Making Meaning, Making Change. Participatory Curriculum Development for Adult ESL Literacy. Language in Education: Theory & Practice 78.

Autor/in	Auerbach, Elsa Roberts
Institution	National Clearinghouse on Literacy Education, Washington, DC.; Adjunct ERIC Clearinghouse on Literacy Education for Limited-English-Proficient Adults, Washington, DC.
Titel	Making Meaning, Making Change. Participatory Curriculum Development for Adult ESL Literacy. Language in Education: Theory & Practice 78.
Quelle	(1992), (149 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-93-735479-1
Schlagwörter	Adult Basic Education; Adult Literacy; Classroom Techniques; Course Content; Curriculum Development; Daily Living Skills; English (Second Language); Family Programs; Literacy Education; Program Design; Relevance (Education); Student Participation; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Klassenführung; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Alltagsfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Family program; Familienprogramm; Programme design; Programmaufbau; Programmplanung; Relevance; Relevanz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This guide offers ideas for adult literacy curriculum development using a participatory approach. Its intent is not to prescribe a curriculum but to raise issues associated with the varied needs of limited-literacy students and with development of curricula to address these needs. An introductory section discusses how the guide evolved and can be used. Chapter 1 explains the principles behind the participatory approach to curriculum development. Chapter 2 discusses program structure, including the relationship between structure and practice, the institutional context, staffing, site selection, student population, admission, orientation, and support services. The third chapter moves into the classroom, looking at the participatory cycle in action. Chapter 4 discusses how to find student themes, including establishment of a participatory atmosphere, practice of conscious listening for issues, problems, and concerns, and use of catalyst activities to elicit these issues and concerns. The fifth chapter discusses how to develop curriculum around themes, and recurring issues arising in the process are examined in chapter 6. Chapter 7 looks at how students can and do use literacy to make meaningful change in their lives. The eighth chapter outlines issues and methods in student evaluation. A list of additional resources is appended. (Contains 55 references.) (Adjunct ERIC Clearinghouse on Literacy Education) (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01