SHOP TALK # 33:
A Checklist for Promoting English Language Learners’
Successful Transition into ABE/ASE

Published May 29, 2009

How do we promote the transition of English language learners from ESL to Adult Basic and Adult Secondary Education  so that they can attain a high school equivalency credential if needed and be prepared for postsecondary education and/or employment in the 21st century workforce?  Which strategies, activities, and services do you provide to assist ESL students in making successful transitions?

Orientation and Intake Activities

• sessions that introduce the English language learner to the course of study undertaken in ABE/ABE classes
• clarification that ABE/ASE studies not necessarily be focused on GED preparation
• identification of language learners’ transferrable skills, strengths, and areas requiring further development for successful transition
• motivational activities to encourage learners’ belief in their own ability to face academic challenges and responsibilities

Assessment activities for English language learners include measuring the following:

• learners’ English language proficiency
• reading and writing skills
• math skills
• readiness for transition to ABE/ASE levels
• readiness for transition to postsecondary education/training
• GED and college entrance practice tests as appropriate
• learning disabilities / learning styles

Support Services for English language learners include:

• opportunities for students to visit/participate in ABE/ASE classes
• sample study materials for ABE/ASE studies
• opportunities to explore career options and postsecondary education and training
• formation of study groups for study skills, note taking, time management, and test-taking skills for GED and/or college entrance
• extended or small group tutoring sessions in language development, reading, writing, math applications
• opportunities to practice English language usage in a non-ESL classroom setting
• addressing barriers to successful transition (personal, learning difficulties, proficiency levels, time, conflicting priorities)
• counseling and advising services
• adaptation of college survival skills materials for those interested in pursuing postsecondary education or training
• college/career day activities (college survival skills, navigating the systems) 

Professional Development for Instructional Teams working with English language learners includes:

• opportunities for ESL, ABE/ASE instructors to observe each other’s classes, plan together, team teach, and/or cross train
• a review of characteristics of the English language learner and the language acquisition process for ABE/ASE and postsecondary instructors
• identifying gaps between ESL proficiencies and ABE/ASE/GED readiness, with special learning strategies to address needs
• a review of Texas Adult Education Content Standards in addressing gaps between ESL proficiencies and ABE/ASE/GED readiness 

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SHOP TALK is a series sponsored by Texas LEARNS to highlight promising practices and address issues, concerns, and questions related to meeting the adult education needs of Texas’ emerging, incumbent, and displaced workers. For additional information or to request that a particular topic be addressed, contact Barbara Tondre at btondre@earthlink.net