This handbook is designed for instructors, program coordinators, and other stakeholders in ESL literacy. Section 1 outlines promising practices in program considerations by identifying ESL literacy learners, and discussing assessment of learner and community needs for the development of program goals. Also included in this section are strategies for learner placement and learner support both inside and outside of the classroom. Section 2 focuses on classroom strategies: theories, methodology, approaches, and techniques. Themes developed in this section include the need to teach oral fluency and vocabulary before teaching the same ideas in writing; the need to teach strategies for reading, writing and learning; and the need to scaffold, recycle, and spiral material. Section 3 examines 4 levels of ESL Literacy in depth: Foundation Phase, Phase I, Phase II, and Phase III (based on the CLB2000: ESL for Literacy Learners document). For each level, the stories and experiences of individual learners at that level are woven through descriptions of a learner profile, outcomes, activities and approaches, samples of materials, classroom routines, and sample units and lesson plans. The document concludes with a discussion of innovative directions in ESL literacy. Appendixes include an ESL Literacy Toolbox, a literature review of the field of ESL literacy, and an annotated bibliography of relevant sources in the field.
The Alberta Teachers of English as a Second Language (ATESL) is a professional organization that promotes the highest standards of teaching and English language program provision for all learners in Alberta whose first language is other than English.