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 f3K4elg13399; Fri, 20 Apr 2001 00:40:47 -0400 (EDT) Date: Fri, 20 Apr 2001 00:40:47 -0400 (EDT) Message-Id: <LPBBIDJAPBFLOICNICHFEECNCEAA.bthompsn@mnic.net> 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: "Beth Thompson" <bthompsn@mnic.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5842] RE: "Just in Time Civics" X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2910.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4408 Lines: 90 Heide, I am not teaching right now, but here are some real-life problems I have run across in the community. When I get back to teaching, I intend to use them as scenarios. The ones you posted and the ones following your post are great lesson ideas, and I'm looking forward to anything you can share on "just in time civics." 1. As a minority-language adult, you understand English a bit, but you need interpreters for help in government offices, etc. You are speaking with an official, and you realize that the interpreter is not translating accurately for you. You say something to him/her, and s/he pays no attention, but continues to misinterpret your words. What "English for self-defense" do you need? 2. You are with your family in a bowling alley, and you are asked by the management to leave because you are speaking Spanish with each other. Also, to add to the posts about driving: In this area, the written tests are available in Spanish on computer, and it is possible to schedule an oral exam with only an interpreter and an official present. However, the computer tests, though oral (through earphones), are hard for unschooled Spanish speakers to understand, and it is very hard to find an interpreter for the oral exams; they are not made available for this service and one is not allowed to have a relative help out. The manuals for studying for the test are in a difficult Spanish. If one does not read Spanish well or at all, it is impossible to study for the test. Racial profiling is on the rise. There is no public transport, and yet this group of people is needed in this area to take jobs that others won't. This is institutional discrimination based on language, yet it is difficult to know what are their rights to rectify the situation. Maybe they don't have any rights when it comes to access to driving tests they can pass and manuals they can read or listen to. It would very interesting to see how an ESL class would address this issue through problem-posing. Beth Thompson bthompsn@mnic.net -----Original Message----- From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov]On Behalf Of Heide Wrigley Sent: Thursday, April 19, 2001 10:49 AM To: Multiple recipients of list Subject: [NIFL-ESL:5829] "Just in Time Civics" 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.
This archive was generated by hypermail 2b30 : Fri Jan 18 2002 - 11:30:38 EST