Received: from dfw-ix9.ix.netcom.com (dfw-ix9.ix.netcom.com [206.214.98.9]) by literacy (8.7.6/8.7.3) with SMTP id WAA01196 for <nifl-esl@literacy.nifl.gov>; Thu, 21 Nov 1996 22:05:19 -0500 (EST) Received: from (yopego@val-ca2-03.ix.netcom.com [205.184.26.67]) by dfw-ix9.ix.netcom.com (8.6.13/8.6.12) with SMTP id TAA10424 for <nifl-esl@literacy.nifl.gov>; Thu, 21 Nov 1996 19:05:04 -0800 Date: Thu, 21 Nov 1996 19:05:04 -0800 Message-Id: <199611220305.TAA10424@dfw-ix9.ix.netcom.com> From: yopego@ix.netcom.com (James Mendrek) Subject: Re: Multi-Level classes To: nifl-esl@literacy.nifl.gov Status: RO X-Status: Hello there, I am an ESL teacher at a continuation high school. It is very important to assign students of similar levels to a group. One of the main reasons for that is that the low level student can get easily discouraged and overwhelmed about the complexity of the English language. You are putting this student at risk of dropping out. The second reason will be that the more advanced student, can also get bored at repeating the same thing over and over. The higher level student normally wants to get ahead and learn as much s/he can. That student is already hooked, the new or low level is still trying to figure out how to swim. As you can see, I believe in the groupings by levels of competency instead of the smorgasbord, style of confusion. Schools in general, have the tendency to place ALL students in one place, which creates a terrific headache for the teacher who's trying to keep up with them all. So long and good luck. Yolanda You wrote: > > > >On Sat, 19 Oct 1996, Thomas Nixon wrote: > >> Hello All! >> >> I am seeking research on multi-level adult ESL classes. >> Specifically, the type of research (journals, books, etc.) that I am >> looking for would support the idea that students whose levels are too >> disparate should not be in the same classroom. >> >> An example would be (using the levels as defined in California, >> USA's Model Standards) placing a Beginning Low students in the same >> class as Advanced Low students. If you are not familiar with these >> levels, trust me, these students are at *very* different levels. The >> BL students probably know colors, numbers, alphabet, but not an >> incredible amount more. The Advanced Lows are dealing with >> significantly more complex topics. >> >> I should say that I have no problem with multi-level classes as >> long as the levels aren't so far apart. Please feel free to offer >> opinions on this, but what I am really after is solid research. >> >> >> I will summarize for the list. >> >> >> Tom Nixon >> >> >> ________________________________________________________________________ >> Visalia Adult School tcnixon@ix.netcom.com Visalia, CA, USA >> ************************************************************************ >> > > >Tom, > > You have raised an interesting topic, especially given the very >large numbers of second language students these days who are eligible for >adult ed. and community-based programs by virtue of their lower levels. > > I also would like to see hard data about this area, especially as >applied to low-level-adult-second-language-students. We need this for >leverage with the funders. > > In my metro-DC community-based program, our Large classes span >absurd learning levels; experienced teachers may have the skills to take >this on. However, as more and more programs rely on volunteer teachers, >many of whom lack training, the situation becomes impossible. > > Please keep me informed. > > Sissy Kegley CASA de Maryland Takoma Park, MD > skegley@us.net > >
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