[NLA] Help For Adult Literacy Outside NIFL

[David J. Rosen]

NLA Colleagues,

Tom Sticht wrote:


 > Recently, representatives of a large private charitable foundation
 > contacted me and set up a meeting for us to get together. The purpose 
 > of the meeting was to ask me to spend some time advising the
 > foundation on how it might most usefully put $100 million over a five 
 > year period ($20 million per year) into work on young adult (16-24
 > years if age) literacy education. A lot of the foundation's interest
 > is in helping low English proficient (LEP) learners.  Ideally, the
 > work would help the young adults develop their language and literacy
 > abilities while also producing useful new knowledge for the field of
 > adult education.
 >
 > Given the relatively low investments presently being made in this type
 > of work, I have been impressed that a private foundation would be
 > interested in it. I'm wondering what kinds of strategic ideas members
 > of the NLA list might have for this type of activity. Should it
 > complement and/or extend NCSALL, NIFL, and OVAE/DAEL work, and if so,
 > how, or are there new directions that should be taken?
 >
 > I thought it might be of interest to list members to conduct a bit of
 > a discussion about this activity on the list. Alternatively, you can
 > contact me off the list at tsticht at aznet.net with your comments.

My thoughts:

As standards rise in school systems across the country, high stakes
tests are guarding the high school graduation gate keeping many Limited
English Proficient (LEP) young adults from a diploma.  Ideally public
schools should provide the needed help, but this doesn't always happen,
and I believe we will see an increasing number of school dropouts who 
have limited English skills.

GED and adult diploma programs may provide the answer for some, but many
LEP school dropouts are not prepared for the adult secondary education
level.  They need an intensive program with appropriate level ESOL and
basic skills instruction in a functional work context.  This might 
include vocational skills (such as computer maintenance and repair, 
building trades, or healthcare) combined with English language learning. 
   The program should include youth leadership opportunities, including
community service.  In most cases such a program would need to be at
least two years, full-time, and should have both the GED (or adult
diploma) and English proficiency as outcomes.  Other outcomes should
include eligibility for -- or actual enrollment in -- post-secondary
education or training, official recognition of the community service,
and successful paid work experience.


And....

I wonder if NLA subscribers can suggest some models for LEP young adults
for which there is evidence of success or promise.  It would be most
helpful if these are models which have been documented and if you could
site a reference.

David J. Rosen
NLA List Moderator




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