Dominique T. Chlup

Implementing E-Learning components with adult English language learners: Vital factors and lessons learned

The growing use of both computers and the Internet in adult English language classrooms has widespread implications for English language programs. As computer access increases, so do new learning technologies in adult literacy education. Specifically, this paper is interested in the case of adult English language instruction, also commonly referred to as English as a Second Language (ESL) or English Speakers of Other Languages (ESOL), and blending e-learning components as tools for supporting English acquisition. Increasingly in adult English language classrooms, e-learning is being employed as an instructional strategy. Given the multitude of options, how do instructors and program directors of English Language Learners (ELLs) begin to choose an approach that is right for their programs and learners? Through the analysis of survey and focus group data, this study explored how programs across the United States are successfully implementing e-learning components in their adult English language classrooms.

A study of adult learning in a virtual world

It is crucial that employees and students become astute adult learners. Due to rapidly changing technology in both the workplace and instructional venues, organizations are challenged to find new and useful tools for adapting to these advances in both content and processes of work. Therefore, understanding how virtual worlds function as sites of adult learning (including enablers and barriers to successful adult learning experiences) becomes an important task for developing the construct of virtual human resource development (VHRD). In this empirical exploratory study, adult learning was conducted within the virtual world of Second Life (SL), both for its popularity and afforded opportunities for collaboration. The findings in this study indicate there are important enablers and barriers for adult learning in this virtual world that may prove useful for HRD professionals when designing learning experiences in virtual environments.

Making the Invisible, Visible: Race Matters in Human Resource Development

The purpose of this article is to create space for authentic dialogues about “race” in the discourse on diversity in graduate programs of human resource development (HRD). Although HRD professes an interest in diversity, it has not seriously made it a part of the curriculum, and race as a dimension of diversity has remained invisible. In approaching this exploration, we were guided by the following questions: (a) How is race conceptualized in the social science literature? (b) To what extent have HRD scholars and practitioners responded to the discourse on race, particularly in light of the increase in racioethnic minorities in education and in the workplace? (c) How can HRD educators facilitate greater attention to race in the process of teaching and learning? From our review of the literature, we found some attention to diversity in general but race remains an invisible construct despite the rapid increase in the number of racioethnic minorities to the United States and other nations. To facilitate research and teaching about race, we suggest critical race theory as a framework to guide such activities. Recommendations for teaching race in graduate HRD programs are presented.

Criticality in Practice: The Cyclical Development Process of Social Justice Allies at Work

The Problem The connection between human resource development (HRD) and the practice of being an ally of social justice in the workplace seems worthy of meaningful dialogue, yet few publications have addressed this vital workplace need. The Solution The purpose of this article is to explore the importance of social justice allies’ critical perspectives regarding climates of inclusion in the workplace, and HRD’s role in facilitating the development of social justice allies. We envision the ally development process as cyclical, and we offer suggestions for HRD practitioners and organizations on how to foster environments of inclusion by allowing allies to grow and openly vocalize their convictions. The Stakeholders Viewing HRD as a mechanism for advancing and understanding the development of social justice allies in the workplace has the potential to impact both research and practice, for those deemed to possess privilege and for those deemed to be oppressed, and across many levels of hierarchy in organizations—from investors, to executives, to managers, to employees, and even to consumers/customers.

Nuestros Hijos van a la Universidad [Our Sons and Daughters Are Going to College]: Latina Parents' Perceptions and Experiences Related to Building College Readiness, College Knowledge, and College Access for Their Children--A Qualitative Analysis.

Data from a focus group of nine Latina parents, specifically mothers from a South Texas border region known as the Rio Grande Valley, were analyzed using a qualitative methodology. Grounded in the theory of social capital, the purpose of the study was to understand the perceptions and experiences of Latina parents related to accessing information and resources to aid their students in enrolling in postsecondary institutions. The study was an exploratory, descriptive, and qualitative one that used a naturalistic paradigm. Findings showed that Latina parents perceived gaining information and resources related to increasing their understanding of college readiness, college knowledge, and college access as challenging. In addition, findings indicate that despite challenges, the mothers did receive support along the way. As parents, they want to get their students not only to the college door but through the college door, declaring that their children will go to college. They recognize there are keys to helping guarantee access to college, and it is these keys that these mothers seek. Such findings are important because the national portrait of college enrollment and attainment of college degrees shows continuing inequalities based on class, race/ethnicity, and income, especially for Latina/o first-generation students. Yet, few studies have considered the perceptions and experiences of Latina/o parents related to accessing information and resources to support their students when preparing for, applying to, and enrolling in postsecondary institutions.