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 i3D2Yim24178; Mon, 12 Apr 2004 22:34:44 -0400 (EDT) Date: Mon, 12 Apr 2004 22:34:44 -0400 (EDT) Message-Id: <00ff01c420ff$1c042700$14492118@cajoramirez> 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: "Carla Amaro" <amaroc@email.uc.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10221] Re: Request for articles X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1158 Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 2439 Lines: 69 Ms. Kabuta, The message "Request for articles" was sent by Cathy Tatusko. Her email reads as follows: REFUGEE REPORTS Requests Articles/Submissions on English as a Second Language (ESL). For 25 years, Refugee Reports has been a reliable source of information on policies, news, statistics, and events related to the US Refugee Resettlement Program. A future issue of Refugee Reports will focus on ESL issues as they relate to refugees, and we welcome submissions from refugee service providers, ESL instructors and/or program directors, advocates, and policy makers. Article ideas for the ESL issue (please feel free to propose other topics): · Limited availability of classroom space (shortage of English-language programs in many areas of the country) · Policy review: Reauthorization of Workforce Investment Act (WIA) · Impact of low English proficiency (LEP) on life of refugees · Overseas camps and ESL: Do refugees need more English-language instruction in camps before coming to the U.S.? · Emphasis on workforce readiness and the impact this has on long-term refugee outcomes · Factors to consider in designing ESL programs for refugees · Access issues, and what succeeds (i.e., support services known to improve ESL attendance: Childcare, transportation, counseling, day class availability, computer-assisted learning labs or independent study of some other kind) · Curricular approaches (trends) · Title VI rights under Civil Rights Act of 1964 - Interpreters in healthcare settings (are they being provided?) Special populations: · Individuals with low education levels and/or not literate in native language · Learning disabled · Elderly (especially given changes in welfare law and need to naturalize to retain benefits) Technical assistance providers (such as Spring Institute) Book review or review of recent study Although we cannot pay writers, we will provide a by-line for individuals and (if requested) the organization they work for if the submission is published. The Writers Guidelines are available on-line at http://www.refugees.org/world/articles/RR_2002_guidelines.cfm>. The deadline for submission is 14 May 2004. Please forward this message to anyone who might be interested in writing for Refugee Reports. Inquiries or submissions can be sent to rr@irsa-uscr.org <mailto:rr@irsa-uscr.org>. Thank you
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