Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id NAA29884; Mon, 12 Jun 2000 13:29:59 -0400 (EDT) Date: Mon, 12 Jun 2000 13:29:59 -0400 (EDT) Message-Id: <a7.4b2c144.267676f3@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: Sjesl@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1068] EFF, client-centered, learner-generated X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 105 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 4421 Lines: 79 The following is taken from a longer document regarding what client-centered means to the St. James ESL Program. I think that as a field we use these terms without common definitions. Before asking "Is this program client-centered or learner-generated" I think it is useful to define the two terms. Here is our program's official definition of client-centered. It implies a definition of learner-generated, although never stating it clearly. In defining what I mean by learner-generated, one question I ask is "What is being generated by the learned?" Certainly there are many components of our program that are not generated by the client, or generated solely by the client (policies, funding, personnel issues, etc.). However, the reality of who clients are and what they are experiencing are at least one of the factors in designing all components of our program (at least, we attempt to make this so...!) It may look like EFF influenced what is written in this document, but it pre-dates EFF. EFF is theory, strategies, pedagogy, approaches, techniques, standards, etc. A program could be using EFF tools, but not be an EFF program. A program could base instruction on the same theories of development and not be an EFF program. Client-centered means.... Learners' needs, rather than grammar or functions of language, form the core of curriculum and instruction. Tutors and staff create a supportive environment for clients to take the initiative in choosing what to learn and how to learn. This includes creating a format and structure, which provide the framework for students taking the initiative. This is the primary form in which tutors and clients share power and control. Adults learn best when allowed to take control of their own learning. Clients can chose from small classes or tutoring; individual, small, or large group settings; and can participate in any or all of SJESL programs. Each program is designed to address ESL learning in a different manner. Tutors and staff help clients articulate what they need and want to learn. Lesson plans are based on goals clients develop with their tutor and staff. Programs are scheduled based on when clients are available. Tutoring takes place at locations agreed upon by the client, tutor and staff, taking into account clients' needs and quality of instructional environment. The following are characteristics of learner-centered classrooms: What happens in the language classroom is a negotiated process between learners and the teacher. The content and sequence of the curriculum is seen as a starting point for classroom interaction and for learner generation of their own learning materials. The language presented and practiced in a good adult ESL text is based on situations and contexts that language minority adults have in common. v Problem solving occupies a good portion of any adult's life, so it is not surprising that problem-solving activities are a necessary part of learner-centered curricula. Learners can be asked what they would say or do in a particular situation, or about their own experiences in circumstances similar to those presented by the teacher. Learners can also be asked to present the pro's and con's of a situation, to negotiate, to persuade, or to generate problem-solving and simulation activities from their own lives. v The traditional roles of the teacher as planner of content, sole deliverer of instruction, controller of the classroom, and evaluator of achievement change dramatically in a learner-centered classroom. v In managing communicative situations in a learner-centered environment, teachers set the stage for learners to experiment with language, negotiate meaning, make mistakes, and monitor and evaluate their own language learning progress. Parts of this documents have been adapted from the ERIC Digest Q & A "Planning, Implementing, and Evaluating Workplace ESL Programs" from the Project in Adult Immigrant Education and the National Clearinghouse for ESL Literacy Education, authored by Allene Guss Grognet, Center for Applied Linguistics. June 1996. If you would like a complete copy of this document, which also includes instruction strategies, please email me at sjesl@aol.com Christopher J. Koehler, Program Director St. James ESL Program 804 Ninth Avenue, Seattle, WA 98104 206-382-4510 206-382-4511 sjesl@aol.com
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