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 iAHMat612825; Wed, 17 Nov 2004 17:36:55 -0500 (EST) Date: Wed, 17 Nov 2004 17:36:55 -0500 (EST) Message-Id: <000801c4ccf6$09b1e0d0$0c00000a@emilie> 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: "pop.intrex.net" <econdon@intrex.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10568] RE: literacy issues X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1437 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4883 Lines: 124 Jodi, Thank you for your input--I have printed out and will cogitate -- with others. emilie ----- Original Message ----- From: "JoAnn (Jodi) Crandall" <crandall@umbc.edu> To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> Sent: Wednesday, November 17, 2004 3:51 PM Subject: [NIFL-ESL:10567] RE: literacy issues > 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! > >> > > > > > > >
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