Formation of foreign communicative competence of adult immigrants in the USA

• Authors: Olesya Sadovets
• Languages of publication: EN

Abstracts

EN

The necessity of forming foreign communicative competence of adult immigrants has been substantiated. The topicality of this issue for Ukraine has been defined. The experience of Global Talent Bridge, an initiative of World Education Services that is dedicated to helping skilled immigrants fully utilize their talents and education in the United States, concerning formation of adult immigrants’ communicative competence has been analyzed. It has been defined that their research concerning organization and realization of contextualized education of adult immigrants aimed at the formation of communicative competence in the process of learning English as a second language has positive results and can be used as a basis for formation of communicative competence of Ukrainian emigrants. Principles of communicative approach to learning a language and the essence of learning for specific purposes have been defined. It has been determined that the education of adult immigrants aimed at the formation of communicative competence is sure to presuppose the availability of contextualized curriculum. The definition of contextualized curriculum has been given. It has been stated that in the process of its elaboration it is necessary to take into consideration the aim of immigrants’ language learning, the priority of fluency and proficiency of language, principles of learning a foreign language by adults, communicative aspect of learning a language, the necessity of forming skills of Basic Interpersonal Communication and Cognitive Academic Language Proficiency; usage of special tests for checking skills of communicative competence, different types of lessons for proficient knowledge of everyday English as a second language.

Keywords

EN

communicative competence; contextualized education; contextualized curriculum; English as a Second Language; adult immigrants; English for specific purposes

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2014
• Volume: 4
• Issue: 1
• Pages: 38-44

Dates

published

2014-03-01

online

2014-04-09

Contributors

author

Olesya Sadovets

• Associate professor of Khmelnytskyi National University Address: 11 Instytutska Str., Khmelnytskyi, 29016, Ukraine Phone: [phone]

References

• 1. Adult ESL Classroom Strategies and Lesson Ideas. (2011). Retrieved 09.09.2013 from: http://www.globaltalentbridge.org/toolkit/pdf/CH3_ESLStrategies.pdf
• 2. Johns, A., Price-Machado, D. (2001). English for Specific Purposes: Tailoring Courses to Student Needs and to the Outside World. In: Celce-Murcia, M. (Ed.). Teaching English as a Second or Foreign Language, p. 112-113. Heinle and Heinle.
• 3. Richards, J. (2008). 30 Years of TEFL/TESL: A Personal Reflection. Singapore: SEAMO Regional Language Centre.
• 4. Schellekens, Ph. (2001). English Language as a Barrier to Employment, Education and Training. UK: The Department for Education and Employment of the United Kingdom.
• 5. Spruck-Wrigley, H., Powrie, J. (2002). What Does It Take for Adults to Learn?. USA: TESOL.
• 6. Sticht, T. (2000). Functional Context Education: Making Learning Relevant.
• Retrieved 09.09.2013 from: http://library.nald.ca/item/58939

Identifiers

DOI

10.2478/rpp-2014-0006