Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.0.Beta5/8.9.0.Beta5/980425bjb) with SMTP id LAA10584; Tue, 8 Dec 1998 11:05:42 -0500 (EST) Date: Tue, 8 Dec 1998 11:05:42 -0500 (EST) Message-Id: <s66ceac3.022@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:2736] Re: $ 7 million -Reply X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain X-Mailer: Novell GroupWise 4.1 Educated immigrants face tremendous barriers when they come to the US. However, they are not illiterate by any definition. Furthermore, because of their past education, and ability to develop academically in their countries, they already possess many of the skills necessary to navigate the US educational, economic, social and employment systems. While these skills are not immediately obvious they emerge as these immigrants reside in the US and experience the culture. Eventually they adapt and succeed with little help. Many of these educated immigrants belonged to the elite in their native countries (I am not saying that all of them did). On the long run, these immigrants and their descendents do very well in the US with little help. On the other hand, there are many undereducated immigrants who live in the US. Unlike educated immigrants, they do not possess many of the skills to succeed in the US educational, social and employment systems. They often experience oppression and discrimination at work, in the community and sometimes at home. In fact, many of them are not even immigrants by choice (Ogbu defines some of these immigrants and their decedents as "involuntary, or cast like minorities). While educated immigrants also experience discrimination and oppression, the later group is more sensitive to it. The most oppressed and their descendants easily internalize hegemonic values of the white, male mainstream and run the risk of remaining marginalized and impoverished for generations. We should try to spend literacy monies to work with individuals who have the greatest needs. We should target the most neglected and oppressed. These are the people that often get neglected by funding streams. Andres EPCC, El Paso >>> <BAUMVV@aol.com> 12/07/98 06:30pm >>> I would like some of this money used to help transition professionals/people with strong work history and skills from their native country to jobs in this country that are in similar areas of employment. There are many well educated immigrants doing work on an entry level when they have the capacity to work on a higher level, even with limitations in their English language skills. Standardized, traditional reading tests, normed on English speakers, (TABE) are frequently used as entry criteria for occupational training programs. If these tests were given untimed ESL students would have better scores, and be able to enter more of the programs. In real life we read and reread if necessary. Myra Baum NYC Bd of Ed, Adult Education Coord. Prof. Dev.
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