Embedded Files
How can I use this in the real world?
How can I use this in the real world?
Adult learners want immediately usable, relevant information. This is especially true for adult beginning English learners who usually don't have the luxury of time to learn just for the sake of learning. Our learners are in community literacy classes to learn English for survival -- for work, helping their children, getting medical help, and navigating life in an English-speaking community.
1. Aim for functional, not perfect
When needed, beginning English speakers can communicate quite a bit with basic nouns, subject pronouns (he, she, I), and gestures. For the very beginning learners, focus on oral vocabulary; first reception (listening) and then production (speaking).
Ensure that learners can ask for an interpreter and give their first language, even if it's just "Interpreter - Dari".
2. How relevant is this to my learner(s)?
When planning lessons, try to ensure that everything that you are presenting is relevant to your learners. For example, unless learners are working at a zoo or chaperoning a lot of field trips to the zoo, it's unlikely that the names of zoo animals are highly relevant. On the other hand, navigating a public transit schedule, completing forms at the DMV, and making a medical appointment are highly relevant.
When selecting vocabulary words or example words for phonics practice, try to use words that learners will encounter. For example, apple is a far more relevant example for the short-A sound than alligator. Use common brand names as examples for letter sound practice. Learners may be more familiar with Jeep or Jack in the Box than with jump.
If you know the type of work that your learners do, include vocabulary that they are likely to encounter in their work. If your learners have children in public school, include vocabulary that are likely to encounter when interacting with school personnel.
3. Make it real
For in-person classes, use real objects (realia) whenever possible. Use a takeout menu from a restaurant, a grocery store flyer, or bring in clothes. For video conferencing classes, use real websites (Indeed to look at job postings, PCC to look at career workshops, or apartments.com or Zillow to look at rental listings). Ask learners to show you something from their home for which they want to know the English name.
Try to use realistic scenarios for dialog practice. When learning about health and body parts, learn body vocabulary in the context of a medical appointment ("My arm hurts") instead of "I have two arms".
4. Learning material sources
A good source of learning material for adult beginning English learners in a community literacy setting is the nonprofit Adult ELL Pathway to Literacy project. The materials focus on practical, usable vocabulary, with pictures and simple reading material. Other good sources are:
Page updated
Google Sites
Report abuse