Author

Eman Ghanem

Term

Summer 2020

Capstone

Capstone Project

Degree Name

MALED

Facilitator(s)

Kelly Killorn

Content Expert

Patsy Egan

Abstract

Adult ESL literacy teachers are often perplexed when instructing pre-, non and semi-literate adult ESL learners due to their L1 literacy level, age, and possibly traumatic experiences. Research shows that classroom instruction and assessment should be carefully planned and strategically implemented because of the underlying financial and social ties connecting literacy to Essential Skills (ESs) and socio-economic status. Using Response to Intervention (RtI) approach, this capstone: (1) adapts the components of a literacy framework to guide adult ESL literacy instruction and introduces intervention assessment tools to support students who deviate from the literacy level profile of ability; (2) provides an employment-focused curriculum to pave the way to successful literacy development using materials related to job search, interview skills, starting work and working well with others to improve adult ESL literacy learners’ literacy acquisition and to raise their awareness of Canadian workplace expectations.

Keywords

Adult Education, Curriculum, ESL/ ELLs, Literacy

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

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Education Commons

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