FAMILY MOTIVATED PROJECTS TO EMPOWER ADULT ENGLISH LEARNERS IN THE DIGITAL AGE

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Detalles Bibliográficos
Publicado en:	COABE Journal vol. 13, no. 2 (Fall 2024), p. 93
Autor principal:	Kramer, Cassandra
Otros Autores:	Muñoz, Xavier
Publicado:	Commission On Adult Basic Education
Materias:	United States > US Virginia Teaching Email Language proficiency Curricula English language Families & family life English language learners Distance learning Internet access Workforce Children & youth Caregivers Adult education Digital literacy Digital divide Parents & parenting Adult students Literacy programs Adult learning English as a second language learning Community English as a second language Education Foreign language instruction Skills Children Immigrants Native language acquisition Empowerment Design Project-based learning Community Services Basic Skills Dependents Child Role Active Learning Access to Computers Adult Basic Education Adult Literacy Student Motivation Educational Environment English Barriers Career Change Language Skills English (Second Language) Electronic Learning Adult Vocational Education Educational Experience Career Readiness
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Descripción
Resumen:	Examples of mini-projects focused on community and school connections are shared, along with outcomes related to digital skill development, family engagement, and learner confidence in supporting their children's education. In an era where digital literacy is increasingly essential for success in work, family, and community life, many adult English language learners (ELLs) confront a digital divide. Purpose of Digital Literacy in Family Learning Adult learners who feel confident in both their English language and digital literacy skills will email a child's teacher requesting a parent-teacher conference. "English language skills and digital literacy are essential for obtaining and keeping a family sustaining job, supporting children at school, participating in community life, obtaining community services, and accessing further education and training" (Harris, 2015).
ISSN:	2169-0480
Fuente:	Education Database