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 eA70XT908081; Mon, 6 Nov 2000 19:33:39 -0500 (EST) Date: Mon, 6 Nov 2000 19:33:39 -0500 (EST) Message-Id: <3A0722DF@webmail.nwoca.org> 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: wl_src <wl_src@nwoca.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1244] Re: EFF Spanish Translations X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=ISO-8859-1 X-Mailer: WebMail (Hydra) SMTP v3.61.07 Status: O Content-Length: 7382 Lines: 146 Sarah Reyes-Cairo here. Washington Local ABLE - ESOL 3939 Wrenwood Room #10 Toledo OH 43623 email: wl_src@nwoca.org We would appreciate translated materials also. May I share two out of a few ways we utilized EFF for the adult ESOL Immigrant/Refugee classroom Our multilevel ESOL classroom of about 24 students mainly come to us from Russia, Latin America, Middle East, and Asia. Our classroom was an EFF pilot program in 98 and 99. It was then that a piece was developed for introducing the 3 roles to our ESOL students and this piece also included a simplified skill wheel on the back. We have used this piece for 3 years now and find it useful as an introductory reference and activity sheet. It has a vocabulary list as well as a simple diagram for visualizing the 3 roles. The original posters, worksheets, and other introductory materials for this ESOL adult refugee/immigrant class are with a midterm and a final report made to Peggy McGuire and Brenda Bell in spring of 1999. The class reaction to EFF was very favorable. After the class experienced the 3 roles materials, we had a successful unit on family budgeting where we divided the class into multi- level "families". Students were to decide how to spend a monthly income their families were given ach family member had a different request for money and these groups role-played a family meeting where they came together to work out their budgetary considerations. Prior to the activity we reviewed the standard for cooperate with others. This set a wonderful tone in the class. Every advanced student was very careful to help the beginning students understand what was happening and all succeeded in hearing out and accommodating each family member as much as possible. A report was given by each head of family on how they spent their money and why they decided to do what they did. (Reflect and evaluate.) We discussed the Common activities with the advanced students and they realized that nearly all the C A's were in operation for this activity. What we found in our adult ESOL classroom was that we needed to introduce EFF and project vocabulary the week before a project. We worked with it in our group conversation time and sent home worksheets for everyone to study over the weekend. We have a core of students who want to be prepared ahead of time so they may get full value from the hands on activities when it's time to launch in to them. We have noticed that our students like a foundation in the vocabulary then they feel more at ease functioning within the experiential activity. We try to aim for as many learning styles as is possible and have found the activities to be extremely beneficial to our students and not in just the primary goal of the activity. When we integrate many common activities and many skills into a single activity, the students emerge with many unanticipated benefits. A great experience for teachers and students. Our students have made plans and executed their ideas for a large bulletin board at our school, they have contributed their time in planning and planting a garden for the school sign in front of the school, and they have started a book discussion group which is presently reading a book about the life of Helen Keller. Individuals have solved medical problems, family problems, and work problems as a result of applying EFF framework in their lives. A wonderful tool. A happy circumstance. >===== Original Message From nifl-4eff@nifl.gov ===== >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
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