Abstract
ESOL Family Literacy programs for Hispanic immigrants have proliferated over past decades to serve the increasing population of ELs needing services. Several factors can disrupt or prevent participation in ESOL Family Literacy programs designed to enhance the academic success of Latin American adult and child immigrants. This qualitative case study set in the Deep South examined a student-directed design process to gain understanding of what would constitute an ideal program for the participating ELs, their families and their community. Emergent categories identified areas of design importance including site locations, time and frequency of class scheduling, curricular design, instructional materials, instructor training and program evaluation) that can determine successful family literacy programs.
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Recommended Citation
Fregeau, Laureen and Leier, Robert D.
(2020)
"Student-directed ESOL Family Literacy Program Design,"
: Vol. 3:
No.
1, Article 4.
Available at:
https://jagworks.southalabama.edu/ectesol_review/vol3/iss1/4
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