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 iAHKpJ611132; Wed, 17 Nov 2004 15:51:20 -0500 (EST) Date: Wed, 17 Nov 2004 15:51:20 -0500 (EST) Message-Id: <4064.130.85.160.183.1100724424.squirrel@130.85.160.183> 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: "JoAnn (Jodi) Crandall" <crandall@umbc.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10567] RE: literacy issues X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain;charset=iso-8859-1 X-Mailer: SquirrelMail/1.4.3a Status: O Content-Length: 4356 Lines: 102 I have worked with schools who have increasing numbers of secondary school immigrant students with limited prior education or literacy, and one of the things we did was to provide an extended language and literacy program consisting of beginning ESL (which is focused mostly on oral langauge development), a course in basic ESL literacy and numeracy, and one content area course such as science or art. The students spoke a number of different languages, so literacy in their first language was not possible. However, you have the student enrolled in Spanish. Is it possible to provide another hour of Spanish literacy and numeracy for him (perhaps with a tutor) and then to transition him to ESL literacy later? He will make faster progress in Spanish literacy and he can be developing his oral English while he is developing his reading and writing first in Spanish. We also found that we had to provide additional instructional time for these students through after-school sessions, summer sessions, and even a Saturday program which brought together parents and their children in a math course/experience. Other students can serve as tutors in this, meeting with him before and/or after school and even during lunch. The personal attention should help. Jodi -- JoAnn (Jodi) Crandall Professor, Education Department Director, Ph.D. Program in Language, Literacy, & Culture University of Maryland, Baltimore County (UMBC) 1000 Hilltop Circle, Baltimore, MD 21250 ph: 410-455-2313/1417 fax: 410-455-8947/1880 email: crandall@umbc.edu www.umbc.edu/llc/ www.umbc.edu/esol/ www.tirfonline.org intrigued most of all with your question: what services would he be > offered if he were not an ELL? Literacy/basic math support. That's a > great question and I'll ask around to find that baseline. > > Thank you, and the notion of putting him into more electives is > helpful--each grade has but two daily five days a week--but why not 7th > grade art . . .? > thank you, > emilie condon > ---------- Original Message ---------------------------------- > From: "dezreen@excite.com" <dezreen@excite.com> > Reply-To: nifl-esl@nifl.gov > Date: Wed, 17 Nov 2004 09:30:31 -0500 (EST) > >> >> If this child was not ELL (i.e. a native English speaker) what sort of >> services would they receive? Would they get basic literacy and math >> support? >> >>If there are other options available, I would get him out of the multiple >> science classes. Can he take art more than once and with different >> lessons during the day? What sort of literacy help is he getting, how >> often and through whom? This should be in addition to ESL class, as your >> initial focus will be on communicative language. He should also receive >> some basic math skills. >> >>Students with similar profiles have caused my district to rethink their >> servicing of ELL's who also happen to come in with skills that are not at >> grade level. This is not only an ESL issue, it needs to involve the >> entire school. >> >>Kathleen Morgan >>Telluride School District >>Telluride CO >> >> >> >> --- On Wed 11/17, pop.intrex.net < econdon@intrex.net > wrote: >>From: pop.intrex.net [mailto: econdon@intrex.net] >>To: nifl-esl@literacy.nifl.gov >>Date: Wed, 17 Nov 2004 06:07:23 -0500 (EST) >>Subject: [NIFL-ESL:10562] literacy issues >> >>A student has just arrived from Honduras. He has been >> placed<br>age-appropriately into the 8th grade at the public middle >> school in Durham,<br>NC where I am an ESL teacher.<br><br>He has >> completed 1st grade in his home country and some of 2nd. He is<br>unable >> to read or even write his name. He has been working as a >> brick<br>layer.<br><br>We have thought to put him into one class most of >> the day--the science<br>teacher's class in part because she is so hands >> on. He will get the same<br>lesson over and over and have an environment >> that is familiar to him.<br><br>He will go to an elective ESL class (that >> is how ESL is scheduled in this<br>public school) and a Spanish >> class.<br><br>Does anyone have any wisdom, or material ideas--print or >> computer that could<br>be available or purchased in a public >> school?<br><br>thanks<br>emilie condon<br><br><br> >> >>_______________________________________________ >>Join Excite! - http://www.excite.com >>The most personalized portal on the Web! >> >
This archive was generated by hypermail 2b30 : Thu Dec 23 2004 - 09:46:54 EST