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 j89HdJG17571; Fri, 9 Sep 2005 13:39:19 -0400 (EDT) Date: Fri, 9 Sep 2005 13:39:19 -0400 (EDT) Message-Id: <036201c5b565$1929eeb0$6401a8c0@Dottie> 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: "Dottie" <dottie@shattuck.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:11119] Re: Traffic Safety Curriculum for Existing ESL Programs X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2670 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4466 Lines: 131 I'd add "weather safety" to the list. I always teach a lesson about "Severe Weather" which includes the name of our county, Tornado information, Severe Storm Warnings, temperature (32* F = 0* C), how to watch the TV for the various warnings and NOT using charcoal grills INSIDE if the electricity goes off.. I also have a list, w/pictures, of "Emergency Supplies for 3-5 days" (if needed). Many years ago while working with Hmong groups in Wis., I learned that clients from tropical areas often had no concept of COLD and what it can do to a body. This is still true of the Somalis, Vietnamese and some Middle East clients that I now teach. I've done lessons (from my old Girl Scout book) on dressing in layers, frost bite & wind chill. This fall, I'll probably add "dressing warmly in your home & saving $$ on the heating bill." I believe a big part of my job is to help my clients/students "interpret" their new environment, including the English they may hear on TV. Dottie Shattuck instructor HIAS-NC Charlotte, NC ----- Original Message ----- From: "Tara O'Brien" <tobrien@vtadultlearning.org> To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> Sent: Friday, September 09, 2005 11:36 AM Subject: [NIFL-ESL:11117] Re: Traffic Safety Curriculum for Existing ESL Programs > 1. In the process of teaching English, have you used ESL as a forum for > teaching other things? If so, please describe. > > We have taught financial literacy, driver's education, family literacy, > health issues, history and civics and have held workshops in resume > writing, > problem-solving and culture. > > 2. Please rate the importance of teaching the following in ESL > classes: > > (on a scale from 1 to 10, 10 being the highest) > a. English: 10 > b. Civics education: 10 > c. Traffic safety: 5 > d. American history: 7 > e. Banking: 5 > f. Employment practices: 8 > g. Driver's License: 5 > h. Immigration Services: 6 > i. Housing: 6 > > > 3. Are ESL programs an appropriate venue to teach new immigrants to use > seat belts and child safety seats? Why or why not? > > Yes, covering items concerning students' welfare and safety addresses the > whole student and provides them information about cultural information and > societal expectations. > > > 4. Do you think ESL instructors feel it is their role to provide > students with traffic safety and other civics education? > > More are increasingly seeing the importance of civic education in the > classroom; however, I am not aware of traffic safety as a topic commonly > addressed. > > > 5. What would be the best way and the best venue to train ESL > instructors on the importance of traffic/occupant safety (i.e., > continuing education workshops)? > > Topic-specific workshops. > > > 6. What would be the best way to present traffic safety materials for > ESL instructors (i.e., a guidebook, video)? > > Guidebook for a workshop, which could be adapted in either a shorted, > intense form or a longer form throughout a semester, and materials such > as > flashcards with authentic photos, street maps and communicative activities > that could also be used in general English courses. > > > 7. What methods and media are most effective for teaching traffic > safety and other civics education? > > Experiential learning methods, project-based learning, community-based > presenters and guests, videos, and authentic realia. > > > 8. What would be the best way to encourage ESL instructors to always > include a traffic/occupant safety component during their ESL classes? > > Include some connection or correlation to assessment and achievement such > as > EFF Standards, CASAS competencies or NRS Levels to which teachers are held > accountable. > > Include clear objectives in lessons which include content, English and > social skills and knowledge > > > 9. What are the barriers we will face when trying to get ESL programs > to incorporate our traffic safety curriculum? How can we overcome these > barriers? Is there anything else you would like to add concerning > traffic safety and ESL programs? > > A major barrier is the pressure for teachers to have measurable outcomes > at > the state and federal level for dwindling funding. See #8 for ideas. > > > > Hope this helps. Good luck on your work. I would be very interested in > examining it at some point > > Tara > > Tara O'Brien > ESOL Coordinator > Vermont Adult Learning > tobrien@vtadultlearning.org > > > >
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