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Paper Abstract: Important of adult education for immigrants. Problem of inability to advance economically without proficient English skills. Proposes a study to test premise. Hypothesizes that adult ESL learners participating in a pilot program (G.R.E.A.T.) will exhibit higher levels of economic achievement than adults who were not in the program. Research methodology. Paper Introduction: Research Proposal: Improving Employment Outcomes for Adult ESL Students: Efficacy of an Intervention Strategy for Language Introduction Meeting the educational and training needs of adult Spanish-speaking and other minority group immigrants with limited English proficiency (LEP) has been found to be critical in determining the long-term and short-term economic advancement of members of such populations; specifically, mastery of English language skills, including both oral and written skills, is seen as a critical determinant of immigrants’ success (Holman, 1997; Rogers & Lyons, 1999). Many, if not most, adult Spanish-speaking immigrants arrive in the united States poorly prepared to move into the economic mainstream, largely as a consequence of limited mastery of English, educational and training Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Nevertheless, the study is viable in that it focusesupon a specific population with known and well identified language deficitsand vocational/educational needs. They found thatincreased access to classes and skilled teachers, staff development gearedto ESL adult literacy, and intense immersion programs led to improvedcareer paths, along with academic and economic outcomes, for participants. & MacLeod, D. Educational progress of childrenof immigrants: The roles of class, ethnicity, and school context.Sociology of Education, 69(4), 255-276. and Barrera, R. Consequently, regardless of age,these individuals may need and benefit from education and training programswhich assist them in acquiring English language skills and other content-centered knowledge or job-related training. Some 6 programs responded, andthe study revealed that only 51 percent were semi-intensive (offering 1 to19 hours per week) while 2 percent were intensive (offering 2 to 25 hoursper week). Shoemaker, C. In theory, as Rogers and Lyon (1999) andShoemaker (1996) have both indicated, adult education that is intensive andfocused on immersion which also includes vocational elements is likely tohave positive outcomes for participants.Limitations The study is limited in that it focuses upon a single adult educationprogram located in one geographic region of the United States. Holman, L. Given that bilingual and ESLprograms in literacy are likely to become more rather than less significantin time, and further given that America is home to an increasinglymulticultural and diverse population, and that globalization itself iscontinuing, the subject is of significance (Fitzgerald, 2 ).Research Question The research question addressed in the proposed report is stated as:what economic and vocational/professional outcomes are presented by adultESL learners who participate in the G.R.E.A.T. Lozada, M. (2 ). Assessing the efficacy of such programs is important in that suchprograms are expensive to provide and likely to be a major point of contactfor non-English speaking immigrants in mainstream American society(Fitzgerald, 2 ). More and more non-English speaking adult immigrants are electing to move to the UnitedStates, increasing the need for such programs in order to facilitatemeaningful participation in the economic mainstream. New York City Board of Education. It is anticipated that the hypothesis willbe accepted. Portes and MacLeod (1996) have commented that in many cases,immigrants arriving in the United States as either children or adults aredisadvantaged with respect to socioeconomic status, prior educationalexperience, and English proficiency. Response to Fitzgerald.Reading Research Quarterly, 35(4), 522-524. G.R.E.A.T. ED348895. As Rogers and Lyon (1999) have pointed out,these institutions play a very important role in assisting the advancementof minority group students. Rogers, J. The first groupwill consist of adults identified as having completed the G.R.E.A.T.program at Miami Dade Community Colleges, while the second group willconsist of a randomly selected matched sample of adults who did notparticipate in this program, but who are currently working in the area.Data will consist of demographic information along with self-reportedincome and professional data, administration of a language fluency/skillstest, and an interview conducted by the researcher to determine what if anyproblems participants have experienced in terms of work. (1997). For these reasons, theproposed study is both valuable and potentially significant. S. For this reason,evaluation of an established program offers a unique opportunity todirectly assess student outcomes.Relationship to Course Examination of an adult educational program focused on minoritystudents for whom English is not a primary language has the potential tofurther educators' and policymakers' knowledge regarding the effectiveness,outcomes, and advantages of such programs. Finally, Fitzgerald (2 ) as well as Brisk and Harrington (2 ),have contended that a major thrust in bilingual education in coming yearswill be upon improving the skills of adult learners. Hispanic Families in Our School.ED432422. Results of a Survey of Community CollegeESL Programs. & Wrigley, H. Many, if not most, adult Spanish-speaking immigrants arrivein the united States poorly prepared to move into the economic mainstream,largely as a consequence of limited mastery of English, educational andtraining deficits, and other potentially or actually disadvantagingvariables (Holman, 1997). ProceduresResearch Methodology The proposed study consists of a quasi-experimental research designin which two groups of participants will be identified. L. program hasimproved over time and to compare the economic status of programparticipants with a matched sample of Spanish-speaking immigrants who didnot participate in the program. There is a growing body of information which supportsthe view that the literacy needs of bilingual/ESL learners are best met inthe most inclusive types of programs in terms of students, languages, andliteracy (Jimenez & Barrera, 2 ).Purpose of the Study The purpose of the study is to determine if the English languageskills of Spanish-speaking adult learners in the G.R.E.A.T. & Lyon, L. Given the diversity of theadult student population, it is critically important to createcomprehensive programs that meet disparate needs.Importance of Benefits to the Institution The results of the proposed study are important to educationalinstitutions because such institutions are charged with the enormousresponsibility of developing effective educational interventions fordisadvantaged minority groups. In addition, the study has the potential to also provide greaterinsight into the specific language, vocational, and other educational needsof a well-defined minority population of ever-increasing significance inthe United States. has stronglysupported the efficacy of this comprehensive program in improving Englishlanguage skills and economic outcomes for participants (Lozada, 1998). J. Based on these findings, it would seem logical that the proposedresearch, which is essentially longitudinal in nature, would furtherenhance an assessment of the overall efficacy and usefulness of this kindof adult educational program. (1999). The G.R.E.A.T. Portes, A. The independent variable is the program,while the dependent variable is economic success operationalized aspersonal income.Significance to the Institution or Organization The G.R.E.A.T. References Fitzgerald, J. will exhibit higher levels ofeconomic achievement measured as income than a matched sample of adults whodid not participate in the program.Definition of Terms Several key terms are used in this study. ED397882. program, offered under the aegis of the Miami DadeCommunity Colleges, serves a significant number of Spanish-speaking andother bilingual adult learners. L. San Mateo, CA: Aguirre International. Adult ESL Literacy Programsand Practices. Shoemaker (1996) surveyed 18 colleges across the United Statesregarding ESL programs and problem areas. Consequently, this program serves as agateway or point of entry to employment for many such students and fulfillsan important educational and economic function within the community.Assessing the longitudinal economic outcomes of the program can assisteducators in determining whether or not it should be modified, expanded, orreplicated elsewhere.Review of the Literature Two classic studies of adult ESL programs have highlighted theimportance of adult literacy programs and practices. Consequently, careful scrutiny of programoutcomes is important as a means of justifying expenditures whilesimultaneously improving programs.Improvement of the Educational Process The results of the proposed study also speak to what Shoemaker (1996)describes as a series of dilemmas facing adult education institutions.These institutions are being asked to respond to diverse populations andequally divers students with respect to skill level and prior knowledge.Adult learners generally are focused on economic outcomes of theeducational process and view education as a means toward achieving economicand social improvement and self-sufficiency. Meeting the needs of Hispanic immigrants.Educational Leadership, 54(7), 37-39. Research Proposal: Improving Employment Outcomes for Adult ESLStudents: Efficacy of an Intervention Strategy for Language Introduction Meeting the educational and training needs of adult Spanish-speakingand other minority group immigrants with limited English proficiency (LEP)has been found to be critical in determining the long-term and short-termeconomic advancement of members of such populations; specifically, masteryof English language skills, including both oral and written skills, is seenas a critical determinant of immigrants' success (Holman, 1997; Rogers &Lyons, 1999). program, and how do theseoutcomes compare to those experienced by individuals who do not participatein the program?Research Hypothesis The research hypothesis to be tested in the study is: adult ESLlearners participating in Project G.R.E.A.T. Results of the program indicatedthat as students' English language skills and level of formal educationincreased, so did their achievement in course requirements and developmentof greater English language oral and written fluency. How will bilingual/ESL programs in literacychange in the next millennium? Simple descriptive statistics and appropriate graphic representationswill be generated by the study. programadministrators and teachers in determining how their program can beimproved. expectations. J. (1992). A. It isfurther limited in that it speaks only to Spanish-speaking adult learnersand depends upon self-report instrumentation and interview observations forits data sources. Guth and Wrigley(1992), for example, reported on the background and major activities of atwo-year study on adult ESL programs and practices. Adult learners are definedas individuals aged 18 or over. A study by the New York City Board of Education (Bilingual resourceinstruction..., 1991) also examined the outcome of Project BRIDGES, anadult education program operated at three Brooklyn high schools whichserved 4 5 LEP students with instruction in ESL, content area subjects, andvocational skills. Bilingual ResourceInstruction for the Development of Gainful Employment Skills. (1996). (1991). Guth, G. Brooklyn,NY: New York City Board of Education.ED347241. Ofthe G.R.E.A.T. Because of this, research is needed to determinethe effectiveness of adult education programs targeting Spanish-speakingmen and women (age 18 and over) who experience difficulties in obtainingmeaningful employment (and subsequent economic advancement) as aconsequence of linguistic deficits.Nature of the Problem Lozada (1998) described a pilot program implemented by Miami-DadeCommunity College that targeted adult learners for whom Spanish was theprimary language. ExpectationsAnticipated Benefits Given that the purpose of the study is to assess outcomes of aspecific adult education program targeting a disadvantaged and vulnerablepopulation, it is anticipated that the study will assist G.R.E.A.T. (1996). (1998). Thus, the proposed study hasthe potential to give educators responsible for designing and implementingsuch programs, much-needed knowledge upon which further programmodifications or improvements can be based. Communitycolleges have become an important locus for the implementation of suchprograms which are known to serve a diverse student population who bring tothe educational environment, a wide range and variety of pre-existingskills and knowledge bases (Lozada, 1998). Project G.R.E.A.T. (Guantanamo Refugee Education andTraining Program) Program offered participants, males and females over age18 with and without a secondary school or higher degree or diploma, anopportunity to participate in an intensified multi-week education, trainingand language skill enhancement program. This tends to support the view that non-Englishspeaking adult learners do benefit from immersion and intensified programsthat include vocational as well as language activities. students who graduated, nearly 83 percent showed significantimprovement when taking the English assessment tests at the end of theprogram.Additionally, and as significantly, some 7 percent of participants movedimmediately into jobs while an additional 4 percent continued theiracademic studies in the colleges. Evaluation data revealed that when compared toindividuals of similar backgrounds who did not participate in the program,project participants exhibited higher levels of academic achievement,mastery of English, and enhanced vocational outcomes. However, while many of the participants in the program described byLozado (1998) possessed secondary or university degrees (and some heldadvanced degrees), the majority of Hispanic adult learners do not (Holman,1997). Techniques, 73(5), 12-16. is an adultvocational, educational, and language skill program offered under the aegisof Miami Dade Community Colleges which serve Hispanic, Haitian, and otheradults for whom English is not a primary language. The colleges reported that as the length of immersion and thenumber of hours in class per week increased, student achievement outcomesalso tended to increase. ESL is defined as programs for studentsspeaking English as a Second Language. Jimenez, R. (2 ). Reading Research Quarterly, 35(4), 52 -522. T. Improving the quality and focus of adult education programs for ESLstudents is clearly a national priority (Fitzgerald, 2 ). A correlation coefficient will be utilized to determine whatassociation exists between English language proficiency, programparticipation, and educational level of participants and theirsocioeconomic status.Assumptions Previous research focused on Project G.R.E.A.T. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.