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 e9HCdO914605; Tue, 17 Oct 2000 08:39:24 -0400 (EDT) Date: Tue, 17 Oct 2000 08:39:24 -0400 (EDT) Message-Id: <39EC46BB.AB63566@erols.com> 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: Bonnie Odiorne <bodiorne@erols.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1216] Re: question for Regie X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: multipart/alternative; X-Mailer: Mozilla 4.7 [en]C-CCK-MCD NSCPCD47 (Win95; I) Status: O Content-Length: 6075 Lines: 137 --------------9812BC8F0EABC80EFB7FD302 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit For "speaking so that others can understand," in determining the purpose of communicating (like the purpose for writing), you could look at CASAS competencies for ESOL oral/aural communication, Appraisal Form 20, or Pre/Post Tests 51-66, under the lists of competencies covered by each test. Easier still, most texts now have specific competencies built in to their exercises. Also See Jones and von Baeyer, Functions of American English, Cambridge University Press, with functions such as presentation, getting information, preventing interruption etc. The effectiveness of the communication could be monitored in an "info gap" activity where students have the same material but with sections deleted so that each student knows something the other doesn't. So when you're teaching the grammar communication, the students also learn things worth knowing, which reinforces the language skills. May be old hat, but worth remembering. Bonnie Odiorne, Adult Education Program Facilitator Families Forward Through Technology (Computers 4 Kids, Waterbury, CT) KUTHFAM@aol.com wrote: > In a message dated 10/16/00 2:38:04 PM Eastern Daylight Time, > djt9u@virginia.edu writes: > > << 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 > >> > > Look at the Blue Book, Equipped for the Future Content Standards. It takes > each skill and breaks it down into components are necessary to perform the > skill. > > For instance, paraphrased, here are the components of speak so others can > understand: > Determine the purpose for speaking > Organize the info and relay info effectively to serve purpose, context and > listener. > Pay attn to conventions of oral English > Use multiple strategies to monitor effectiveness of communication The book is > available from NIFL 202-233-2025. I think there's also a toll free number, > but I don't see it in the book. > www.nifl.gov > > The book is well worth your while to acquire and use. > > Millie Kuth > Hamilton City ABLE > Hamilton OH 45011 > KUTHFAM@aol.com --------------9812BC8F0EABC80EFB7FD302 Content-Type: text/html; charset=us-ascii Content-Transfer-Encoding: 7bit <!doctype html public "-//w3c//dtd html 4.0 transitional//en"> <html> For "speaking so that others can understand," in determining the purpose of communicating (like the purpose for writing), you could look at CASAS competencies for ESOL oral/aural communication, Appraisal Form 20, or Pre/Post Tests 51-66, under the lists of competencies covered by each test. Easier still, most texts now have specific competencies built in to their exercises. Also See Jones and von Baeyer, <i>Functions of American English</i>, Cambridge University Press, with functions such as presentation, getting information, preventing interruption etc. The effectiveness of the communication could be monitored in an "info gap" activity where students have the same material but with sections deleted so that each student knows something the other doesn't. So when you're teaching the grammar communication, the students also learn things worth knowing, which reinforces the language skills. May be old hat, but worth remembering. <br>Bonnie Odiorne, Adult Education Program Facilitator <br>Families Forward Through Technology (Computers 4 Kids, Waterbury, CT)<br> <br> <BR> <p>KUTHFAM@aol.com wrote: <blockquote TYPE=CITE>In a message dated 10/16/00 2:38:04 PM Eastern Daylight Time, <br>djt9u@virginia.edu writes: <p><< I am an ESOL instructor; I've been teaching for about 12 years, first in <br>Massachusetts, and for the past 2 years in Charlottesville, VA. At the start <br>of the year I do some needs assessment and goal setting activities with my <br>students. The standard "Speak so Others Can Understand" is critical in ESOL. <br> However, it also seems very broad and all-encompassing to me. So much of <br>what we do involves teaching the conventions of English (grammar, word <br>choice, register, pace, gesture, etc.), regardless of whether we are in a <br>grammar-based program, functional or competency-based program, etc., and <br>regardless of our particular approaches. So, I would like to hear your <br>response regarding the meaningfulness and use of the standard for planning <br>instruction and assessment in ESOL. Thank you, <br> Debbie <br> >> <p>Look at the Blue Book, Equipped for the Future Content Standards. It takes <br>each skill and breaks it down into components are necessary to perform the <br>skill. <p>For instance, paraphrased, here are the components of speak so others can <br>understand: <br>Determine the purpose for speaking <br>Organize the info and relay info effectively to serve purpose, context and <br>listener. <br>Pay attn to conventions of oral English <br>Use multiple strategies to monitor effectiveness of communication The book is <br>available from NIFL 202-233-2025. I think there's also a toll free number, <br>but I don't see it in the book. <br>www.nifl.gov <p>The book is well worth your while to acquire and use. <p>Millie Kuth <br>Hamilton City ABLE <br>Hamilton OH 45011 <br>KUTHFAM@aol.com</blockquote> </html> --------------9812BC8F0EABC80EFB7FD302--
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