Abstract
ESL instruction in adult basic education (ABE) programs is receiving increasing attention, but there continues to be a reluctance on the part of ABE professionals to adopt modem foreign language-teaching methods. Many see a conflict between the strict methods of the audiolingual approach and the psychology of the learner being served by ABE centers. TESOL specialists must make sure that they understand the purposes of ABE and that ABE teachers understand the depth and variety of ESL methodology. This paper suggests several specific organizational and methodological solutions to problems posed by ESL-ABE classes: It is recommended that ESL-ABE classes be geared to time-learned (student attendance) rather than time-taught (teacher attendance) figures and that polystructural, small-unit sequences be cycled to allow for both open enrollment and irregular attendance. The inclusion of the content material of ABE in the ESL segment of the program is especially recommended as a practical corollary to the immediacy of ABE students' needs for survival information.
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