Publication: Instruction and Assessment for Limited-English-Proficient Adult Learners

• Solorzano, Ronald W.

The report and review of literature discusses instructional
and assessment practices associated with
limited-English-proficient (LEP) adults, and recommends
that literacy providers use alternative forms of
instruction and assessment for this population that are
based on: (1) an explicit emphasis on writing; (2) use of
the learner's own cultural experiences; and (3) the
teaching of cognitive skills and their relationship to
real-life text-processing demands. The confusion
surrounding English oral proficiency and English literacy
is examined, as is the role that native language literacy
plays in development and subsequent acquisition of the
second (i.e., English) language. It is concluded that by
teaching for and emphasizing literacy rather than oral
language proficiency, LEP adults are aided in coping better
with ever-increasing literacy demands of society. An
appended table illustrates a recommended instructional
approach to dual (native language/English) literacy
development. Contains 64 references.