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 g2KNZdu03699; Wed, 20 Mar 2002 18:35:39 -0500 (EST) Date: Wed, 20 Mar 2002 18:35:39 -0500 (EST) Message-Id: <20020320233326.NCJT16347.mta02-srv.alltel.net@[162.40.68.80]> 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: Anna Silliman <anna@handsonenglish.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:7460] RE: ESL students: grouped or separated? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 2675 Lines: 62 One way to avoid some of the challenges Dottie is describing is to have the students STUDY volunteering rather than do it. (They can later become involved in volunteering on their own, once they've become familiar with the process and with the options.) A retired ESL teacher originally from Tennessee, Dianne Scott, told me recently that she used to take her students on (pre-arranged) tours of some places where volunteering was going on. The students learned about the work of each facility, where their funding comes from, etc., then got to interview some of the volunteers there. She told me that Tennessee has an elaborate network to promote volunteerism, and it's easy there to hook up with the already established organizations, so they also got invited speakers to come with no problem. Students learned about the process of getting involved, and how they could do so if they wished. Her idea was not only for the students to find out about volunteerism (which they were fascinated with!), but also to establish more connection with the community, to get a glimpse inside some of the agencies, to learn about our culture and how our systems work, and to make contact with English speakers. Dianne's students also interviewed volunteers at their school, including some of the teachers. She said they were always fascinated to ask why someone would do this work for no pay! The students made lists of what kinds of volunteer work was being done in their nearby community and reported on this. They wrote essays on what kinds of volunteering they might be interested in and why. I'll bet she had a thousand other teaching ideas on this topic but this is all that she told me. Best wishes, Anna --------------------------------------------------- Anna Silliman, Editor Hands-on English "A helping hand for ESL" P.O. Box 256, Crete, NE 68333 Toll-free: 1-800-ESL-HAND (1-800-375-4263) Phone:402-826-5426 Fax: 402-826-3997 Email: anna@handsonenglish.com Website: <http://www.handsonenglish.com/> --------------------------------------------------- Hello, Dottie Shattuck! On 3/20/02 4:39 PM you wrote: >You'll also want to do a good bit of preliminary discussion about >volunteering & >it's importance in the United States -- all the things/activities that >would NOT >happen without volunteers. [ I'll send you a wonderful essay about this by >Erma >Bombeck, on your personal email.] Someone from United Way might speak to the >class about this. You could also consult the local refugee resettlement >agency >(Catholic Social Services, Lutheran Social Services, Jewish Family Services, >Episcopal Migration Services are some.)
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