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 NAA13990; Fri, 10 Mar 2000 13:31:39 -0500 (EST) Date: Fri, 10 Mar 2000 13:31:39 -0500 (EST) Message-Id: <002e01bf8abe$5321b300$0601a8c0@openaccess.org> 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: "D. Anthony Collins" <danthony@openaccess.org> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:4221] Andres, Kathleen, Sue X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.00.2615.200 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: OR My name is Anthony Collins and I am an instructor in a community learning center. One of the three areas of instruction we concentrate in at my nonprofit is ESL/Immigrant/Low income services. I can add to what you have written from my brief background in Applied Linguistics. Acquisition theory supports what we as instructors see daily. Complex literacy -- that involving culture, testtaking, idomatic expression and on and on influence these 'skills' based such as the TABE, various CPT's and others. In terms of practice I've divided my open-enrollemnet, all level ESL classes to focus as support to formal ed. coursework that students are currently involved in, and to practical, phonilogical conversation. These classes are free of charge, and conversation course routinely has 3 times the students than the 'homework' or prescription grammar course. Testings fine, but my students need structured instruction in applicable conversation skills. D. Anthony Collins
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