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 fALJXM004678; Wed, 21 Nov 2001 14:33:22 -0500 (EST) Date: Wed, 21 Nov 2001 14:33:22 -0500 (EST) Message-Id: <20011121193019.50562.qmail@web14106.mail.yahoo.com> 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: Betty Stone <bjstone13@yahoo.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:6745] Re: Illiterate in primary language X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: multipart/alternative; boundary="0-512267383-1006371019=:49178" Status: O Content-Length: 11151 Lines: 141 Content-Type: text/plain; charset=us-ascii No matter what text you might "adopt," don't forget the value of teaching basic phonemic awareness to low literacy students: the sounds each letter makes matched to the letters themselves, how letters blend (bl-, gl, pr-, etc.) - in a nutshell, phonics. OUr program accomplishes this by creating LOTS and LOTS of manipulatives: matching cards, exercises where learners point to or show cards of letters that go with sounds, etc. Combined with whole language activities that work on content relevant to adult learners' needs, and depend a lot on context and often pictures, the learners start to develop some literacy along with (usually more advanced) speaking skills. New Readers PRess has aneat little aid called Flippin' Phonics where students can flip to get different consonant-vowel -consonent patterns. Basic readings that focus on a pattern (e.g. short a) at a time reinforce skills. In the end, there is an enormous amount of customizing that is necessary at this level, and also, a recognition that if the learners don't already know the sounds each of the letters in the English alphabet make, they must have this down well (decoding) before they can learn to read for meaning (comprehension). ESOL training programs seem to be getting on the bandwagon in this area, but for many decades they kind of assumed all ESL/ESOL learners already "knew how to read." With these learners, make no assumptions...We've got to teach it all. Have fun and find a ready (and free) source of scrap paper at a local printer so you can make lots of alphabet and sound pattern cards. Betty Stone Corinne Moran <cmoranmv@gis.net> wrote: Amy Thank you. I'll send for the Longman text. Happy Thanksgiving. Corinne Moran ---------- >From: "Amy Finch" >To: Multiple recipients of list >Subject: [NIFL-ESL:6741] Re: Illiterate in primary language >Date: Tue, Nov 20, 2001, 11:46 PM > > Hi Corinne, > > My experience is similar to Dottie's -- many of my students are > pre-literate. My program uses the Longman ESL Literacy text. Using this > text in conjunction with a picture dictionary has worked very well for my > classes. Good luck! > > Amy Finch > Minneapolis Public Schools Adult Basic Ed > amyeff@worlnet.att.net > > > ----- Original Message ----- > From: Corinne Moran > To: Multiple recipients of list > Sent: Tuesday, November 20, 2001 9:46 AM > Subject: [NIFL-ESL:6736] Illiterate in primary language > > >> > THIS MESSAGE IS IN MIME FORMAT. Since your mail reader does not > understand >> this format, some or all of this message may not be legible. >> >> --MS_Mac_OE_3089097683_108237_MIME_Part >> Content-type: text/plain; charset="US-ASCII" >> Content-transfer-encoding: 7bit >> >> I coordinate our volunteer ESL program. We have a man in his forties who >> speaks no English and cannot read or write in his native language >> (Portuguese). >> Our tutors are not trained to teach reading, and others who can teach >> reading are not trained in ESL. >> I don't know yet whether there is a problem like dyslexia etc. I believe > it >> is best to teach an adult non-reader in his primary language, but he needs >> survival English. >> I assume he's gotten this far by using other senses. Using aural/oral >> techniques, dialogues, TPR, pictures, music etc. we should be able to help >> him communicate, but what about the reading/writing? >> Anyone with experience? >> Corinne Moran >> ESL Coordinator, Martha's Vineyard Volunteers for Literacy >> cmoranmv@gis.net >> >> >> --MS_Mac_OE_3089097683_108237_MIME_Part >> Content-type: text/html; charset="US-ASCII" >> Content-transfer-encoding: quoted-printable >> >> >> >> >> >> >> I coordinate our volunteer ESL program. We have a man in his > fort= >> ies who >> speaks no English and cannot read or write in his native language >> (Portuguese). >> Our tutors are not trained to teach reading, and others who can teach >> reading are not trained in ESL. >> I don't know yet whether there is a problem like dyslexia etc. I > beli= >> eve it >> is best to teach an adult non-reader in his primary language, but he > needs<= >> BR> >> survival English. >> I assume he's gotten this far by using other senses. Using aural/oral >> techniques, dialogues, TPR, pictures, music etc. we should be able to > help<= >> BR> >> him communicate, but what about the reading/writing? >> Anyone with experience? >> Corinne Moran >> ESL Coordinator, Martha's Vineyard Volunteers for Literacy >> cmoranmv@gis.net >> >> >> >> >> >> --MS_Mac_OE_3089097683_108237_MIME_Part-- >> >> Betty J. Stone ESOL Program Administrator SCALE - Somerville Center for Adult Learning Experiences 167 Holland Street, Somerville, MA 02144 Phone: 617-625-6600, Ext. 6933 FAX: 617-623-8528 bjstone13@yahoo.com --------------------------------- Do You Yahoo!? Yahoo! GeoCities - quick and easy web site hosting, just $8.95/month.
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