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1 Sep 2009
Report

The Transitioning English Language Learner (TELL) Study: Findings from Four TELL Programs

Anestine Hector-Mason, Dahlia Shaewitz, Delphinia Brown, Renee Sherman, Marcela Movit, Erika Solomon, Yorkmit Mendieta, Mary Ann Corley, Heide Spruck-Wrigley, and Larry Condelli

There is huge participation by foreign-born adults in the adult education system, with English language learners (ELLs) comprising about 45% of the over 2.3 million adult students in the system, many of whom are transitioning to varied academic and workforce destinations.

The Transitioning English Language Learners (TELL) study identified models for transitioning ELLs and implications for programming that included recommendations for curriculum and instruction, program design and evaluation, professional development and teacher training, and state and local policy. This report from the first phase of the study reveals that TELL (as an area of inquiry) is in its developmental stages and that programs continue to modify programmatic and instructional strategies to best support TELLs. The preliminary findings form the basis of emergent propositions related to the above questions and themes that will need to be further examined with the six programs to be studied in the second phase of the study.

 

Related Projects

Project

Transitioning English Language Learners (TELL)

More than 40 percent of the 1.8 million adults served by the national adult education program are English language learners (ELLs). Often, these learners begin with English as a second language classes and then transition to adult basic or adult secondary programming to further their academic skills. In 2008–2011, AIR staff conducted an examination of the policies and instructional and programmatic strategies that support the successful transition of advanced ELLs into advanced educational programming that prepares them for postsecondary education and the 21st century workplace.

Further Reading

  • Transitioning English Language Learners, Annotated Bibliography
  • Transitioning English Language Learners (TELL)
  • Teacher Effectiveness in Adult Education: The Relationship Between Teacher Characteristics and Students’ Transitions Into Postsecondary Education
  • “What Works” Study for Adult ESL Literacy Students- Final Report
  • Adult ESL Literacy Impact Study
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Larry Condelli

Institute Fellow and Managing Researcher

Topic

Workforce
Adult Learning
English Learners

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