[AAACE-NLA] Should ESL funds be separate from ABE/ASE?

[Debbie Yoho]

I wish Tom's question were a matter of what's best for the learners, but I
think not.  This is a political question.  Since I feel that job training
needs "highjacked" adult EDUCATION when we were placed under the WIA, I
think separating out ESL funding would liberate ESL programs from the
pressures to tie instructional content to job placement/attainment. As an
educator I think this is sound, and I agree with CAAL.    On the other
hand, ESL can presently "hide" from the wars over undocumented workers by
quietly remaining a part of the WIA, but for how long?  Unless the next
election results in a major course correction, I wouldn't be surprised if
soon AELS programs are required to check for documentation and report
"illegals".  Debbie Yoho


> [Original Message]
> From: <tsticht at znet.com>
> To: <aaace-nla at lists.literacytent.org>
> Date: 1/3/2007 1:10:53 AM
> Subject: [AAACE-NLA] Should ESL funds be separate from ABE/ASE?
>
> Aaace-nla Colleagues: Here is a statement about comprehensive reforms for
> ESL from the executive summary of a new ESL report from CAAL to which Gail
> Spangenberg called attention recently. It calls for consideration of
> pulling ESL out of the ESL/ABE/ASE line of education and instead funding a
> separate line of ESL education. Is this a good idea? Tom Sticht
>
> The CAAL (www.caal.org) report says,
>
> "Targeted funding increases would make a major contribution to improving
the
> quality of adult ESL service. By themselves, however, these increases
would
> not be sufficient to reduce waiting lists or to take many innovative
> strategies to scale. To accomplish these goals, a major increase in total
> federal/state funding specifically for ESL is required. At present, total
> national funding is on the order of $700 million per year. Doubling that
> amount would be a reasonable initial goal.
>
> Accomplishing this may well require a reconsideration of how adult
education
> ESL is positioned in the overall adult education system. At present, there
> is no separate authorization or line item appropriation for ESL. Policy
and
> funding for this service are combined with policy and funding for ABE/ASE.
> Yet, in most respects, ESL is a wholly different service from adult
> education for native speakers of English. It serves a very different
> population with very different needs and goals, and it employs almost
> completely different instructional methods and tools. This study
recommends
> that policymakers and adult education leaders consider carefully whether
it
> is in the best interests of all aspects of adult education, including its
> adult ESL strand, to sever the present policy and funding links. In many
> respects, these links are artificial and may be counter-productive to
> improving both ESL and ABE/ASE service."
>
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