> click here to read these comments on a page Real English ®? Real English ® is an online video library of spontaneous dialogues of people interviewed on. Esl home work editor sites us ESL,Essay Writing,Sample Essay,English Composition,English Essays,Example Essay,ESL Writing


Online English: Online Home Based ESL Teachers - Teach Kids or Adults Continuum Education Services Continuum Education Services has multiple.

One of the purposes of the Center for Adult English Language Acquisition CAELA is to provide useful information for states, programs, and practitioners who work with adult immigrants learning English as a second language ESL.

The following set of Frequently Asked Questions FAQs was developed to respond to questions and concerns about adult Esl home work editor sites us language learners and adult ESL education.

FAQ 20 is the newest FAQ. For more FAQs on adult English language learners and adult ESL instruction, see the Frequently Asked Questions in the Practitioner Toolkit: Working with Adult English Language Learners.

Adult ESL, or English as a second language, is the term cheap college problem solving help to describe English language instruction for adults who are nonnative speakers of English.

Adult English for speakers of other languages, or adult ESOL, is alternately used in various parts of the United States. Adult ESL is used to describe various types of instructional services for adults who do not speak English. See question ten below for esl home work editor sites us examples. One way of looking at adult ESL is through some of the related definitions set forward in Title II Adult and Family Literacy Actsection of the Workforce Investment Act With these, we can see some of the criteria for adult education, limited English proficient individuals, and English literacy programs that guide definition of federally funded adult ESL services and the individuals eligible for them.

The term "adult education" means services or instruction below the postsecondary level for individuals who have attained 16 years of age. The term "individual of limited English proficiency" means literature review proofreading for college adult or out-of-school youth who has limited ability in speaking, reading, writing, or understanding the English language, and.

The term "English literacy program" indicates a program of instruction designed to help individuals of limited English proficiency achieve competence in the English language. Unlike general adult education, adult ESL instruction targets English language and literacy proficiency needs rather than broader educational needs.

Instruction may be offered to highly educated, credentialed learners, those who are not who are not educated or literate in their native languages, and to all English language learners who fall between the two. Almost half of the adults in federally funded adult education programs are learning English. In2, adults were enrolled in adult education programs that received funding through the U. Department of Education, Office of Vocational and Adult Education OVAE Enrollment and Participation in the State-Administered Adult Education Program.

University and college students, as well as the many adults served in programs not receiving federal funding, are not included in this number. For more information about the learners in federally funded adult education programs, see Enrollment and Participation in the the State-Administered Adult Education Program on the OVAE website.

Waiting lists for class space attest to the overwhelming demand for ESL instruction. Some immigrants who want to learn English may have to wait for months or years to get into ESL classes. In large cities across the country, ESL programs frequently have waiting lists for classroom space. Some rural areas have no available classes. The exact number of adults on waiting lists is hard to establish, because no national system exists for keeping track. Some programs have even stopped keeping popular homework proofreading nyc lists, because the wait has become so long.

To download a copy of the report, Waiting Times for Adult ESL Classes and the Impact on English Learners June by Dr. James Thomas Tucker, National Association of Latino Elected and Appointed Officials NALEO Education Fund, click here. To download a copy of the report, Lost in Translation November by Tara Colton and published by the Center esl home work editor sites us an Urban Future and the Scuyler Center for Analysis and Advocacy, click here.

Esl home work editor sites us report discusses issues in providing English language instruction in New York State. For an article from NCLEnotes about ESL waiting lists click here. A June statistical brief published by the National Center for Education Statistics about the National Household Education Survey, reports that nearly 3 million adults expressed interest in ESL classes but were not participating for a variety of reasons.

More generally in adult education, a survey by the National Council of State Directors of Adult Education NCSDAEAdult Student Waiting List Survey updated January 24,says, "40 of 43 states reporting confirmed students on waiting lists in their states.

To view the survey data click here. The foreign-born population in the United States comes from all over the world. The largest group of immigrants comes from Mexico and other Latin American countries. Inmore than one-quarter of the foreign-born population came from Mexico, and over half from Latin America generally.

The next largest group comes from countries in Asia. The third largest group comes from Africa. Others come from Europe. Communities published in by Randolph Capps, Jeffrey S. Passel, Dan Perez-Lopez, and Michael E. In November the U. Census Bureau compiled demographic information by http://3monthpaydayloans4u.co/help-me-write-shakespeare-studies-admission-essay.php in America Speaks: A Demographic Profile of Foreign-Language Esl home work editor sites us for the United States: More information is also available from the U.

Department of Homeland Security DHS Table Persons Obtaining Legal Permit Resident Status by Broad Class or Admission and Region and Country of Birth: Fiscal Year Further information may be found from the DHS immigration statistics webpage. Most foreign-born residents live in six states -- California, Florida, Illinois, New Jersey, New York, and Texas -- states that have experience establishing and maintaining programs for adult English language learners.

Other states have experienced recent and rapid growth in their immigrant populations. Immigrant Families and Workers: Facts and Perspectives Series, Brief No.

Also of interest may be Mexican Immigration to the United States:The Latest Estimates by Jeffrey Passel. The number of Spanish speakers is more than 10 times the number of individuals who speak the second most prevalent language, Chinese. The remaining eight of the top 10 languages spoken are in this order French, German, Tagalog, Vietnamese, Italian, Korean, Russian, and Polish.

For more information see "Adult Non-Native English Speakers in the United States" in the Practitioner Toolkit: Working with Adult English Language Learners and America Speaks: A Demographic Profile of Foreign-Language Speakers for esl home work editor sites us United States: hire masters essay popular writing for What are the characteristics of adult learning English in the United States?

The population of adult English language learners is diverse, and characteristics of learners vary from location to location and program to program. These adults may click at this page in age from year-olds who are not attending high school to adults in their 90s.

English language learners also differ in terms of their educational background, length of time in the United States, esl home work editor sites us native language they speak, their personal experiences in their home country and in the United States, and their socioeconomic status. Learners may be permanent residents, naturalized citizens, legal immigrants, refugees and asylees, or undocumented immigrants.

One program or class may include members with such diverse backgrounds as the following: Like native English speakers in adult education programs, English language learners often have a strong desire to work hard; learn more; and meet goals that serve themselves, their families, and their communities. For more information about learner characteristics, see " Adult Non-Native English Speakers in the United States " in the Practitioner Toolkit: Working with Adult English Language Learners.

For information about specific learner groups within the larger adult English language paper website sf esl admission ghostwriters esl home work editor sites us, see the following digests: To learn about research questions in this area that still need to be explored, see "Adult ESL Learners" in A Research Agenda for Adult Visit web page L How do adult English language learners differ from adult basic education ABE learners?

Like adult native English speakers, adults learning English enroll in programs for a number of different reasons, including the following: At the same time, English language learners differ from Writers site custom canada homework learners in a number of ways that affect instruction, as shown in the chart below.

Teaching language in context. Although adult English language learners share many of the same goals as native English speaking learners work advancement, family concerns, high school diploma, academic esl home work editor sites ustheir first need is to learn sufficient English to function day to day in U. Unlike many learners in ABE programs, most esl home work editor sites us English language learners may not have the oral English language skills they need to reach their goals.

For more information about the relationship between oral and written skills in English language learners, see How Should Adult ESL Reading Instruction Differ from ABE Reading Instruction? For more information about learner differences that affect instruction, see How Should Adult ESL Reading Instruction Differ from ABE Reading Instruction? What bislang popular homework writers websites uk rekombinanten practices best meet the needs of adult English language learners?

Teaching English language learners in adult education programs is not the same as teaching native English speakers, who have already participated in the K education system in the United States and, for some reason, still need or want additional education as adults. Teachers, program directors, and state administrators need to know the differences between teaching these two populations, so that they can serve the adults in their programs appropriately.

For more information about working with adult English language learners see the following documents:. A Research Agenda for Adult ESL also offers insights into adult ESL instruction. For information about teaching the four esl home work editor sites us skills with adult English language learners, see the following digests: What types of ESL programs are available for adults?

Adult ESL programs vary in scope and content. Some programs, especially those for recent arrivals including refugees, emphasize survival or life skills in the curriculum and focus on improving listening and speaking abilities oral proficiency. Others stress vocational or work-related topics, citizenship and civics education, family literacy, or academic or GED preparation. Learners who lack literacy skills in their native language and those who are new to the Roman alphabet may be placed in classes that focus on developing basic literacy skills.

Classes are provided by local educational agencies, community colleges, local businesses and unions, community-based organizations, volunteer groups, churches, and for-profit language schools. For related digests about this topic, see: Adult ESL professionals at the Center for Applied Linguistics have published books and issue papers on this topic, including: For information about how to purchase these books, see The CALStore A Research Agenda for Adult ESL also addresses these issues in a section on program design and instructional content and practices.

However, it is generally accepted that it takes from years to go from not knowing any English at all to being able to accomplish most communication tasks including academic tasks Collier, Research done for the Mainstream English Language Training MELT project indicates that it would take from hours of instruction for an adult who is literate in her native language, but has had no prior English instruction, to reach a level where she can satisfy her basic needs, survive on the esl home work editor sites us, and have limited social interation in English.

How can I find out more about teaching English as a second language ESL? The majority of teaching jobs in adult ESL are part-time. Staff development opportunities vary considerably from program to program. It is a demanding and creative field that is growing as the demand for English language instruction continues.

You do not need to speak a language other than English to teach ESL, although it is helpful to have some experience as a language esl home work editor sites us and to know something about other cultures. To find out more about preparing for this profession or to learn about options for furthering your professional development, see the following briefs, bibliographies, and digests: You may also want to visit the website of TESOL --the international professional organization for teachers of English as a second and foreign language.

What does the research say about how to teach reading to adults learning English as a second language? Currently, there is limited research available on how adults learn to read in a second language.

Much of what is known about reading comes from first language reading research with children both native and non-native English speakers and native English speaking adults.

While this information can be very helpful to teachers in conceptualizing reading and the esl home work editor sites us process, English as a second language ESL teachers need to consider how it may or may not apply to adults learning to read in a second language.

Inadult ESL professionals at the Center for Applied Linguistics compiled an annotated bibliography that can provide a starting point for those interested in research and theory related to adults learning to read in a second language. InRebecca Adams visit web page Miriam Burt compiled Research esl home work editor sites us Reading Development of Adult English Language Learners: An Annotated Bibliographywhich was developed to present a comprehensive view of the research that has been conducted on reading development among adult English language learners in the United States and other English speaking esl home work editor sites us in the last 20 years.

InMiriam Burt, Joy Kreeft Peyton, and Rebecca Adams wrote Reading and Adult English Language Learners: A Review of see more Research. For information about how esl home work editor sites us purchase a hard copy of this book, go to The CALStore.

Esl home work editor sites us technology in adult ESL instruction is no longer just a question of whether or not to do it. As a field, we are quickly moving to the question of "How? Using technology in the classroom can take a variety of forms. It may involve incorporating the viewing of a videocassette or television program in a lesson on intercultural interactions or asking learners to create audio recordings of a dialogue between an employer and an employee discussing a grievance.

It may mean having learners work individually or in groups on a software program or participate in project-based activities that utilize sites on the World Wide Web. Technology is involved in all these examples. Choosing among the range of options and integrating the choice effectively becomes the challenge.

It is important to seriously consider your objectives in incorporating technology in your teaching. You may want to bring authenticity or variety to the language and content that you are teaching.

You may want to better motivate your learners, tapping into their interest in things like current videos, software programs, or computers in general. You may want to address diverse learning styles by taking advantage of the different modalities of audio, video and text that technology can offer. You may even want to create activities or materials that learners can self-access, either on-site or from home.

Various forms of technology can address such goals. As with any instructional tool, you need to decide what your purposes and goals are first, and then which forms of technology will best serve them. For more detailed information on using specific technologies with adult English language learners, see the following digests: Using technology such as computers and the Internet can present both benefits and difficulties for adult ESL teachers and learners.

You need to consider a variety of points related to your learners, learning objectives, and your teaching situation when you think about esl home work editor sites us technology of any form. For a more complete discussion of the benefits and challenges, see Benefits and Challenges in Using Computers and the Internet with Adult English Learners.

Also of interest may be Evaluating Software Programswhich offers guiding questions for choosing software programs to use with adult English language learners. How can I identify adult English language learners who might have learning disabilities? Identifying adult language learners who might have learning disabilities is a complex task.

Before labeling or testing an adult ESL learner, teachers should look for other reasons for lack of expected progress. For instance, refugees or other immigrants might have experienced stress or trauma that cause difficulty in concentration or memory. Both Mental Health and the Adult Refugee: The Role of the ESL Teacher and Refugees as English Language Learners: Issues and Concerns give specific information about particular needs of refugees.

EDavailable from the ERIC database www. Such disparate reasons as limited access to education in the native country, different alphabet or educational culture, or heavy work load can contribute to problems an adult ESL learner may have in making esl home work editor sites us in learning English. If, over several months, a learner does not make progress and the teacher or volunteer has been able to rule out other causes, it may be that the learner does have a specific learning disability.

While there is not a great deal of learning disabilities information available specifically targeted for adults learning English, you can find some suggestions by searching our online resource collection on adult Just click for source and learning disabilities. How can I integrate language skill development with civics content in the adult ESL classroom? For years, topics such as U.

Now that designated monies are being provided to states and individual program there is even more interest in finding techniques, materials, and lesson ideas that will help practitioners combine language skills development and civics content.

Because adult immigrants and refugees often express interest in American culture, government, and history, integrating language skills and content can be easy and natural as well as useful for classroom community-building. While the complexity of the language varies from level to level, and specific language skills might be more applicable at certain levels, significant content can be imparted at all levels at the same time learners are acquiring English.

A wide variety of approaches and methods have proven effective for integrating civics content in English classes. Civics content lends itself to such beginning-level activities as games, songs, alphabetizing, language experience stories, and strip stories. For higher levels, using the library and the World Wide Web and working on contact assignments within the community can provide integrated lessons that address several language skills at once. For all http://3monthpaydayloans4u.co/expository-ghostwriter-sites-nyc.php and for multilevel classes, small group work, paired activities, and field trips can promote skills and content acquisition.

Project-based learning, with its emphasis on integrating speaking, listening, reading, and writing, problem-solving, and using English in esl home work editor sites us contexts, is a particularly promising approach. Included in the collection are separate please click for source of resources for citizenship and promoting cultural understandingas well as the following briefs and digests: What do beginning adult ESL teachers, tutors and volunteers need to know?

Although many ESL teachers have studied in undergraduate, graduate, and certificate programs, many others have had little or no training or experience in working with adult English language learners. Knowles said: In short, all esl home work editor sites us learners need adult-appropriate content, materials, and activities esl home work editor sites us speak to their needs and interests and allow them to demonstrate their knowledge and abilities.

English language learners may differ from other adult learners to the extent that culture, language, and experience play roles in the learning. For example, many adult learners have been accustomed to teacher-centered classrooms where they were not encouraged to participate. It may take time for learners to become comfortable with the more learner-centered ESL class where their participation is expected esl home work editor sites us encouraged. To effectively assist adult English language learners, teachers need to be aware of the complex interactions between cognitive, affective, and linguistic issues that are going on within the learners.

An Annotated Bibliography of Second Language Acquisition in Adult English Language Learners describes documents related to second language acquisition adult ESL learners. Other useful documents include: Burt, M. Reading and Adult English Language Learners.

Washington, DC: Center for Applied Linguistics. In Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing pp. Beginning to Work With Adult English Language Learners: Some Considerations. Input, Interaction, and the Second Language Learner.

Principles and Practice in Second Language Acquisition. New York: Pergamon Press. Issues Related to Culture Language and culture are closely related, so learning English also involves cultural learning.

Teachers need to provide pertinent cultural information article source well as a safe, comfortable environment where learners feel free to discuss issues related to the community outside the classroom. Some adult learners may be unfamiliar with class situations that involve men and women esl school essay ghostwriters sites au diverse cultures, languages, age, and socioeconmic esl home work editor sites us. However--for both learners and teachers--this complex mix of learners can provide great opportunities for sharing and learning.

Instructional Approaches That Support Language Development in Adults The only experience some new teachers have had with language learning is their own experience with high school or college language esl home work editor sites us. Adult ESL tends to be communicative, process-oriented, and lifeskills oriented.

Foreign language instruction is often grammar or text-based. For background information, the digest, Philosophies and Approaches in Adult ESL Literacy may prove helpful. Novice teachers, tutors, and volunteers can learn from colleagues by signing up for the Adult English Esl home work editor sites us Learners discussion list or by reading the archives from that list. Also see the the CAELA online resource collection, What Beginning Teachers and Tutors of Adult English Language Learners Need to Know for more resources and information.

What instructional practices best meet the needs of literacy-level adult English language learners? In many ways, this concern is unwarranted. Having or not having had access to formal education does not correlate to cognitive functioning, interest, and energy. Most literacy-level learners will need explicit instruction in basic literacy skills e. However, these learners bring an array of lifeskills knowledge often including some oral proficiency and knowledge of American culture problem-solving skills, and enthusiasm to the process.

Some confusion esl home work editor sites us lies with deciding who the literacy-level learners are. The first term, while descriptive, has a mildly negative connotation. The second term has an even stronger negative connotation. So, before examining promising instructional practices, it may be helpful to examine what individuals may attend literacy- or beginning-level adult ESL classes.

Literacy learners also have a wide range of oral skills esl home work editor sites us English. Check this out learners are further differentiated by their experiences.

Preliterate The native language does not yet have a writing system. Wanankhucha, a Bantu from Somalia, entered the class as a recent refugee. She knows her native Af-Maay only orally, as a written form of the language is just now being developed.

Furthermore, as a refugee, Wanankhucha shows evidence of trauma. Nonliterate The native language has a written form, but the learner has no literacy. Trang is a young, single mother from rural Vietnam who grew up without access to education.

Here in the United States, she lacks many of the educational and cultural supports earlier Vietnamese refugees enjoyed. Semiliterate The learner has minimal literacy in native language.

Roberto attended a rural school in El Salvador for 3 years. Although he wanted to continue, his family needed him to work on the family farm. Nonalphabet esl home work editor sites us The learner is literate in a language that is not alphabetic. Xian is a retired minor bureaucrat from China. He is highly literate in the Mandarin script, but he is unfamiliar with any alphabet, including Roman.

Non-Roman alphabet literate The learner is literate in an alphabetic language other than Roman. Khalil comes from Jordan. He completed 2 years of secondary school and is literate in Arabic.

Roman-alphabet literate The learner is literate in a language that is written in the Roman alphabet. Alex more info a senior from Russia.

As a young man, he studied French. Even though he was a professional engineer in his own country, he does not want to move to a higher level class. So, understanding that in many programs the literacy-level class may be quite diverse, the general information about teaching adult English language learners in FAQ 18 and the instructional practices described in FAQ 9 are appropriate for literacy-level learners and classes as well.

For more bibliography editing services usa on learner needs assessment, see these publications Needs Assessment for Adult ESL Learners. Working With Literacy-Level Adult English Esl home work editor sites us Learners The REEP ESL Problem solving writer websites for Adults from the Arlington Education and Employment Program REEP includes an extensive section on esl home work editor sites us needs assessment and goal-setting.

Other effective activities include. Dialogues with related activities. Oral dialogues can be springboards for literacy-oriented activities such as cloze or substitution where learners supply the missing words in written dialogue or exercise where learners substitute different vocabulary words in structured dialogues, sentence strips, role plays, or dictations.

For literacy-level learners, matching pictures to words is key for vocabulary development. Flash cards, concentration games, labeling, vocabulary journals, picture dictionaries, and bingo activities can be used to practice vocabulary. Class surveys One type of class survey requires learners to ask the other students one or two questions, such as "What month were you born? The class can debrief the answers to make a chart or graph.

If learner names are gathered, the list can be used for alphabetizing practice. A second kind of survey asks learners to find "someone who likes soccer" or "someone who comes from Bolivia. Class surveys are useful for community building as well as for practicing the four language skills, reading, writing, listening, and speaking.

Language Experience Approach LEA. The teacher records text that learners generate from a shared picture or event, drawing out vocabulary that is esl home work editor sites us to the learners.

Other activities based on the learner-generated text follow, such as vocabulary development, phonics exercises, choral reading, or dictation. Wurr in The Reading MatrixVol. Exercises such as minimal pairs e. Relating such exercises to the vocabulary being taught in a lesson contextualizes the learning and click at this page it relevant.

Whenever possible, use authentic materials flyers, schedules, advertisements, bills to connect literacy development to real-world tasks. These activities can provide interesting, meaningful content while developing encoding skills. Tactile actvities such as drawing the letters in sand with the fingers, coloring letters, or manipulating plastic cutouts of letters may offer some variety.

Many CAELA publications offer teachers information about learner background, philosophies, methods and activities that will help them work effectively with literacy-level adult English language learners. Many of these and other resources are gathered in online resource collection Working With Literacy-Level Adult English Language Learners.

Other resources include: Beginning- and Literacy-Level Adult ESL Learners. How Should Adult ESL Reading Instruction Differ from ABE Reading Instruction? Native Language Literacy and Adult ESL Learners.

Mental Health and the Adult Refugee: The Role of the ESL Teacher. Picture Stories for ESL Health Literacy. Practitioner Toolkit: Working with Adult English Language Learners.

Project-based Learning for Adult English Language Learners. Reading and Adult English Language Learners: A Review of the Research. Social Identity and the Adult ESL Classroom. Teaching Low-Level Adult ESL Learners.

Teaching Multilevel Adult ESL Classes. Trauma and the Adult English Language Learner. Valuing Diversity in the Multicultural Classroom. Working With Literacy-Level Esl home work editor sites us English Language Learners For other CAELA resources, see the ESL Resources section on the CAELA website. ESL for literacy learners Centre esl home work editor sites us Canadian Language Benchmarks, Hands-On English Adult ESL practitioner newsletter, published six times esl home work editor sites us year, Anna Silliman is the editor.

Making it Real: Teaching Pre-Literate Adult Refugee Students Crodyon, Tacoma Community House Training Project, Multilevel literacy planning and practice. Focus on Basics 1 c The REEP ESL Curriculum For Adults.

Adult ESL instructors also need to decide what classroom materials are appropriate for literacy-level adult ESL learners. For a list of possible materials, see Teaching Low-Level Adult ESL Learners. Finally, instructors should keep in mind what Shirley Brod said in What non-readers or beginning readers need to know: Performance-based ESL adult literacyliteracy-level learners "may be esl home work editor sites us learners, but they are not beginning thinkers" Brod,p.

ED What are factors to consider when planning for, setting up, and evaluating a workplace program for immigrant workers? As immigrants join the workforce, especially in areas experiencing new and rapid growth of immigrant populations e. The following guidance is adapted from GrognetPlanning, Implementing, and Evaluating Workplace ESL Programsand from Burt and Mathews-Aydinli, Workplace Instruction and Workforce Preparation for Adult Immigrants.

There are three venues in which workplace preparation for immigrant adults takes place -- workplace-based programs, vocational ESL programs, and adult ESL programs. Each has its strengths and challenges, but each makes an important contribution to the options available to immigrants entering or in the workforce.

See Burt,for esl home work editor sites us description of each of these program types. To maximize effectiveness of learning in each of these programs, whether conducted as pre-employment training or on the job, six interrelated activities are suggested. Nine scenarios examine issues that may occur in work situations. Summary of Online Discussion on Adult ESL and Workplace EducationEsl home work editor sites usInterview with workplace ESL expert Miriam Burt on current and continuing issues in immigrant workplace education.

Other available resources range from lessons and curricula to research studies and reflect the complexity of the topic and the variety of views and approaches to immigrant education. Success stories in workplace basic education for small business. Don Mills, Ontario, Canada: Author. Building basics: ESOL toolkit for general construction, landscaping, painting, and plumbing created by the Virginia Adult Literacy Resource Center. A profile of the low-wage immigrant workforce.

Washington, DC: Urban Institute Chenven, L. Getting to work: A report on how workers with limited English skills can prepare for good jobs. AFL-CIO Working for America Institute. The foreign born in the Esl home work editor sites us. Fact sheet 5: What kind of work do immigrants do? Occupation and industry of foreign-born workers in the US. Too little time and too many goals. Focus on BasicsI D Workplace instructional development with authentic materials.

Harrisburg, PA: Fieldnotes for ABLE Staff, Edition Steps to employment in Ontario : ESL materials to orient newcomers to employment in Ontario. Citizenship and Immigration Canada. Tennessee ESOL in the workplace: A training manual for ESOL supervisors and instructors. Charting a course: Responding to the industry-related instructional needs of the limited English proficient: A summary report of esl home work editor sites us in response to education rider Houston, TX: Texas Learns.

The language of opportunity: Esl home work editor sites us employment prospects for adults with limited English skills. The Center for Law and Social Policythe Esl home work editor sites us Institute esl home work editor sites us Literacyand the National Adult Education Professional Development Consortium Contact CAELA with questions or requests for information at caela cal.

The content does not necessarily esl home work editor sites us the policy or position of the U. Home Contact Us Privacy. Esl home work editor sites us CAELA Web site was funded by the U.

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