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 f9DLbm023876; Sat, 13 Oct 2001 17:37:52 -0400 (EDT) Date: Sat, 13 Oct 2001 17:37:52 -0400 (EDT) Message-Id: <sbc87aae.054@mail.jsi.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Andy Nash" <andy_nash@jsi.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1836] Addressing current events X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Novell GroupWise Internet Agent 5.5.5.1 Status: O Content-Length: 1985 Lines: 42 For those who are interested in resources that can be helpful in addressing the current international crisis with ESOL students, there are some interesting lessons posted at www.catesol.org. Also, TESOL is collecting lessons, and you can go to their site (www.tesol.org) to read or contribute lessons. The best collection of resources I*ve seen is one put together by Lenore Balliro for Field Notes (the MA adult education newsletter), and it will be up on www.sabes.org by the end of next week. It includes articles by teachers about how they've dealt with the tragedy in their classes and websites about a variety of topics such as anti-discrimination, Arab culture, media literacy, etc. As I look over the tools that EFF provides, I keep coming back to the *Become and stay informed* part of the community member role map as the piece that best describes what we all need to be doing right now. Asking students what they want to know is a good place to start. Citizenship teachers I*m working with have told me that their students are asking things like: If it*s not safe for me here, can I get home? Will I still be able to get my citizenship? Who will help me if there*s a war? What can I do if there is discrimination against me? There is a lot of information about immigrant rights and civil rights in general (which may be significantly altered by pending anti-terrorist legislation) at www.aclu.org. There are also media literacy (observe critically) issues to consider. Teachers have mentioned that students unfamiliar with our media didn*t understand the constant replaying of the event * some thought new attacks were occurring. And new media issues are popping up every day: advertisers that are using the tragedy to encourage us to buy their products, incidents of censorship, et. I think it*s also a good time to read over the role map together. Which of these are most important at this time? Why? Andy Nash EFF staff NELRC/World Education anash@worlded.org
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