Learner and Instructor Needs in a Correctional Setting.

Editor's Note: This is an example of the new emphasis on classroom teacher-based research. This article identified the needs of learners, institutions and instructors in a correctional setting through a series of interviews and participant observation. An understanding of these needs will pro vide a roadmap for improving ESL programs in correctional settings. In a broader sense, it will help shape the process of adult education in correctional and other institutional settings. Review of Literature A review of the literature revealed that the needs of inmate learners, instructors, and correctional in stitutions had been overlooked by the research com munity. Typically, a prison had a pull-out model of individualized instruction and lesson plans. A pull out model is a lab-like setting where ESL, GED, and ABE learners work in the same area on individual materials. This model impeded language learning, due to limited educational staff training and lack of commitment to education excellence (Paup, 1995 p. 20). In Washington state the stage was set for more directed learning in correctional settings. In mates with less than a ninth grade education were required to attend classes and could earn their GED, an AA degree, and one technical/vocational certifi cate. The trend was away from academic classes and to basic skills classes. About 15% of Washington State prisoners were from countries other than the U.S.; the majority were from Spanish-speaking countries (p. 21) and a minority from Asian countries, prima rily Vietnam. U.S. Department of Education statis tics indicated prison populations had higher proportion of unemployment history, learning handi caps, high-school dropout rates, and over represen tation of African Americans. Nonwhites were imprisoned disproportionately to their distribution in the general population (Mullen, Carlson & Smith, 1980, p. 42). The work of Nagel and Carlson indi cated Latinos were imprisoned at a higher rate than their White counterparts for similar crimes. The pres ence of Latinos in the criminal justice system was higher than in the general population. Correctional education problems could be seen as part of the to tal picture on illiteracy, drugs, dropout rates, welfare and poverty and national competitiveness (Best, 1990). Therefore, once incarcerated, these popula tions had greater need for remedial and ESL educa tion programs. At issue were relationships between instructors and prison administrators. Paup mentioned that the message sent was that the instructor's role was un important (1995, p. 38). Security and daily routines affected school because students were moved in and out of classes for security needs, not educational. A lack of communication existed between instructors and officers, especially regarding inmate transfers (p. 45). The instructor's role in corrections was a para dox. Correctional staffs exerted institutional author ity and yet instructors had freedom within the classroom (p. 39). The relationship between the cor rectional education program and community colleges was strained. More support for and from correctional staff, and better coordination among correctional agencies was suggested by the work of Hunsinger (1997), as well as the idea that correctional instruc tors needed to make their case with other education and corrections professionals. Several issues surround teaching in a correctional facility. Training of instructors was an issue (Paup, 1995, p. 42). Instructors were not trained for the reality of the prison classroom and dealing with in mate manipulation. Security concerns restricted use of some material (p. 46). Instructors were unsure about their attitudes in class, they were encouraged to be authoritative and instill and a modicum of fear