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 h9SML8V25453; Tue, 28 Oct 2003 17:21:08 -0500 (EST) Date: Tue, 28 Oct 2003 17:21:08 -0500 (EST) Message-Id: <001101c39d9f$8b19f180$130101c8@workstation1> 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: "George Demetrion" <george.demetrion@lvgh.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2589] query X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1158 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1215 Lines: 25 Are there folks out there who are utilizing EFF in volunteer tutoring programs that work a lot with beginning level and low intermediate adult literacy students and with beginning and intermediate ESOL students? Our program consists of site-based small group tutoring in those areas. We've used a lot of contextual instructional materials, but, as a student and tutor-centered program, I've been reluctant to incorporate a more systematic approach, which, I'm assuming, an EFF focus would necessitate. Of course, I could pilot this in one or two groups, which I'm going to attempt with an advanced ESOL group. I'm giving thought to offering a several hour EFF workshop in a couple of months. I'm both intrigued and have reservations about pushing the EFF envelope in my program. The issue may be with me as much as the program in that a more structured approach pushes against my grain. Still, there is much with EFF that I think would be of value, but could never realize unless a concerted effort were made. I would appreciate learning from your experiences. Please feel free to make comments off-line if you prefer. George Demetrion Litereracy Volunteers of Greater Hartford george.demetrion@lvgh.org.
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