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 eA3LsB920700; Fri, 3 Nov 2000 16:54:11 -0500 (EST) Date: Fri, 3 Nov 2000 16:54:11 -0500 (EST) Message-Id: <F3050Gh331DPrZjuy0R0000ac50@hotmail.com> 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: "Susan Rowley" <susanrowley@hotmail.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1239] Re: EFF Spanish Translations X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 5344 Lines: 128 I have worked with the Standards in both English and Thai. I chose to work in Thai with a group of monks because I am fluent in Thai, lived there for years, read and write it etc. With my low level ESL students I wait until I have taught them enough English to be able to use the Standards. with an NRS Level 3 class this has taken one month and one week. We are now fully into the Standards, the underlying assumptions of the Framework and the Four Purposes. I would caution anyone who is not bilingual and bicultural from using translations. if you can't translate the stuff on the spot, it follows that you aren't bilingual and worse, not bicultural. The Standards are cultural entities and must be accepted and presented as such. Have more to say, but also am nearly late for a meeting. This is a critical discussion and I'm thrilled to see it happening. Sincerely, Susan Rowley ABE/ESL Tacoma Community College Tacoma, Washington susanrowley@hotmail.com >From: "Ronna G. Spacone" <rgspacone@worldnet.att.net> >Reply-To: nifl-4eff@nifl.gov >To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> >Subject: [NIFL-4EFF:1237] Re: EFF Spanish Translations >Date: Fri, 3 Nov 2000 00:24:38 -0500 (EST) > >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 > > > > > > > _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com.
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