1. U.S.A. Learns A Web site to teach English to adult learners Leslie Petty Project IDEAL Support Center lpetty@umich.edu A Web site to teach English to adult learners Leslie Petty Project IDEAL Support Center lpetty@umich.edu

2. U.S.A Learns A free Website to teach English Created to test feasibility of web-based instruction Funded by OVAE Focused on ESL in response to President’s initiative Designed primarily for independent learners, but teachers & tutors can set up online classes Not intended for use in lab settings A free Website to teach English Created to test feasibility of web-based instruction Funded by OVAE Focused on ESL in response to President’s initiative Designed primarily for independent learners, but teachers & tutors can set up online classes Not intended for use in lab settings

3. Need for New Ways to Reach Adult ESL Learners ~ 12 millions adults need to learn English ~1.1 million participate in ESL classes –Many programs have waiting lists –Barriers: child care, work schedules, transportation ~ 12 millions adults need to learn English ~1.1 million participate in ESL classes –Many programs have waiting lists –Barriers: child care, work schedules, transportation

4. Does the Web Make Sense? Clear need for innovative approaches Internet access among target audience growing rapidly Many adult learners engage in self-study activities Supported distance learning is effective –Unsupported distance learning is as yet untested Clear need for innovative approaches Internet access among target audience growing rapidly Many adult learners engage in self-study activities Supported distance learning is effective –Unsupported distance learning is as yet untested

5. Target Audience for U.S.A. Learns Immigrants with less than 12 years of formal education Older adolescents and adults Learners not currently enrolled in formal programs Learners functioning at NRS levels 2 (low beginning) though 5 (high intermediate) Immigrants with less than 12 years of formal education Older adolescents and adults Learners not currently enrolled in formal programs Learners functioning at NRS levels 2 (low beginning) though 5 (high intermediate)

6. Pedagogical Assumptions Language learning needs to focus on listening, reading, speaking and writingLanguage learning needs to focus on listening, reading, speaking and writing Instructional content should be reflective of social and linguistic contextsInstructional content should be reflective of social and linguistic contexts Language acquisition occurs through meaningful use and interaction with the languageLanguage acquisition occurs through meaningful use and interaction with the language

7. ESL Techniques Applied Comprehensible Input and Early Production –Language is supported by visuals to make meaning clear. –Activities require one or two-word responses at early stages. Focused Listening –Listening for specific information. –Helps learners build linguistic awareness and become better listeners. Comprehensible Input and Early Production –Language is supported by visuals to make meaning clear. –Activities require one or two-word responses at early stages. Focused Listening –Listening for specific information. –Helps learners build linguistic awareness and become better listeners.

8. ESL Techniques, Continued Life Skills Reading –Classified ads, application forms, etc. –Practice extracting pertinent information. Scaffolding –"Temporary structure" to aid construction of meaning. Problem Solving –Develop critical thinking skills & communicative competence. Life Skills Reading –Classified ads, application forms, etc. –Practice extracting pertinent information. Scaffolding –"Temporary structure" to aid construction of meaning. Problem Solving –Develop critical thinking skills & communicative competence.

9. Content Focus Survival English and life skills Language necessary for success in the community and workplace

10. Required User Skills Familiarity with a computer mouseFamiliarity with a computer mouse Ability to point and clickAbility to point and click Basic keyboarding familiarityBasic keyboarding familiarity Fundamental understanding of how a Web browser operatesFundamental understanding of how a Web browser operates

11. Features Intuitive interfaceIntuitive interface Multiple types of “help” availableMultiple types of “help” available Extensive use of graphics, audio and videoExtensive use of graphics, audio and video Can be used as registered or unregistered learner. If registered, learner tracking and reporting is available.Can be used as registered or unregistered learner. If registered, learner tracking and reporting is available. Separate Web site for teachers or tutors to manage learner instructionSeparate Web site for teachers or tutors to manage learner instruction

12. http://www.usalearns.org http://www.usalearns.org/teacher

13. Thee Classes Full “courses” for beginning and intermediate ESL Supplementarymaterials

18. Teacher/Tutor Side With online management system, teachers can : –Create an online class –Monitor students’ progress & scores –Score & comment on writing assignments –Post messages to the online class –Print instructions to help learners sign into class –Teachers: www.usalearn.org/teacherwww.usalearn.org/teacher –Students: www.usalearns.org/classwww.usalearns.org/class With online management system, teachers can : –Create an online class –Monitor students’ progress & scores –Score & comment on writing assignments –Post messages to the online class –Print instructions to help learners sign into class –Teachers: www.usalearn.org/teacherwww.usalearn.org/teacher –Students: www.usalearns.org/classwww.usalearns.org/class

23. Strategies for Teaching Distance Learners Individualized instruction to meet student’s needs Provide prompt feedback to students Ask questions that elicit critical thinking Communicate through any means available Encourage study w/friends or family Individualized instruction to meet student’s needs Provide prompt feedback to students Ask questions that elicit critical thinking Communicate through any means available Encourage study w/friends or family

24. Since launch on November 7 th Total visits: 642,089Total visits: 642,089 Total page views: 38,596,187Total page views: 38,596,187 Average page views per visit: 60Average page views per visit: 60 Average time per visit: 25:46 minutesAverage time per visit: 25:46 minutes Use of U.S.A. Learns

25. An independent learner: “Just I want to say thanks for this program. Is very important for me to learn English, but for my job I can’t to go to school. Thanks again and God bless all of you. Dra. Rossi Arguedas rossi@rossiarguedas.org Testimonials

26. An adult education teacher: “Learners have become so motivated by the integration of language and technology learning that they arrive early and stay later than class times in order to use it.” Theresa Pagano Syracuse City School District New York Testimonials

27. A high school teacher: “My high school students have been using USA Learns a couple of times a week since it "opened for business" and have found it very engaging and useful (as have I!). Both they and I have particularly liked how easy it is for students to listen and then record (and subsequently listen) to their repeating words. In fact, when I tell students during the last fifteen minutes of class that they can log-off and go to any of the other 9,000 links on my website, well over half the class typically chooses to stay on USA Learns.” Larry Ferlazzo Luther Burbank High School Sacramento, CA Testimonials