Getting to Know the Learners: Needs Assessment and Self-Discovery Activities.

Adult ESL Learners: some distinctions.

Use the chart on p 6. in CLB: ESL for ALL to peruse the middle column pertaining to Adult ESL Literacy learners. Go through the learner characteristics and think what additional supports you will need to plan for to meet Adult ESL Literacy learner needs in the classroom. Post your ideas on the Forum (Task 1). See example below:

Having "little or no awareness for the purposes of uses of literacy” means that I have to ensure that learners begin to understand the role of literacy in Canadian society from the very first day in class. In my experience, I often assisted learners with understanding and responding to the government correspondence or notices from their landlords. In most cases, learners showed me the letters or important notices after the deadline for their reply or required action had passed. Clearly, my group of learners lacked the understanding of the purposes of the government correspondence. This resulted in my practice of showing examples of letters and notices, emphasizing the importance of an official letter/document, advising learners to bring the government letters in as soon as they find them in their mailboxes, teaching learners to locate and understand the dates in the letters, and differentiating between an official/important correspondence and the junk mail.

Your turn:)  Please post in Task 1 on the forum. For convenience, the chart is reproduced below:

(CLB: ESL for ALL, 2015: 6)