Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h37I7FU04583; Mon, 7 Apr 2003 14:07:15 -0400 (EDT) Date: Mon, 7 Apr 2003 14:07:15 -0400 (EDT) Message-Id: <306C3C96.3893F9C8.0AB94E44@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: AndresMuro@aol.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:123] Re: E-Panel Discussion, Positionality X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 19041 Lines: 546 Tom: I think that we are talking about teaching methods. However, there has been a division between those who advocate whole language vs those who advocate discrete language approaches. The idea of whole language is that in order to teach discrete skills such as phonetics, you need to explore themes that will capture students' interest and desire to know more about something. Once you have captured their interest, it is more likely that they will want to read and write about something and therefore, master the discrete skills necessary to read or write. On the other hand, teaching discrete skills separated from content, does not capture the elements necessary to master the language. Carol Chomsky conducted research in which she found 5 stages of reading and writing acquisition. She found that in the first stage people master the ability to recognize simple words such as cat, dog, ball, etc. In the second stage people master the ability to put words together into simple sentences such as: the cat runs, the dog sleeps, etc. Chomsky explains that everyone will master these two stages with very little instruction and exposure, unless people have a learning disability. In fact, in the US, the majority of adults have mastered the first two stages of literacy. The literacy limitation is at the third stage, fourth and fifth stages. The third stage does not focus on word or simple sentence construction but rather with the construction of meaning of more complex texts. So, while a person may be able to read: the dog runs, the cat sleeps, they have difficulty understanding the meaning of: "while the dog was sleeping and the cat was running, my mom was balancing the budget, in order to be able to purchase groceries for next week"; or metaphorical meanings like "what happens to a dream deferred, it dries up like a raisin in the sun" Chomsky argued that to master stages 3 and above, teachers need not to focus in simple word and sentence construction, but rather in exposing learners to rich and varied texts of different levels of complexity. The richer, more varied and interesting the literature, the more that learners will be able to master literacy skills. So, unless you are working with students with considerable disabilities, the suggested methodology is that you do not focus in simple word or sentence construction. This is something that the students will master pretty much on their own. Rather, you need to focus on exploring meaning. Two things to note: First, Chomsky's research was conducted with children, but in my experience, her findings apply to adults. Second, I am not suggesting that LD people learn better with phonetics or by mastering discrete skills. Rather, that the method I suggest needs to be adapted to meet the need of the learners. Andres In a message dated 4/5/2003 6:00:27 PM Eastern Standard Time, tom zurinskas <tzurinskas@yahoo.com> writes: >I'll grant that positionality (race, sex, religion, >football team preference) may have some marginal >significance in the classroom (though teachers should >be trained so that it doesn't). But it's not >particular to literacy studies. I think you need to >take this to a general teaching forum. > >What I would like to hear about are literacy >instructional methods. Especially phonetics. > >tom z > > > >--- jataylor <jataylor@utk.edu> wrote: >> Sally Gabb asked that I post this to the list. >> Please read on! Thanks, >> Jackie >> >> Subject: RE: [NIFL-AALPD:95] RE: E-Panel Discussion, >> positionality >> >> >> Thanks to Jackie, Bonnie, Andres, and all who have >> provided thoughtful, >> reflective responses to my personal story given to >> illustrate an issue of >> 'positionality' - the every changing power >> relationships in classrooms, as in >> our lives. I have been excited to see that the >> dialogue has moved to the heart >> of this issue: how these power relationships affect >> our ability to create and >> maintain positive dynamic mutual learning >> environments in ABE. I am of course >> acutely aware of the sensitive nature of sexuality >> and the fear/ prejudice >> that surrounds the issues both among learners and >> practitioners. While >> some/many of us can be 'invisible' (not true for >> people of color), that in >> itself sets up pressures that can inhibit and harm >> us as teachers and >> learners. >> >> 'Bright Ideas' - the practitioners journal from >> SABES (the Massachusetts >> professional development system) published an entire >> issue devoted to gay, >> lesbian and transgendered issues (Bright Ideas Vo. 9 >> #3 - winter 2000). This >> valuable issue provides perspectives from >> practitioners and learners. In one >> of the articles, a gay ABE student describes how the >> teacher humiliates two >> other gay men in the class, to the point that >> eventually they drop out. The >> author notes: '....for the teachers who are reading >> this, try to put >> yourselves in our shoes so you might know what it >> feels like to be judged. You >> could be hurting people by making comments in class >> that imply that being gay >> is bad or wrong or disgusting. You could be hurting >> you students without even >> knowing it.' >> >> I am so often aware that all of us 'wear' some of >> these 'isms' as part of our >> cultural identify - yet are unaware of how they >> color our perspectives and >> affect our behaviors. Bonnie, I am particularly >> interested in the issue of >> program 'policy' amd 'mission', and the way our >> conscious commitment to >> establish our values - for practitioners and >> learners - can provide an >> environment within which to do the things you >> mentioned: 1) to address our >> values of - and ground rules for 'respectful' >> dialogue and behavior and 2) to >> ask members of our community - staff or learners - >> to observe these values, >> these ground rules. >> >> I would like all, any of the guest presenters to >> comment: do any/all of you >> have have strategies or models that we can use in >> ABE to address institutional >> change? How can we build a base within programs that >> brings the 'isms' out in >> the open, promoting dialogue and action that >> explores and counters the >> pervasive negative force of 'isms' (racism, >> classism, homophbia, etc.)? >> Jeriann, Margery - I feel you both have powerful >> experience in this >> direction... Sally Gabb >> >> -----Original Message----- >> From: Bonnie Odiorne [bodiorne@adelphia.net] >> Sent: Thu 4/3/2003 6:53 PM >> To: Multiple recipients of list >> Cc: >> Subject: [NIFL-AALPD:95] RE: E-Panel Discussion, >> positionality >> >> >> >> I've been following with huge interest the >> discussion, particularly in >> regard to gender. I've always been acutely aware of >> my own "positionality" >> as teacher and that of my students, whether I knew >> to call it by that name >> or not. The issue of gender preference has come up >> in class, albeit in a >> negative way, and I felt that it was my duty as >> facilitator, which to me >> includes that of "boundary setter," to determine >> what is appropriate >> conversation in the classroom. According to ground >> rules of respect, which >> they helped create, I have set prejudicial remarks >> about gender (and race >> and ethnicity, for that matter) as off-limits: a >> student's "opinion" and >> his/her right to express it ought not extend to >> "fighting words." Another >> issue we've had to move out of bounds is the recent >> saga of a former mayor >> convicted of violating the civil rights of minors by >> sexually abusing them. >> While most students value "structured >> communication," others, in another >> example of positionality, tend to interrupt, >> seemingly oblivious to the >> structure of discussions and the needs >> of others. These tend to be men, and I think it's >> significant that this >> semester we have more men than before (we're a small >> not-for-profit >> organization integrating technology instruction with >> ABE/ESL and Employment >> skills and have tended to enroll mostly women.) We >> have an increasing number >> of involuntarily unemployed of mixed races and >> ethnicities. I have had to >> make clear that my own "agenda" is to create a >> positive learning >> environment, and that while my own opinions can and >> do influence my ways of >> perceiving the world, I try as much as possible not >> to influence the >> discussion unless intervention is necessary (see >> above). >> Yes, a free and equal exchange of ideas has a >> political resonance, be it an >> expression of democracy, of power structures, or the >> calling into questions >> of traditional infrastructures with the view to the >> students' own >> empowerment. >> In a recent staff development workshop revolving >> around our mission >> statement, goals, objectives, etc., our >> positionality vis-Ã -vis our students >> was that of catalyst, opening possibilities, >> bringing about paradigm shifts, >> with educational goals paramount, and technology as >> a tool for further life >> changes. It seemed that even the words "empowering" >> or "helping" implied a >> power structure of our own. I will follow this >> discussion with interest. >> Best regards, >> Bonnie Odiorne, Ph.D. >> Adult Educator and Program Facilitator >> ABE, ESL, French, Employment, Technology >> >> -----Original Message----- >> From: nifl-aalpd@nifl.gov [nifl-aalpd@nifl.gov]On >> Behalf Of >> jataylor >> Sent: Wednesday, April 02, 2003 10:23 PM >> To: Multiple recipients of list >> Subject: [NIFL-AALPD:80] E-Panel Discussion, >> positionality >> >> >> Cassie asked that I forward this to the list. Please >> find her response >> pasted >> in below. Thanks! Jackie >> >> >> Hi All; >> >> Donna Pepperdine asked earlier today if >> ?positionality? was a theme that >> came >> out of my dissertation research and then gave some >> excellent examples of >> positionality, as she put it, ?on a world >> scale.? I would say that I >> noticed >> something in several of the stories people told me >> during my research and it >> was that a teacher or staff developer could have a >> ?successful? experience >> with one group and then have a completely >> frustrating experience with >> another >> group although the basic material and approaches >> they were using were the >> same >> in both cases. When I probed about these incidents, >> it was especially >> intriguing to hear folks ? more often than not -- >> say things like (and I am >> paraphrasing here), ?When I?m with a group of a >> lesbians like myself I can >> talk about x or y and its no problem but if I?m >> with a group that?s mostly >> straight or all straight, I just don?t even ?go >> there.?? Or, ?When >> I?m >> working with all African-Americans like myself we >> have a certain >> understanding >> that I just take for granted, but when it?s a >> different group there?s some >> things I just can?t begin to talk about. I have to >> stay on the surface.? >> Or >> ?Everyone in this group was a lot older than me >> and I don?t think they >> respected what I had to say.? What I was hearing >> from people is that >> teaching >> and learning plays out differently in different >> settings ? not surprising. >> The concept of ?positionality,? however, is one >> that I came upon when >> reading >> the work of other researchers and educators that >> helped me understand a >> nuance >> of the stories: When staff developers explained the >> differences they >> experienced when facilitating in one setting vs. >> another setting, they very >> often talked about their identities in relation to >> other people. This part >> of >> the research was the eye-opener. As teachers, >> trainers, facilitators, >> whatever, we all know that our plans never come off >> the same way with every >> group. But it was surprising to hear how very often >> the explanations folks >> had for the differences were felt in terms of >> differences from group to >> group >> in the relationships organized along lines of race, >> class, gender, >> sexuality, >> age, etc. Many times these incidents were summed up >> as a crisis of >> credibility. In one group we can be viewed as highly >> credible and in another >> group we are not. In one group learners are very >> open to learning from us, >> and in another group they seem to shut down and it >> seems to be about ?who we >> are? in relation to others in the room. I see I am >> starting to repeat myself >> so I?ll stop there! >> >> >> >> Donna also asked me why I felt the experience I >> relayed from my personal >> experience, having to do with a group of male >> scientists to whom I taught a >> familiar course, was the ?result of >> positionality.? I went over in my mind >> and with others everything that happened in the >> day-long course. Certainly >> a >> lot happened that can be understood and explained >> through other lenses with >> other vocabulary. That?s the great thing about >> lenses. Each lets me see >> something that another obscures. When I looked >> through the lens of >> positionality, it suggested to me that gender >> differences could be an issue. >> And, the explicit and implicit cues provided by the >> group jived with this. I >> couldn?t agree with you more, Donna, that there >> are often several factors >> that >> contribute to the outcome of any learning >> experience. How power >> relationships >> play out is just one of those factors but seems to >> me very worthwhile to >> take >> a look at. >> >> >> >> Donna suggests that I could have used the reactions >> of the men and my own >> feelings as an issue for discussion in the session. >> I?m wondering what >> others >> of you have chosen to do in similar situations. This >> is actually Sally?s >> great question. If positionality is a useful way of >> understanding the >> relationships among learners, what can we do >> differently now that we have >> the >> understanding? What, if anything, does this >> understanding call on us to do? >> I >> really don?t know the answer to that question. >> I?m inclined to focus less >> effort on creating ?new? strategies for >> addressing power relationships. I >> suspect a more fruitful approach would be, and this >> is what I suggest in the >> article, that we become diligent about considering >> the effects of our >> strategies, whatever they may be, on power >> relationships in the group and >> working as often as we can in the direction of ? >> and at least not against -- >> our deepest ethical commitments. Thanks Donna, >> Sally, and others for getting >> me thinking. All for now. >> >> Cassie >> >> >> >> >> >> -----Original Message----- >> From: nifl-aalpd@nifl.gov [nifl-aalpd@nifl.gov]On >> Behalf Of Donna >> Pepperdine >> Sent: Wednesday, April 02, 2003 7:24 AM >> To: Multiple recipients of list >> Subject: [NIFL-AALPD:71] E-Panel Discussion >> >> >> >> Hello Everyone: >> >> Here are a few questions for Cassandra Drennon >> regarding her research. >> >> >> >> Question 1: Is "positionality" a theme that came out >> of your dissertation >> research? It is very interesting to think of this >> concept in terms of life >> here in the Middle East. We have Filipino life >> guards at the pool who >> struggle with directing children from countries of >> "greater power >> positions." >> The children just won't be disciplined by certain >> nationalities. We usually >> see Indians directing the Sri Lankans and >> Bangladeshis, Saudis and >> Westerners >> directing the Indians, the Brits and Americans >> training the Saudis but >> receiving management from them. It's complex >> positionality on a world >> scale! >> >> >> >> Question 2: Why do you feel the experience with the >> scientists (described >> in >> your article) was a result of positionality? What >> actually happened during >> the training? Were a variety of teaching/learning >> activities presented? >> You >> mentioned feeling "disadvantaged...on the basis of >> gender." Were other >> factors besides gender, race, ethnicity, and class >> considered? If so, what >> were they? If not, why not? >> >> >> >> Perhaps you could have used the reactions of the >> participants and your own >> feelings as an issue for discussion in this 'Train >> the Trainer' session. >> >> >> >> I have often found when preparing for training >> distant from my home >> location, >> that it is helpful to know my audience, to >> understand the expectations of >> the >> participants, to prepare a variety of activities in >> order to address >> different >> learning styles, and to establish credibility early. >> When the training >> doesn't go as I felt it should, there are often >> several factors which >> contributed to the outcome. >> >> >> >> Sincerely, >> >> >> >> Donna Pepperdine >> >> Language Instructor >> >> Saudi Aramco >> >> P.O. Box 10257 >> >> Dhahran, 31311 >> >> Saudi Arabia >> >> >> >> Cassandra's story from her article: >> >> In the practitioner inquiry group, I was able to >> take my credibility largely >> for granted. I had been an ABE teacher myself at one >> time, I had lots of >> experience helping people conduct inquiry projects, >> and I was the official >> leader of the group. For at least these reasons, >> participants seemed open to >> what I had to offer them. In contrast, months later >> I found myself in >> another >> state far from home, facilitating a workshop called >> "Teaching the Adult >> Learner." The participants were Midwestern, white, >> male scientists new to >> the >> training profession who were all much older than me. >> From the moment I >> walked >> in the classroom door until the session was over, >> the participants >> vigorously >> challenged my credibility. They questioned my >> sources, dismissed my >> participatory approach as "touchy-feely," and even >> made comments about how I >> was dressed. I did not feel that I was an effective >> teacher in this setting >> and I doubt that the participants l! earned much, if >> anything. While I may >> have been privileged in the inquiry group in the >> sense that my race or >> gender >> in no way worked against me, I was definitely >> disadvantaged in the second >> group on the basis of gender. Sometimes it takes a >> contrasting scenario to >> help us grasp how deeply positionality affects >> teaching and learning. >> >> >> >> >> Definition from text: The theme they call >> "positionality" refers to a >> teacher >> or learner's position in the classroom as defined by >> socially significant >> factors such as race, gender, ethnicity, and class. >> Positionality implies >> relationship; that is, we are only privileged or >> marginal in relation to >> someone else. >> > > >===== >Read all about truespel at truespel.com. >Convert text to truespel USA accent by copy/pasting it at: http://www.foreignword.com/dictionary/truespel/transpel.htm > >__________________________________________________ >Do you Yahoo!? >Yahoo! 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