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 i45F1fm16902; Wed, 5 May 2004 11:01:41 -0400 (EDT) Date: Wed, 5 May 2004 11:01:41 -0400 (EDT) Message-Id: <DE4FCD18CD7FD4118C8C00D0B774DDA409EED00F@doe.mass.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: "Lalyre, Yvonne L" <YLalyre@doe.mass.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10276] Re: Helping a struggling student X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain X-Mailer: Internet Mail Service (5.5.2657.72) Status: O Content-Length: 5853 Lines: 142 Here is another perspective. I knew once a German Ph.D. who could not construct a correct sentence either in German or in English (I am exaggerating). He had, however, advanced in academia and could earn his living doing experiments in biochemistry. In addition, he loved to write incessantly narrations that were in need of much editing. He owns a house, has a steady job, and undoubtedly continues to write happily. Let's not get hung up on language, either. At some point we need to make sure we are not imposing too high standards on people in one area while ignoring talents in other areas. Yvonne -----Original Message----- From: Lynda Terrill [mailto:lterrill@cal.org] Sent: Wednesday, May 05, 2004 9:51 AM To: Multiple recipients of list Subject: [NIFL-ESL:10275] Re: Helping a struggling student Dear Listers, Two NCLE/ERIC digests that may be germane to this conversation are "Trauma and the Adult English Language Learner" at http://www.cal.org/ncle/digests/trauma2.htm and "ESL Instruction and Adults with Learning Disabilities" at http://www.cal.org/ncle/digests/LD2.htm . Lynda Terrill NIFL-ESL moderator lterrill@cal.org -----Original Message----- From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov]On Behalf Of Pauline Mcnaughton Sent: Tuesday, May 04, 2004 5:46 PM To: Multiple recipients of list Subject: [NIFL-ESL:10273] Re: Helping a struggling student I agree with the suggestions made so far to a) determine if possible first language literacy skills and b) solicit help from the other students. I also agree with the warning below re. avoiding too much dependency on other students and translation. I found in my ESL teaching career only a couple of occasions where I had a student who just didn't seem to "get" anything that was being taught, no matter how much I tried to modify my approach or provide support. Literacy may be part of the problem, but if there are other factors - learning disabilities or trauma for example, it can be impossible to determine in an adult ESL context with limited resources or professional supports. I found myself in one situation relying on the clues provided by comments that the other students made. For e.g. the students who were able to converse in the same language also had serious communication difficulties - grew exasperated - and told me it was impossible. While I did not expect the other students to be able to accurately diagnose the problem (some said she was not too bright)- what I did realize is that whatever the communication problem was, it was present in her first language as well. The class embraced the student in terms of being friendly and trying to make her feel included, but did not take her learning efforts seriously. And in this case the student just seemed delighted to be part of the class, and given the space to work away at whatever she could do. I continued to try to include her, and to try to read whatever clues I could from her work to figure out her learning style, or particular aptitudes - but ultimately I didn't know how to help her. She didn't feel comfortable with too much focused attention either - it seemed to upset her. At the end of term she was moved from a general beginner class to a literacy class. I know your situation is not the same - but perhaps you'll find some clues in seeing what success the other students have or don't have. Good luck. -----Original Message----- From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov]On Behalf Of Tracy VonMaluski Sent: May 4, 2004 3:38 PM To: Multiple recipients of list Subject: [NIFL-ESL:10272] Re: Helping a struggling student 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
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