally responsive teacher education pedagogy.

Culturally Responsive Literacy Instruction: A Brief. Callins, Tandria (2004). Denver, CO: National Center for Culturally Responsive Educational Systems. In order for culturally and linguistically diverse students to reach their full potential, instruction should be provided in ways that promote the acquisition of increasingly complex knowledge and skills in a social climate that fosters collaboration and positive interactions among participants. This brief discusses important features of such settings, effective methods and materials, and cross-cultural communication skills and understandings teachers should possess.

Emotional Barriers to Educational Success. Perry, Stacy (December 2006). College Station, TX: Texas Center for the Advancement of Literacy and Learning. In this article for TCALL's publication, 2006-2007 TCALL Fellow Stacy Perry describes the barriers to learning caused by either trauma or other components of a student's identity. Drawing on her own experiences as a student with learning differences, Perry describes both the learner's perspective and implications for adult educators, including the importance of creating a learning environment that feels emotionally safe.

Focus on Basics, "-isms" Issue. NCSALL/World Education (February 2003). Cambridge, MA: National Center for the Study of Adult Learning and Literacy. Focus on Basics is a publication that presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. Featured articles are: YES! A Literacy Program's Antiracist Journey; Multicultural Education: Connecting Theory to Practice; Idealism and Realism in the Formation of a Culturally Sensitive Classroom; A Conversation with FOB: Addressing Racism, Gender, and Classism in ABE; Naming the Power Dynamics in Staff Development; Personal Journeys of Transformation; and Race, Class, Gender, and Sexual Orientation in ABE. TCALL's Clearinghouse Library makes free copies available to Texas educators ONLY.

Focus on Basics, Youth in ABE Issue. NCSALL/World Education (June 2004). Cambridge, MA: National Center for the Study of Adult Learning and Literacy. Featured articles are: Implementation [of an approach to educating youth called Youth Cultural Competence] Isn't Easy; Youth Cultural Competence: A Pathway for Achieving Outcomes with Youth; A Comprehensive Professional Development Process Produces Radical Results; Skills Matter in the Types of Jobs Young Dropouts Will First Hold; Youth in ABE: The Numbers; What Is the Magic Mix? Teens in Adult Education; No Longer for Youth Alone: Transitional ESOL High School; Sudan to South Dakota: Helping Youth Make the Transition; and Separate Yet Happy - about navigating the adult/youth mix in GED preparation classes. TCALL's Clearinghouse Library makes free copies available to Texas educators ONLY.

How Many Strikes Before You're Counted Out? Spin, Christine Goulet (December 2006). College Station, TX: Texas Center for the Advancement of Literacy and Learning. In this article for TCALL's publication, a literacy instructor with the SEARCH Homeless Project's Adult Education program in Houston writes of her experience working with students struggling with homelessness, substance abuse, and mental health disorders, as well as learning disabilities. Spin describes a classroom curriculum and environment that she and her colleagues developed to accommodate learners with multiple disabilities, utilizing a variety of research-based practices.

Improving Adolescent Literacy: Effective Classroom and Intervention Practices. Kamil, Michael L., et al (August 2008). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Produced by the U.S. Department of Education's What Works Clearinghouse (WWC), this practice guide provides five specific recommendations to improve literacy among adolescents in the upper elementary, middle, and high school grades, presumably with possible relevance for teens served in adult education programs as well. Designed for teachers and other personnel who have direct contact with students, the guide presents strategies that have the strongest research support and are appropriate for use with adolescents. TCALL's Clearinghouse Library makes free copies available to Texas educators ONLY.

Language, Diversity, and Learning: Lessons for Education in the 21st Century. Nieto, Sonia (August 2010). Washington, DC: Center for Applied Linguistics. This digest reviews changing demographics in language, ethnicity, culture, and customs in the U.S., offers ways for how we can learn from our nation's history of language diversity, and provides suggestions for moving forward.

Literacy, Employment and Youth with Learning Disabilities: Aligning Workforce Development Policies and Programs. Mooney, Marianne and Silver-Pacuilla, Heidi (September 2010). Washington, DC: National Institute for Literacy. The purpose of this paper is threefold: (1) to provide information to policymakers and government personnel who support and develop workforce development programming, policies and practices for youth, including those with learning disabilities (LD); (2) to provide a national view of the literacy and employment status of youth with LD who have low literacy skills; and (3) to provide information on how workforce development programs can meet their literacy, employment and self-determination needs, providing professional development and leveraging technology to do so more effectively and efficiently.

Multi-Generational ESL: Welcoming Adolescents into the Mix. Young, Sarah (April 2006). College Station, TX: Texas Center for the Advancement of Literacy and Learning. Young is a specialist in adult English as a Second Language at the Center for Applied Linguistics/Center for Adult English Language Acquisition in Washington, DC. Her work focuses on language assessment, adolescent English language learners, and literacy. In this article for TCALL's publication, Young describes the varied educational, social, and cultural backgrounds and developmental stage and related needs that set adolescent English language learners (ELLs) apart from the adult students in adult ESL classes. She also describes "aspects of adult ESL programs can be adapted to be more welcoming and helpful to adolescent ELLs".

Multiple Intelligences and Career Development: ERIC Trends and Issues Alert. Kerka, Sandra (1999). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. Howard Gardner's theory of multiple intelligences views intelligence as a set of abilities, talents, and skills in eight areas: mathematical-logical, spatial-visual, bodily-kinesthetic, musical-rhythmic, verballinguistic, interpersonal, intrapersonal, and naturalistic. This ERIC Trends and Issues Alert discusses the ways in which the theory of multiple intelligences can assist the career development and counseling process through self-knowledge, expansion of career possibilities, and enhancement of self-esteem.

Open to Interpretation: Multiple Intelligences Theory in Adult Literacy Education: Findings from the Adult Multiple Intelligences Study. Kallenbach, Silja and Viens, Julie (May 2002). Cambridge, MA: National Center for the Study of Adult Learning and Literacy. From the Executive Summary: "Introduced by Dr. Howard Gardner, MI [multiple intelligences] theory offers a specific conceptualization of intelligence, elements of which may have implications for classroom practice. ... The overall purpose of the AMI Study was to improve adult literacy practice ... [and] investigated the following question: How can MI theory support instruction and assessment in Adult Basic Education (ABE), Adult Secondary Education (ASE) and English for Speakers of Other Languages (ESOL)? It was designed to provide professional development for adult literacy educators and to recruit and support a small group of these educators as research partners." TCALL's Clearinghouse Library makes free copies available to Texas educators ONLY.

Poverty, Racism and Literacy: ERIC Digest. Corley, Mary Ann (2003). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. The cycle of poverty and low-literacy functioning is well documented, as is the achievement gap between white students and students of color. The literature on learner attrition and on resistance to participation in adult literacy programs suggests that the current delivery system may not be meeting the needs or expectations of many adults. A small but growing body of literature questions whether cultural dissonance between instructors and learners is a factor in learner attrition, and it advocates increasing cultural relevance in literacy practices. Some of the writings also advocate helping learners move toward critical reflection and social action. This Digest explores the poverty-racism-literacy connection, specifically as it relates to adult literacy, the imperative for culturally relevant practices, and the development of critical literacy.

Reading Difficulties: Seminar Guide. NCSALL (September 2005). Cambridge, MA: National Center for the Study of Adult Learning and Literacy. Materials outline a four-hour seminar in which practitioners discuss the risk factors identified in children with reading difficulties, and compare these characteristics to those of adult literacy students. Findings of the "Preventing Reading Difficulties" study are discussed as they apply to teaching adults. TCALL's Clearinghouse Library makes free copies available to Texas educators ONLY.

Resiliency and the Young Adult Learner. Appelt, Ken (April 2006). College Station, TX: Texas Center for the Advancement of Literacy and Learning. Some young adult students are able to push toward their goals even though their lives outside of class are filled with many challenges including poverty, violence, family disruption, their parent's substance abuse, homelessness, or teen pregnancy -- an ability often referred to as resiliency. "As the number of teens in Adult Education classrooms increases, many instructors are being challenged to cope with the different needs of this younger student. Perhaps a larger question is how we can nurture the resilience that these young adults need to cope with the challenges in their lives and continue their education." In this article for TCALL's publication, Appelt provides an overview of the concept of resiliency and implications for serving young adults in literacy programs.

Teaching Style vs. Learning Style. Brown, Bettina Lankard (2003). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education.Teaching behaviors reflect the beliefs and values that teachers hold about the learner's role in the exchange. Learners' behaviors provide insight into the ways learners perceive, interact with, and respond to the environment in which learning occurs. Over the years, questions about the congruence of teaching and learning styles and the potential for flexibility in their use have surfaced: Do the teaching styles of teachers match students' learning styles? Can individuals learn effectively when instructional delivery does not match their preferred learning style? Can teaching and learning styles be adapted or modified? These and similar questions are explored in this ERIC Myths and Realities.