Return-Path: <nifl-workplace@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hAE1uCu23750; Thu, 13 Nov 2003 20:56:12 -0500 (EST) Date: Thu, 13 Nov 2003 20:56:12 -0500 (EST) Message-Id: <26583D62A957714EAD30C4979B935982014A4B22@mccmail.fpsnet.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-workplace@literacy.nifl.gov Originator: nifl-workplace@literacy.nifl.gov Sender: nifl-workplace@literacy.nifl.gov Precedence: bulk From: "Kevin O'Connor" <koconnor@framingham.k12.ma.us> To: Multiple recipients of list <nifl-workplace@literacy.nifl.gov> Subject: [NIFL-WORKPLACE:773] RE: Career Tracks for Foreign-born nurses? (Long) X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 5794 Lines: 44 Hi Ann, This reply starts out short then gets long. The first two paragraphs will answer you question briefly- beyond that, read at your peril :-) I'm not sure about other states, but here in Massachusetts there are a few paths (each with its own challenge): Agencies like the Red Cross and other private, certified agencies (however, not all are as reputable as RC) offer training that will allow people to work as a CNA provisionally, for several months, until they can pass the state test. It may not pay as well as some under-the-table jobs like landscaping or house cleaning, but it provides important benefits, like health insurance. Beyond the CNA level, vocational schools offer LPN certification, and there are Community and private colleges which also do LPN Cert, as well as a 2-year RN degree. The 2-yr degree is actually pretty credit-heavy, 77 instead of the usual 60, so a 120 four-year degree is a good investment in time. However, the academic levels are often quite a big step above our highest-level ESL class. The challenges are many; First, the waiting list... it's a slow economy and nurses are working, therefore, many people want to be a nurse. In many cases, our students will be trying to get in line with native English-speakers who already hold a BA in something else. This has put a lot of stress on the thinly-spread, underpaid administration who have needed to create new rules as they went along to deal with this glut of applicants. Second, the institutional Languicism... there are many professors and administrators who mentally marginalize a non-native speaker the first time they open their mouths. (NOT all.. PLEASE see below, regarding the exceptional personnel I have met.) Many see themselves as the gatekeepers of higher ed, besieged by barbarians. Many students who have moved belong ESL classes are repeatedly sent back to College-level ESL classes as a matter of course, because of an accent, not out of necessity. Third, college-level work is difficult and it requires particular skills. It is a big, under funded jump from higher-level ESL classes to the lower rungs of higher ed. Programs aimed at teaching to this gap have a hard time getting funded. Partly because this can be perceived as a non-critical life need, unlike Beginning-level ESL, and partly, I believe, because not everyone believes, as I do, that higher education should be a possibility for everyone. Even Thomas Jefferson professed a need for a dualistic system of education- he felt that we needed street-sweepers as well as doctors, and we should educate accordingly. So, there is little incentive from above to fund a bridge for everyone to attain higher ed. They are afraid of having to pay a doctorate to work at Dunkie's. The biggest problem seems to be English 101 and 102. It presumes students to have so much pre-existing proficiency in academic discourse (Thoreau, Hemingway, some Shakespeare, the narrative frame, study skills, essay writing, critical thinking skills, textbook literacy, Greek mythology...). Much of this is stuff that even a student who slept through public school (like me) will at least be acquainted with. However, this is a major barrier to a second-language learner who didn't come up through an American school and did not get acquainted to the literary canon and the discourse styles associated with different disciplines (how to write in a science class, or a history class, or in English 101...). Students can feel like school is not meant for them, even though the degree is necessary. It is especially difficult for students with low literacy in their first language, or little experience in schooling beyond what Freire called the "banking concept" of education. Thinking critically is a foreign skill, and to attempt to do so in a foreign language is a double-bind. There is so much more to say here, but I'll defer. OK- here's the ray(s) of light... in our program, no one is ever really "out". Students are always welcome to come in or email us for advice and counseling and many do. I really enjoy spending time with students, helping them navigate the academic bureaucracy. It is a pleasure to help remove the worried crease from the brow of a former student by reaffirming that they can do, they should do it and here's how they might do it. Also, our community colleges have some really excellent people who strive to make lifelong learning a reality for every dedicated person who walks through their door. I have met some of the best teachers toiling away in 100 level (or remedial sub-100 level) classes; teachers who share the language of academic discourse as peers, not from Above; teachers who use the new media and technology available; teachers and administrators who are always willing and available to help, in a humane and loving way, someone who is honestly trying. My job is to steer my students to those people- to hand them over to a warm human being who won't let them get lost in the shuffle. This has been the unfunded Bridge to Higher Education- sitting down with colleagues from Higher Ed and realizing that we have the same goals and that we can work together. Kevin O'Connor Framingham Adult ESL 508-626-4282 koconnor@framingham.k12.ma.us -----Original Message----- From: Ann Gillespie [mailto:ann@prolinguanashville.com] Sent: Thursday, November 13, 2003 4:34 PM To: Multiple recipients of list Subject: [NIFL-WORKPLACE:771] Career Tracks for Foreign-born nurses? I am interested in learning about programs that have been developed to help immigrants and refugees re-establish themselves professionally, getting appropriate credentials and so on. I am especially interested in any programs for nurses. Any suggestions for where I might start looking?
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