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 i44Ke2m15513; Tue, 4 May 2004 16:40:02 -0400 (EDT) Date: Tue, 4 May 2004 16:40:02 -0400 (EDT) Message-Id: <s097aaaf.038@nmail.epcc.edu> 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: "Tracy VonMaluski" <TracyVM@epcc.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10272] Re: Helping a struggling student X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.0.3 Status: O Content-Length: 2244 Lines: 55 I wouldn't translate for her. That makes her too dependent on the other students, and turns it into a translation class. Would use lots of non-verbals, simple paraphrasing, gestures, visual aids, stand on my head.... Would make sure there's nothing else going on with her, but when I let students translate for each other many times they become too dependent on the L1 and start to tune me out... Tracy vonMaluski El Paso Community College >>> hfrazey@yahoo.com 05/04/04 07:36AM >>> Hello, I have been reading this list for a long time, but this is my first post. I am teaching a multilevel ESL class in an Even Start Family Literacy program. I have 14 mothers ranging in CASAS scores from 199 to 240. I started working with the class about a month ago and we are slowly but surely finding our way together. My concern is with the mom who has the greatest need for ESL. We just completed another round of testing which confirmed my feeling that everyone in the class is making progress....except for this mom, whose score went down (to 197). Aside from the test scores (which I try to use as a guide and not a "be all end all"), she is also struggling in class. Her attendance is fairly good and she tries very hard and wants to learn. But she doesn't understand much of anything that goes on in class unless another student translates for her (she is a native Spanish speaker along with about 2/3 of the class). I am wondering how I can best help her. I have structured the class so that I can spend time working with her one-on-one. How would it be best to spend this time? Should I focus on vocabulary, using flashcards perhaps? Or maybe try TPR (which I haven't done, any tips would be appreciated)? Should I try some bilingual materials and encourage her to translate or have other students help her translate? Or should I just give her more time? I feel like my current approach is working for the rest of the class but not for her and I wonder what I could do differently. Thanks for any advice you can give me. Take care, Hillary hillary@qmail.com __________________________________ Do you Yahoo!? Win a $20,000 Career Makeover at Yahoo! HotJobs http://hotjobs.sweepstakes.yahoo.com/careermakeover
This archive was generated by hypermail 2b30 : Thu Dec 23 2004 - 09:46:46 EST