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 g8B30NX24384; Tue, 10 Sep 2002 23:00:23 -0400 (EDT) Date: Tue, 10 Sep 2002 23:00:23 -0400 (EDT) Message-Id: <007c01c25957$e4136ba0$e0255544@ewndsr01.nj.comcast.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: Ujwala Samant <usamant@comcast.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:7971] Re: Second Thoughts on Phonemic Awareness? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT X-Mailer: Microsoft Outlook Express 5.00.2615.200 Status: O Content-Length: 530 Lines: 12 >>Civil, professional discussion can be quite productive. It's time teachers reclaimed theory for their own classrooms. That is what I meant.<< I agree with you Charles, teachers need to reclaim and redefine theory for their professions. Then perhaps, the theory in this field, would be built upon the experiences of its practitioners. And then maybe, discussions would be different, more based in the reality which defines ESOL for adults. Theory needs to stop being so abstract that all we have are empty discussions. Ujwala
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