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 h04HaoP14319; Sat, 4 Jan 2003 12:36:50 -0500 (EST) Date: Sat, 4 Jan 2003 12:36:50 -0500 (EST) Message-Id: <se16d4a9.092@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:2265] Re: literature and EFF X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=ISO-8859-1 X-Mailer: Novell GroupWise Internet Agent 5.5.5.1 Status: O Content-Length: 2040 Lines: 44 Kathleen, I used literature in my own ESOL teaching, but most of it was about the emotional transition to a new culture and new language, and about people's new understanding of themselves. The themes/lessons I've seen coming from EFF teachers have been more functionally oriented * how to do x, y, or z * and it's been difficult for me to imagine the spaces for literature in those lessons. Maybe it's that such discussions need to come even before step one of the teaching/learning cycle, where literature can be a tool for helping students think more broadly about the meaning of community, or the meaning of good work, before they set their specific goals. How do you use literature as an EFF resource in your work? - Andy >>> kathyesl@attbi.com 01/03/03 04:43 AM >>> Andy, You probably already considered literature on various immigrants and their experiences in the US for EFF resources?---Kathleen ----- Original Message ----- From: "Andy Nash" <andy_nash@jsi.com> To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> Sent: Thursday, January 02, 2003 8:10 AM Subject: [NIFL-4EFF:2262] literature and EFF > Amy, > Here's an idea that I've talked about with some teachers, but I don't > know how it turned out . . . > > We were talking about how abstract the maps can seem to students, and > we thought about using stories (they were thinking about using some of > the stories in the Civic Participation Sourcebook or excerpts from the > book > "Soul of a Citizen") as a way in to discussing the roles (in this case > the community member role). The idea was to read the narrative and > then > talk about which role map activities had been reflected in the story, > which the students felt were most important, etc. This led us to > thinking also bout films - or scenes from films - that could be good > catalysts for these discussions (and help students into the maps). > > It would be wonderful to find a place for literature within EFF! > Andy Nash > New England Literacy Resource Center/World Education > > > >
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