Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f3JG8wg20794; Thu, 19 Apr 2001 12:08:58 -0400 (EDT) Date: Thu, 19 Apr 2001 12:08:58 -0400 (EDT) Message-Id: <3ADF0C6F.22EE5FB0@ccc.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: "Carmine Cordova" <ccordova@ccc.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5830] Re: "Just in Time Civics" X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.5 [en]C-CCK-MCD CCChicago (Win95; I) Status: O Content-Length: 2800 Lines: 60 Heide, Have you checked with the City Dept of Human Services? If I recall correctly, some years ago they conducted a study regarding these types of barriers and problems immigrants face in living here. I can't remember if I came across this when I was teaching for the City Colleges of Chicago. I'm sorry I can't be more specific, but I know there was some study done by the City on these concerns. Let me know if you find anything useful. Carmine Cordova Coordinator Academic Programs' City Colleges of Chicago 226 West Jackson Boulevard Chicago, Illinois 60606 312-553-3370 Heide Wrigley wrote: > Hi, > > I'm helping a number of CBOs (in Illinois and California) expand their > citizenship classes to include problem posing, inquiry, and project work > through what we are calling "Just in Time Civics". Right now, we are > collecting problems that students have encountered that call for personal > problem solving, exploring resources that can provide help, "English for > self-defense" (Elsa Auerbach's term) or taking civic action. Issues that > challenge students range anywhere from (1) leaving a personal item on a bus > or subway and wondering how to get it back to (2) there not being a > translator available at the emergency room, to (3) getting a note from the > teacher that a child is not paying attention in class, to (4) being > overcharged on a phone bill; to (5) needing to take an appliance back to the > store because it is not working (no receipt; natch), to (6) a neighbor > walking out of her apartment with a black eye, to (7) having the hours > worked not match the hours listed on a paycheck (can't you just see the EFF > role map popping up in your head?) > > We are collecting these problems and turning them into little scenarios to > be used in the classroom where they form the basis for discussion and > language and literacy development (listening to and analyzing a problem; > summarizing an issue; finding out more about how things work, exploring > options as to what recourse is available; stating what should be done; and > deciding on a plan of action, sequencing steps; etc) > > I would love to hear examples of the kinds of things that your students have > run into (and how you deal with them in your class). I'll be happy to share > more of the mini-scenarios we are collecting with this list > > Thanks > > Heide Spruck Wrigley > > P.S. Some of these problems have come out of the work with the Coalition > for Limited Speaking Elderly (CLESE) in Illinois that Rosemary Gemperle is > directing. Aliza Becker is part of the project as well. This project is > part of the national demonstration projects on EL Civics funded by the > USDOE. The California projects are part of the Central Valley Partnership > funded by the Irvine Foundation.
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