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So many resources...but if we had to choose just two:

LESLLA, Low-educated Second Language and Literacy Acquisition website: www.leslla.org

This is an international organization that is dedicated to the learners we are focusing on in this study circle.  This site has a number of conference PowerPoint presentations, workshop handouts, and other resources here.

The 2011 LESLLA Symposium will be held September 29, 30 and October 1, 2011 in Minneapolis, Minnesota.
More information: www.cehd.umn.edu/ci/LESLLA/default.html

New American Horizons. (Producer). (2010). Building literacy with emergent readers. Available to view for free online at www.newamericanhorizons.org

Building Literacy with Adult Emergent Readers: a 30-minute video with Andrea Echelberger of St. Paul, Minnesota.  In this lesson, Andrea demonstrates a Whole-Part-Whole approach to teaching literacy, using a learner-generated story of a shared experience and demonstrating activities to develop beginning literacy skills.

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More excellent resources for teachers:

Minnesota Literacy Council: Curriculum written for volunteer teachers is posted on the web and available for free:
www.themlc.org/Volunteer_Curriculum.htm
l
Curriculum developed in Florida for emerging literacy students.  On the Florida Department of Education website, the Adult Education web page has this course along with five other ESOL-related courses that have been written by Florida adult ESOL practitioners.  The link to the FL DOE web page is www.fldoe.org/workforce/dwdframe/ad_frame.asp.  The link to the curriculum is www.fldoe.org/workforce/dwdframe/rtf/32010303.rtf.  

Summary report of the online discussion on Teaching Adult English Language Learners with Emerging Literacy Skills, February 2010, facilitated by Patsy Vinogradov and Martha Bigelow: lincs.ed.gov/lincs/discussions/englishlanguage/10teach_summary

Minnesota Literacy Council, training and workshops for ESL tutors and teachers: www.themlc.org/training.html

MinneTESOL (Minnesota Teachers of English to Speakers of Other Languages), workshops, annual conference, annual academic journal, networking, monthly e-newsletter: www.minnetesol.org

Minnesota – Wisconsin TESOL Journal. The 2008 Journal is a special issue regarding low-literacy adult ESL learners: www.mnnewitesoljournal.org

The Center for Applied Linguistics: www.cal.org/adultesl

National Center for the Study of Adult Learning and Literacy: www.ncsall.net

The National Institute for Literacy: www.nifl.gov

The Center for Adult English Language Acquisition: www.cal.org/caela

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Articles about teaching low-literacy adult ESL that you shouldn’t leave home without:

Bigelow, M., & Schwarz, R. (2010). Adult English language learners with limited literacy. National Institute for Literacy.
Available: nifl.gov/publications/pdf/ELLpaper2010.pdf

Burt, M., Peyton, J. K., & Schaetzel, K. (2008). Working with adult English language learners with limited literacy: Research, practice and professional development. Center for Adult English Language Acquisition.
Available: www.cal.org/caelanetwork/pd_resources/literacy.html

Burt, M., Peyton, J. K., & Adams, R. (2003). Reading and adult English language learners: The role of the first language. Washington: DC: Center for Applied Linguistics.
Available: www.cal.org/caela/esl_resources/digests/reading.html

Curtis, M.E. & Kruidenier, J.R. (2005). Teaching adults to read: A summary of scientifically based research principles. National Institute for Literacy.  Available: nifl.gov/publications/html/teach_adults/teach_adults.html

Florez, M.C., & Terrill, L. (2003). Working with literacy-level adult English language learners. Washington, DC: Center for Applied Linguistics, CAELA Brief. Available: www.cal.org/caela/esl_resources/digests/litQA.html

Vinogradov, P. (2008). "Maestra! The letters speak.” Adult ESL students learning to read for the first time. MinneWITESOL Journal, 25.
Available: www.minnewitesoljournal.org

Vinogradov, P. (2010). Balancing top and bottom: learner-generated texts for teaching phonics.  Proceedings from the 5th LESLLA Symposium - Low-Educated Second Language and Literacy Acquisition.  Banff, Canada, September 2009. Available:
www.leslla.org/files/resources/Conference_Proceedings_FINAL_Aug12.pdf

Vinogradov, P., & Bigelow, M. (2010). Using oral language skills to build on the emerging literacy of adult English learners. Washington, DC: Center for Applied Linguistics. Available: www.cal.org/caelanetwork/resources/using-oral-language-skills.html

Wrigley, H.S. (2003). What works for adult ESL students. Focus on Basics, 6(C),14-17.  Available: www.ncsall.net/?id=189

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More reading, if you just can’t get enough:

Brod, S. (1999). What non-readers or beginning readers need to know: Performance-based ESL adult literacy, p. 16. Denver, CO: Spring Institute for International Studies.

Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy instruction for English language learners. Portsmouth, NH: Heinemann.

Condelli, L., Wrigley, H., & Yoon, K. S. (2009). “What works” for adult literacy students of English as a second language. In S. Reder & J. Bynner (Eds.), Tracking adult literacy and numeracy skills: Findings from longitudinal research (pp. 132-159).New York and London: Routledge.

Crandall, J.A., & Peyton, J.K.(Eds). (1993). Approaches to adult ESL literacy instruction. Baltimore: Center for Applied Linguistics and Delta Systems. 

DeCapua, A. & Marshall. H. W. (2011).  Breaking new ground: Teaching English learners with limited or interrupted formal education in secondary schools.  Ann Arbor, MI: University of Michigan Press.

Decapua, A. & Marshall, H. (2010). ELLs with Limited or Interrupted Formal Education: Six Criteria for Success. Presentation at TESOL Convention 2010. Boston, MA. Available:www.slideshare.net/lainemarsh/ells-with-limited-or-interrupted-formal-education-six-criteria-for-success

Decapua, A., Smathers, W., and Tang, L. (2009). Meeting the needs of students with limited or interrupted schooling: A guide for educators. Ann Arbor: University of Michigan Press.

Holt, G. M. (1995). Teaching low-level adult ESL learners. Washington, DC: National Center for ESL Literacy Education.

Kruidenier, J. (2002). Research-based principles for adult basic education reading instruction. Washington, DC: National Institute for Literacy. Retrieved from www.nifl.gov/partnershipforreading/publications/html/adult_ed/index.html

McShane, S. (2005). Applying research in reading instruction for adults: First steps for teachers. National Institute for Literacy: Partnership for Reading. Available: www.nifl.gov/publications/pdf/applyingresearch.pdf

Parrish, B. 2004.  Teaching Adult ESL: A Practical Introduction. McGraw-Hill.

Reimer, J. (2008). Learning strategies and low-literacy Hmong adult students. Minne/WITESOL Journal, 25 at www.minnewitesol.org

Tarone, E., Bigelow, M. & Hansen, K. (2009).  Literacy and oracy in second language acquisition.  Oxford: Oxford University Press.

Trupke-Bastidas, J., & Poulos, A. (2008). Improving literacy of L1-non-literate and L1-literate adult English as a second language learners. Minne/WITESOL Journal, 25. Retrieved from www.minnewitesoljournal.org

Wrigley, H.S. & Guth, G.J.A. (1992). Bringing literacy to life: Issues and options in adult ESL literacy. San Mateo, CA: Aguirre International. (EDRS No. ED 348 896).

Wrigley, H. & Condelli, L. (2004). Identifying Promising Literacy Interventions for Adult ESL Literacy Students: A Review of the Literature. Available: literacywork.com/Literacywork/Resources_files/Identifying%
20Promising%20Literacy%20Interventions%20%28draft%29.pdf

Young-Scholten, M., & Strom, N. (2006). First-time L2 readers: Is there a critical period? In I. Van de Craats, J. Kurvers & M. Young-Scholten (Eds.), Low-educated adult second language and literacy acquisition: Proceedings of the inaugural symposium (pp. 45-68). Utrecht, The Netherlands: LOT.

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Other great reads:

Bigelow, M.  (2010). Mogadishu on the Mississippi: Language, racialized identity, and education in a new land. New York: Wiley-Blackwell.

Birch, B. (2007). English L2 reading: Getting to the bottom. Mahwah, NJ: Lawrence Erlbaum Associates.

Wolf, M. (2007). Proust and the squid, the story and science of the reading brain. New York: Harper Perennial.

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Do you know of other teacher resources we should include?
Please let us know! patsy@multilingualminnesota.org