Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h62E7XC24024; Wed, 2 Jul 2003 10:07:33 -0400 (EDT) Date: Wed, 2 Jul 2003 10:07:33 -0400 (EDT) Message-Id: <001001c340a2$f86a9500$18aab042@lop.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "ttweeton" <ttweeton@comcast.net> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:301] Re: construction and basic skills 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: 2684 Lines: 68 Another issue that came up was the cultural aspect of the men wanting to shower and change into clean clothes even if they missed most of the class (respect for the teacher to not attend dirty). L ynn, I know what you mean about the cultural aspect interfering with ESOL classes and learning. Most of my Hispanic students want to go home first, shower, feed their families( if they have them, ) and THEN come to ESOL class, arriving about 7:00 p.m. to a class that started about 5:30. Although we have tried to offer as many hours as we can for these students, the cultural aspect simply interferes and they do not show up earlier for the most part. . ----- Original Message ----- From: "Lynne Wilkins" <lwilkins@mills.edu> To: "Multiple recipients of list" <nifl-assessment@literacy.nifl.gov> Sent: Thursday, June 12, 2003 3:20 PM Subject: [NIFL-ASSESSMENT:295] Re: construction and basic skills > Quoting Nashansen@aol.com: > > > Karen - > > > > You know what absolutely amazes me about this posting to the > > construction > > thread? That you get this kind of <recognition> of <need> from the > > construction > > foremen, unions and employees. How did that occur? I know the > > literacy need > > exists here in our area because our one-to-one tutorial > > community-based > > program has a great many of its learners employed in the industry. > > > > > > But to hear the big construction company heads talk, there is not a > > one of > > their people who can't read. Please respond if you have had some > > kind of > > experience breaking down that wall. And in doing so, what assessment > > of basic > > skills did it take to give the hierarchy a reality check? > > > > Nancy Hansen > > Sioux Falls Area Literacy Council > > sfallsliteracy@yahoo.com > > and > > Nashansen@aol.com > > > > Hello to all, > > I have taught several on-site contracts with different construction > companies hoping to improve communication and safety issues with mostly > Hispanic men construction workers. Although the companies had the best > of intentions, they were often disappointed in the slow progress > (literacy level classes) and didn't truly support the men in getting > them freed up from their work assignments in a timely manner to ensure > attendance. Another issue that came up was the cultural aspect of the > men wanting to shower and change into clean clothes even if they missed > most of the class (respect for the teacher to not attend dirty). Many > issues interfering with success. > -- > Lynne Wilkins, Academic Coordinator > English Center for International Women at Mills College > P.O. Box 9968, Oakland, CA 94613 > (510)430-2285 > lwilkins@mills.edu
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