Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id MAA04380; Mon, 6 Dec 1999 12:14:29 -0500 (EST) Date: Mon, 6 Dec 1999 12:14:29 -0500 (EST) Message-Id: <s84b8344.028@nmail.epcc.edu> Errors-To: listowner@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@epcc.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:3811] ACADEMICALLY BOUND ESL STUDENTS -Reply X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise 5.5.2 Status: RO Content-Length: 3429 Lines: 40 Elizabeth: I feel that the EFF model has some gaps. However, theoretically, it is flexible enough that all areas of education could be potentially incorporated. This is both a strength and a weakness. It is a strength in the sense that it allows instructors room to integrate many things. It is a weakness, because instructors who have become accustomed to teach with rigid textbooks may not have enough experience or creativity to effectively use the EFF model without extensive training. This last point is a weakness in our field. Since we depend a lot on part time teachers who may not have background in adult education we cannot expect them to implement comprehensive instructional models. In our program we don't use EFF, but we use a model that has a lot of similarities. In our program, we argue that the role of literacy is to allow people to be able to participate fully in family, community, vocation and education. A few subtle differences with EFF: 1. We use the word vocation instead of workforce. Vocation relates to employment but is a much broader term which implies choice. 2. Education is a forth category that is addressed separately in our model. We use a five step model: 1. critical discussion, 2. reading activity, 3. writing activity, 4. group activity, 5. action activity. Students and teachers in our program identify potential topics that relate to one of the above four categories and they go through the five steps with a topic. In going through the five steps, you can address academics. Furthermore, in this model, students can explore college careers as an instructional topic. You could do something similar with EFF. For example you could identify that health is an important family related topic. You could have your students do a number of activities that will build academic language while they learn about health services in their community. They could also explore university health careers and how to access them. Effectively teaching ESL is not an easy task. Teachers need a lot of background and training. The EFF model is promising in the sense that it addresses language comprehensively. However, until we don't get funding to properly train our teachers, we will not be able to effectively implement any model. Andres >>> "Hanson, Elizabeth" <ehanson@seattleu.edu> 12/04 9:06 am >>> Hi. I work at a community college in Seattle, Wash. Probably 1/2 of our ABE-ESL students are academically bound in that they may enter our course at level 1 (out of 6) with the ultimate goal of getting into a vocational 1-2 year program or else earn a BA/BS. My question is, where does the category of "academically bound" fit into the EFF framework? I am a little dismayed that there isn't a straight out category established. Would "academically bound" go into the category of "worker". Part of providing a "customer driven" education to students is to look at their long range goals and dreams as well as address their current life skill needs. At Shoreline college we have been successfully doing both for years. Yet now with the funding requirements we are wondering how to account for so many of our beginning level students eventually going on to college and university. Any ideas regarding how we can present ourselves to funders? Do any of you have a similar type program? TI look forward to discussing this issue of academically bound ESL students. Elizabeth Hanson
This archive was generated by hypermail 2b30 : Mon Oct 17 2005 - 13:59:40 EDT