Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e9GIcE913132; Mon, 16 Oct 2000 14:38:14 -0400 (EDT) Date: Mon, 16 Oct 2000 14:38:14 -0400 (EDT) Message-Id: <000701c037a0$1d2171c0$a31f8f80@virginia.edu> Errors-To: rgspacone@aol.com Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: Debbie Tuler <djt9u@virginia.edu> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1211] question for Regie X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Microsoft Outlook CWS, Build 9.0.2416 (9.0.2910.0) Content-Type: text/plain; Status: O Content-Length: 1033 Lines: 14 I am an ESOL instructor; I've been teaching for about 12 years, first in Massachusetts, and for the past 2 years in Charlottesville, VA. At the start of the year I do some needs assessment and goal setting activities with my students. The standard "Speak so Others Can Understand" is critical in ESOL. However, it also seems very broad and all-encompassing to me. So much of what we do involves teaching the conventions of English (grammar, word choice, register, pace, gesture, etc.), regardless of whether we are in a grammar-based program, functional or competency-based program, etc., and regardless of our particular approaches. So, I would like to hear your response regarding the meaningfulness and use of the standard for planning instruction and assessment in ESOL. Thank you, Debbie Debbie Tuler Program Coordinator Organizational Development and Training University of Virginia 2400 Old Ivy Rd., room 168 Charlottesville, VA 22904-0804 Tel. 804-243-8968 Fax: 804-924-6869 Work schedule: MF afternoons, W all day
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