Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost.nifl.gov [127.0.0.1]) by literacy.nifl.gov (8.8.7/8.8.5) with SMTP id LAA23965; Fri, 29 Aug 1997 11:39:19 -0400 (EDT) Date: Fri, 29 Aug 1997 11:39:19 -0400 (EDT) Message-Id: <s40699d7.034@NMAIL.EPCC.EDU> Errors-To: lmann@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Andres Muro <AndresM@NMAIL.EPCC.EDU> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:1325] X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Novell GroupWise 4.1 Status: RO Content-Length: 8848 Lines: 158 In responding to Carlos I sent a message in Spanish. I sent it to the entire list because I thought the content was pertinent and that some people would understand it. However, not everybody speaks Spanish, so I apologize for my insensitivity. Carlos was inquiring about the philosophical basis of our program. He also asked me to post some information about our instructional model. Even though he is requesting this, I think that it is appropriate for the list-serve so I will post it for everyone. This is in English which I think that Carlos is able to understand. EL PASO COMMUNITY COLLEGE LITERACY CENTER WHAT IS LITERACY? Literacy definitions can be categorized into quantitative definitions and qualitative definitions. A quantitative definition may state that literacy is the ability to read at a six-grade level. This is usually measured through a standardized test. Standardized tests require students to show comprehension of a certain range of vocabulary. This definition is limited by the fact that it does not attempt to describe the ability of an individual to function in a certain context. The fact that an individual can comprehend a certain range of written vocabulary does not necessarily imply that the individual can utilize the vocabulary to obtain a job, apply for admission into college, or obtain medical insurance. To compensate for this shortcoming, qualitative definitions have been developed. A common qualitative definition is the functional definition of literacy. A functional definition may state that literacy is the ability to function within a predetermined context. An educator may determine that an individual needs to learn to write a resume, fill out a job application, learn to operate a certain piece of equipment and communicate in a job interview. Once the individual acquires these skills, she is considered functionally literate. Functional literacy is usually measured through ongoing assessments, interviews, and portfolios. Functional literacy definitions are currently very popular. The overwhelming limitation of a functional definition is that it transforms the individual into an object. The educator has decided a-priori what it is that the individual needs to know, and the subject of the learning is a preconceived context. The individual can only be considered literate if she can function within this preconceived context. Another qualitative definition is the humanistic definition. Humanistic approaches consider an individual to be literate when she becomes politicized. That is the individual is not the object of language but language is her object. The politicized individual manipulates the language to comprehend her own persona and the different contexts in which this persona can function. The individual does not learn how to function in a certain context, but how to use language to function in several contexts. The educator does not decide what is the appropriate context of functioning. The student must come to that decision. PURPOSE OF THE LITERACY CENTER'S INSTRUCTIONAL MODEL The model has been designed for Limited English Proficient (LEP) students who wish to improve their reading, writing, and verbal communication skills in English. This model intends to help the individual to learn to manipulate language to understand its own persona in relationship to the community. The curriculum strongly encourages both dialectical and critical thinking. HOW TO USE THE MODEL The model has been developed around a five-step language model for language instruction. The five step language model was originally developed by Dr. Betsy Quintero at the El Paso Community College Literacy Center. The five steps are: 1. critical discussion, 2. reading activity, 3. writing activity, 4. group activity, 5. action activity. CRITICAL DISCUSSION: The purpose of the critical discussion is introduce a theme while stimulating a student's curiosity, and inspiring the student's desire to seek more knowledge. At the same time, the critical discussion should provide students with an opportunity to express themselves verbally. The theme can be introduced with a short reading, a short video, or a brief presentation followed by a discussion period. The critical discussion should be dialectical in nature. In other words, opposites should be explored and discussed. The role of the instructor is to facilitate and stimulate the discussion. The instructor can initiate a critical discussion by posing questions. Questions should always lead to the analysis of opposing ideas. Examples of questions are: 1. Why should you do something? 2. Why should you not do something? 3. What are the advantages? 4. What are the disadvantages? 5. What are the positive effects? 6. What are the negative effects? 7. How will this affect your life? 8. How will this affect the life of others? 9. How will this affect the community? The students should be the ones that produce answers. Students should be encouraged to express their views even though these may be different from the views of others. A sub-purpose to the critical discussion is to expose the students to different views and approaches to life. The conclusion of a critical discussion is always a good opportunity for students to write in a journal. Journal writing requires no preparation or organization. It should be fast and spontaneous. Students should express their thoughts and emotions as they pop into their consciousness. Pens should move uninterruptedly. Students should pay no attention to grammar, punctuation, or spelling. Students should express themselves in the language of preference or by drawing. This activity should last no more that 10 minutes. At the conclusion of this activity students may read from their journals if they so desire. READING ACTIVITY: The reading activity has two purposes. First, it provides students with information about a topic. In addition, it develops language. The reading activity can follow a critical discussion. At this point the students should desire to get more information. The reading should satisfy this desire. The reading activity should be used as an opportunity to develop new vocabulary. Students should identify new terms and find their meaning. Students should also learn how to use new terms in different contexts. Students may write sentences with the new terms and use them verbally. In addition, students should develop a glossary of new terms. Summarizing is an important concept that relates to reading. Students should be encouraged to summarize readings. Reading activities may be conducted in different ways. Students may read independently; students may read to each other; teacher may read to class while students follow. WRITING ACTIVITY: The fundamental purpose of this activity is to develop written language. Written language is used in different contexts and with different rules. Students should be exposed to these contexts and rules. Some forms of written expression include letters to relatives, job letters, resumes, completing various forms, written complaints, and essays. A fundamental component of writing is revising and editing. Students should first develop confidence in their ability to put their thoughts in writing. Once this confidence is developed, instructors should assist students in revising and editing their work. The purpose of this is to maximize effective communication. The stress should be both semantic and syntactic. Students should be able to communicate meaning. At the same time they should learn to produce grammatically sound writings. GROUP ACTIVITY: The purpose of this activity is to allow students to utilize language while interacting with other students in an educational setting. Some activities that students may engage in include: 1. searching for information, 2. writing group reports, 3. editing each others work, 4. debating issues, 5. tutoring other students, and 6. making group presentations. Group activities should help students develop bonds with other students with similar interests. In this way they may not feel isolated when they transition into other programs. ACTION ACTIVITY: The action activity allows students to utilize language outside of the classroom. Students should understand that a classroom is a controlled setting where students can conduct experiments regarding their knowledge of language. However, a true indicator of language skills is a student's ability to effectively utilize language outside of a controlled environment. Some examples of action activities include: 1. visiting other educational programs, 2. applying for admissions into other programs, 3. procuring financial assistance, 4. interacting with personnel from other programs, 5. visiting and utilizing public libraries, and 6. procuring assistance.
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