Régimen en el ámbito de las Confesiones Religiosas no

Sections of this Handbook

This document is divided into three sections. The first section contains two chapters and provides an overview of ESL adult literacy learners in Canada as well as an overview of the nature of reading and the unique reading needs of ESL

adult literacy learners.

The second section contains three chapters and provides the what, how, and why of using the three instructional processes (i.e., the interactive instructional approach, differentiated instruction, the gradual release of responsibility framework) in the context of teaching reading to ESL adult literacy learners. Each chapter is dedicated to one instructional process. Throughout the chapters, I provide descriptive examples of the processes in context. I have created three composite learners (Mu, Andres, and Adama) who represent low, mid, and high- level literacy learners, respectively. These narrative descriptions are intended to show instructors what the processes could look like in context and how the processes might emerge in lessons.

Building on the examples in context within Section Two, the third section presents three detailed lesson plans – one for Mu, one for Andres, and one for Adama. These lesson plans are coded with icons and colour-coded words that represent each of the instructional processes. The purpose of these lesson plans is for instructors to have a clear idea of some possibilities for bringing together the three instructional processes. Instructors can feel free to use and/or adapt the lesson plans for their own classes.

Glossary of Terms

The glossary of terms at the end of this handbook includes commonly referred to acronyms and terms used throughout this handbook.

Reflection Questions

As you have picked up this handbook, I assume that you did so because you are engaged in your own informal and ongoing professional development. To stay up-to-date in our field of teaching ESL and ESL adult literacy, it is necessary to continually learn and integrate our learning into our practice. As we come across new information, ideas, and ways of teaching, we may begin to analyze the

effectiveness of our instructional practices, reflect on what works and what does not work with our particular learners, change things when they are not working well, and continually explore opportunities for improvement (Guskey, 2000).

To build on this perspective of professional learning, I incorporated reflection questions at the beginning and end of all the chapters, and in the middle of Chapters 1, 2 and 3. My reason for doing this stems from my belief that as readers and professionals, we integrate new information into our existing knowledge well when we connect it to our lives (Rankin & Becker, 2006). I view this handbook as a presentation of information, ideas, and ways of teaching that instructors can elect to integrate into their own personal frameworks and contextualize into their own classroom experiences (Rankin & Becker, 2006). I do not believe that any two readers will read this handbook in the same way as all readers bring their own background knowledge, pedagogical histories and experiences, motivation, and goals for picking up this handbook. The questions are intended as guides to support you in making sense of the information presented, validating the ideas and concepts that you are already incorporating into your class, identifying what information is new, and thinking about what is reasonable and inspiring for you to begin in your classes (Borg, 2010).

The questions are organized around the same concepts for each chapter. The pre-reading questions are intended to have you activate your background knowledge about ideas to come in the chapter. What do you already know about the topic? What are some of your beliefs and ideas about the topic? The during- reading questions are intended to encourage you to reflect on and explain important ideas in your own words. What did that chapter mean to you? How does this connect to what you are already doing? What points were important for you? The post-reading questions are intended to encourage you to identify what you can do with the ideas and information. What are some things you can try in your next class?

In addition, you may have come to this handbook with some professional development goals in mind. Perhaps you want to learn more about ESL adult literacy learners. Maybe you are looking for new ways to teach reading. Maybe you have heard some terms addressed in this handbook and want to learn more about them. Maybe you want validation of your current practices. Whatever your goals were in picking up this handbook, write them down, review them as you read, and see if and how the ideas and information presented in this handbook support you in reaching your goals, what questions are answered, and what questions are still lingering.

While reading, feel free to make notes in the handbook, code the margins in the handbook (e.g.,  = yes, I do this already; ? = I have a question about this; * = new idea), write an ongoing reflection journal, or make connections to the text in a way that works for you. Although you may elect to skip these questions altogether, I believe that considering your responses to these questions has the potential to deepen your engagement with the ideas in this handbook.