Joy Kreeft Peyton

Center For Applied Linguistics, Washington, DC, United States

This chapter concerns adult migrants to a new country who are learning the language and literacy of the country and have limited education and literacy in their heritage language. After describing this learner population, the authors discuss trends in language education in different countries, as programs and practitioners have sought to serve them...

There has been a shift in receiving countries and their education programs for adult immigrants around the world. A complete focus on immigrants' cultural integration and learning of the language of the country has shifted to an understanding that supporting heritage language maintenance benefits adults with little or no formal schooling in that la...

Adults learning an additional language, in their new country of residence, are emergent bilinguals and, as such, can play a valuable role in the workplace. “Multilingual problem solvers have multiple perspectives on how to solve problems and are crucial to any healthy workforce and economy” (Sanchez, 2019). The primary goal of adult education progr...

There has been a shift in receiving countries and their education programs for adult immigrants around the world. A complete focus on immigrants' cultural integration and learning of the language of the country has shifted to an understanding that supporting heritage language maintenance benefits adults with little or no formal schooling in that la...

Recent legislation and education standards focus on the importance of developing students' academic and professional writing skills. Research on the teaching of writing has articulated the types of texts and features of writing that students need to produce to succeed. At the same time, studies of writing in adult education have found that limited...

Some adult migrants and refugees have no home language literacy, because they have attended little or no school in their home country. There are few studies of the literacy development of these adult learners and limited professional development for teachers who work with them. Recent research, and the formation of the LESLLA organization, are brin...

As language practitioners shift away from the view that migrants must privilege the majority language over their home language(s) for purposes of integration into their new country, we join them and argue for including research on bilingualism / multilingualism in training and professional development for teachers of adult migrants with little or n...

A framework to examine vitality of languages in a specific context, developed by Francois Grin and elaborated by Joseph Lo Bianco, specifies that three conditions are necessary for language vitality and revitalization: Capacity Development, Opportunity Creation, and Desire (COD). This framework was developed as a tool to help communities and govern...

Donna Christian (1949– ) is among the foremost authorities in the United States on language education and language in education. She began her academic career in mathematics, completing an undergraduate degree at St. Lawrence University with high honors, and went on to study applied linguistics and French at Georgetown University. As one of the fir...

This paper examines the connection between heritage language and culture and the construction and maintenance of social and personal identities of the Cora, an indigenous people of the Mexican Sierra del Nayar, in Northwestern Mexico. Using the frameworks of the socially and linguistically mediated mind (Dennet, 1991; Harré & Gillet, 1994; Searle,...

This paper examines the connection between heritage language and culture and the construction and maintenance of social and personal identities of the Cora, an indigenous people of the Mexican Sierra del Nayar, in Northwestern Mexico. Using the frameworks of the socially and linguistically mediated mind (Dennet, 1991; Harré & Gillet, 1994; Searle,...

Electronic communication networks are in wide use for college-level language and writing instruction and are being adopted for use in elementary and secondary school classes. Teachers use network-based approaches to literacy instruction to support authentic reading and writing, collaboration, student-centered learning, writing across the curriculum...

EXPANDING DEFINITIONS OF GIFTEDNESS: THE CASE OF YOUNG INTERPRETERS FROM IMMIGRANT COMMUNITIES. Guadalupe Valdés (with Heather Brookes, Christina Chávez, Claudia Angelelli, Kerry Enright, Dania García, and Marisela González). Mahwah, NJ: Erlbaum, 2003. Pp. xxiv + 226. $65.00 cloth, $24.50 paper. As Valdés explains in the introduction, this book is...

This document is designed to give support to adult education and family literacy instructors who are new to serving adult English language learners and their families in rural, urban, and faith- and community-based programs. The Toolkit is designed to have a positive impact on the teaching and learning in these programs. The results of two surveys...

Learning to read in English is difficult for adult English language learners. Teachers know that their learners come from diverse backgrounds, have different experiences with literacy in their first languages, and have various reasons for learning English. They also know that there is no simple recipe to help their students become proficient reader...

CENTER FOR APPLIED LINGUISTICSERIC CLEARINGHOUSE ON LANGUAGES AND LINGUISTICS • 4646 40TH ST NWWASHINGTON DC 20016-1859 • 202-362-0700 Immigrant students of secondary school age face a number of obstacles as they make the transition to schooling in the United States. In addition to adjusting to a new country and school system, they must also learn...

The increasing number of students who enter U.S. schools from homes where languages other than English are spoken, and the recognition that proficiency in non-English languages is a valuable national resource, have generated interest in the field of heritage language instruction. A heritage language student is a language student who is raised in a...

Contents: J.S. Mayher, Foreword. Preface. Introduction: The Teacher, The Study, The Students. Textual Explorations: Thinking and Writing in Journals. The Writing Class: Journals in Context. Roberto: Validation Through Connected Knowing. Cliff: Unspoken Words From the Deepest Part of the Mind. Maribel: Tension Between Private and Public Worlds. Lan...

Research in computer-supported writing has traditionally compared electronic communication with oral, face-to-face communication to identify the benefits and weaknesses of each, as if they entailed dichotomous choices. In this article, we challenge that view and argue instead that any form of communication and its educational usefulness is shaped b...

Teachers implementing writing workshop with ESOL students often find that the realities of their teaching situation do not match their original vision of what writing workshop could or should be. Constraints of the school context and students' English language and literacy proficiency and cultural backgrounds present challenges that they need to ad...

Noting that teachers and students who actually use an educational innovation in a classroom setting recreate it, this paper analyzes the implementation of ENFI (Electronic Networks for Interaction), an innovation that uses computers and local area networks in the teaching of writing. The paper presents ENFI's idealization in terms of its technologi...

Includes bibliographical references (p. 23-24)

The Electronic Networks for Interaction (ENFI) Project, begun at Gallaudet University in 1985, is described. It uses a local area computer network within a classroom for real-time written communication. The impact of ENFI on hearing-impaired students' writing is discussed. (12 references) (LB)

When an educational innovation is implemented in a classroom setting, it is re‐created by the teachers and students who actually use it. This recreation is an essential element in the process of educational change. In this article we analyze the implementation of ENFI, an innovation that uses computers and local‐area networks in the teaching of wri...

This selection of essays on journal writing in education looks at the relationship between journal writing and the curriculum, classroom approaches, and implications for students' learning. The focus is on journal writing for deaf students and students of English as a Second Language. Essays include the following: "The Dialogue Journal: Reconceivin...

These materials address the use of dialogue journal writing in teaching speakers of English as a Second Language. Included is a handbook for teachers that provides background information and specific suggestions for classroom use, and an instructional packet for teachers and workshop leaders. The handbook contains chapters on: what constitutes a di...

Describes the Electronic Networks for Interaction (ENFI) Project undertaken at Gallaudet University, a university for the deaf. Explains that the project sought to give students an opportunity to use written English in ways that hearing people routinely used spoken English. Identifies both writing successes and instructor objections to the program....

Provides annotated citations to articles, research reports, resources guides, and a newsletter about the use of computer networks for real-time written interaction in writing classrooms. Notes that these annotations offer a broad and varied introduction to computer networking in the writing classroom. (KEH)

Describes a project which used basic writers in a pre-college English class to tutor deaf elementary school students. Focuses on the project's attempt to encourage discussions of writing on a local area computer network, as a means of developing deaf students' experience with informal and formal written English. (MM)

Explores how the ENFI (Electronic Networks for Interaction) computer method for teaching written English to deaf students can help these students bridge the gap between conversational and written language forms, and between the use of two different languages. (CB) (Adjunct ERIC Clearinghouse on Literacy Education)

Reports on other schools' use of the Gallaudet University-developed ENFI (Electronic Networks for Interaction) computer method for teaching written English to deaf students, describing teachers' modifications of the use of the networks for improving students' use of English. (CB) (Adjunct ERIC Clearinghouse on Literacy Education)

The use of dialogue journals as a means of communication between students and teachers originated as a teacher-developed classroom practice rather than a research idea or theory-derived technique. It began in 1964 when a California teacher, Leslee Reed, became fascinated with the comments about learning that she solicited from her students, and res...

A study of the language used in the dialogue journals of beginning students of English as a second language (ESL) focused on the acquisition of English morphology. The study used two methodological approaches: a comparison of journal language with that used in speech and other written samples, and a longitudinal look at change patterns that also ex...

Dialogue journals serve as conversations between teacher and student and provide a student-centered, communicative activity in which literacy skills can develop naturally. Students write as much as they choose about any topic, and the teacher responds as a co-participant in an ongoing, written conversation. The journals can be adapted to a variety...

Explores how dialog writing, in which two participants "converse in writing," incorporates the interactive aspects of oral communication and the self-directed aspects of essay writing. Includes passages written over a year's time by a sixth grade student in a "dialogue journal" showing the development of his writing. (HTH)

A study of the dialogue journal writing of six sixth grade students of English as a Second Language (ESL) examines the interaction with the teacher. The subjects had been in the United States for less than a year, and came from Korean, Vietnamese/Chinese, Burmese, and Italian language backgrounds. Data for the study were drawn from the students' di...

Background on Adult Learners Adult education programs serve both native English speak-ers and learners whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn basic skills needed to improve their literacy levels; they attend adult secondary education (ASE) classes to earn high sch...

Adult education programs serve both native English speakers and learners whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn basic skills needed to improve their literacy levels; they attend adult secondary education (ASE) classes to earn high school equivalency certificates....

Background on Adult Learners Adult education programs serve both native Eng-lish speakers and learners whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn basic skills needed to improve their literacy levels and adult secondary education (ASE) classes to earn high school equiv...