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 eA35Q4923362; Fri, 3 Nov 2000 00:26:04 -0500 (EST) Date: Fri, 3 Nov 2000 00:26:04 -0500 (EST) Message-Id: <000701c04555$e08abfa0$5b744e0c@0020227097> Errors-To: rgspacone@worldnet.att.net Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Ronna G. Spacone" <rgspacone@worldnet.att.net> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1237] Re: EFF Spanish Translations X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.00.2919.6600 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3777 Lines: 91 John, Thanks so much for the additional information. Yes, I certainly see that having translated EFF materials would be a big help to you, the tutors and the students in your program. As you say, translated materials are "a crucial tool to have in order to alleviate the much asked question, how do I teach my student about the roles and purposes, etc., when they don't understand English?" But I'd be interested in knowing how others view this. I have no experience as an ESOL teacher but I know some practitioners use little or no English in their ESOL classrooms as a rule. Therefore, I wonder how other practitioners are dealing with this issue, integrating EFF into beginning level language classes? Are there other ways that teachers and tutors help students -- who don't speak English -- use the EFF four purposes and activities and standards to guide learning? Without or in addition to using translated materials? Thanks, Ronna Ronna G. Spacone NIFL-4EFF List Moderator rgspacone@worldnet.att.net 202.338.2703 ----- Original Message ----- From: "Darter, John" <JDARTER@co.napa.ca.us> To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> Sent: Wednesday, November 01, 2000 5:45 PM Subject: [NIFL-4EFF:1236] Re: EFF Spanish Translations Ronna, I'm the Student/Tutor coordinator for Napa County's Literacy Program. I'm looking for as much translated material as possible. I received a response from someone saying that they had the 4 purposes, the 3 roles, and the standards wheel translated which is what I need to startwith. Many of my tutors don't speak any Spanish, but the majority of our students are Spanish speakers. Thus, it is a crucial tool to have in orderto alleviate the much asked question, how do I teach my student about theroles and purposes etc. when they don't understand English? Answer: Get translated materials. My general teaching philosophy is to never reinvent something when it hasalready been done. I could spend the necessary time translating all of thismyself, but why bother if someone has already gone through the effort.Since my introduction to EFF, I had assumed that translation for the intireprogram had already begun. However, I've found this not to be true. It is to bad because I know many Adult Education teachers who would be interested in the program, but not if it hasn't been translated. As you may know, thissegment of Adult Ed is only growing and receives a huge amount of funding.Well that's all for now. I hope this answered your questions. John Darter Literacy Project Associate In a message dated 10/31/00 2:35:52 PM Eastern Standard Time, JDARTER@co.napa.ca.us writes: My question is a general one. Are there any EFF materials available with a Spanish Translation. I hate to reinvent the wheel if Spanish/English materials are already available. thanks John, I don't know of any translations in Spanish for EFF materials, but I'm interested in knowing what EFF materials you were hoping to find and in what context you would be using them. Maybe some other folks on 4EFF have some insights to translating EFF into Spanish. Is there anybody out there doing this? I wondered if you were working with students in a classroom and if and of your students could help translate the parts of the framework your were using -- the standards and activities and purposes, for example? Would this be an activity you and your students could do together? Assuming you are a teacher, and you and your students have the necessary skills among you -- what about using the translation work as the basis for developing an EFF-friendly project and instruction? Ronna Ronna G. Spacone NIFL-4EFF List Moderator rgspacone@aol.com Phone: 202.338.2703 4113 "W" Street N.W. Apt 102 Washington DC 20007
This archive was generated by hypermail 2b30 : Mon Oct 29 2001 - 15:04:17 EST