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 f3NDZOg19341; Mon, 23 Apr 2001 09:35:24 -0400 (EDT) Date: Mon, 23 Apr 2001 09:35:24 -0400 (EDT) Message-Id: <NFBBLGIMALKKMBBLDGMHKEIOCAAA.adams@ylit.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: "Susan Adams" <adams@ylit.org> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5850] RE: "Just in Time Civics" X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2911.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4224 Lines: 95 I would be happy to share what we have developed and are using with our senior learners from the former Soviet Union. Please forward me an address where I can send them. Kindred spirits need better networking...would love to meet you someday. Susan Adams -----Original Message----- From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov]On Behalf Of Joy Ross Sent: Thursday, April 19, 2001 5:35 PM To: Multiple recipients of list Subject: [NIFL-ESL:5838] RE: "Just in Time Civics" Hi there Susan: You and I sound like kindred spirits. I am the facilitator of the Newcomer Program at Chicago Public Schools and we are also looking to develop a curriculum for our refugee & immigrant students. Would love to share resources with you as we collect them & hopefully like wise on your part! All the best! -----Original Message----- From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov]On Behalf Of Susan Adams Sent: Thursday, April 19, 2001 1:00 PM To: Multiple recipients of list Subject: [NIFL-ESL:5836] RE: "Just in Time Civics" Hi Heidi My name is Susan Adams and I am the ESL Program Director for the JCCs David Neuman Senior Center in Philadelphia. This year we got a small grant from the Good Neighbor Partnership as a result of the Republican National Convention held here. We are working with students and some teachers from the former Soviet Union on advocacy issues. We are using parts of the On Common Ground series, have had a city councilman come to speak with us and are compiling a directory for other immigrants on agencies and people in the area that were user friendly for issues such as dealing with landlords, creating a public transportation system that listens to its riders, getting out the immigrant vote, etc. I would love to see the curriculum that you have developed. You can reach me at 215-338-9800 or adams@ylit.org Thank you, Susan Adams -----Original Message----- From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov]On Behalf Of Heide Wrigley Sent: Thursday, April 19, 2001 11:48 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.
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