Andres, Marie, Jackie and others,

An ideal situation, for ESOL programs in the United States, would be  
the option for learners to purse English (ESOL) and also some basic  
skills content in their first language and English: numeracy/ 
mathematics, U.S. history, political system, and culture, first  
language reading and writing, and perhaps other subjects.  The goals  
would be: learning English _and_ learning basic skills (using the  
first language and English).  For programs that cannot imagine doing  
this because, for example they have no teachers of numeracy/ 
mathematics who speak the students' first language, perhaps they do.   
Some programs in Boston, for example, hire English language students  
who happen to be expert math teachers with years of experience  
teaching numeracy and math in schools and colleges in their home  
countries. Many ESOL students want to learn math as much as they want  
to learn English.  We should provide them with that opportunity as  
soon as possible, not make them wait until they have sufficient  
English skills.

David J. Rosen
djrosen at comcast.net


On Sep 14, 2006, at 9:20 AM, Taylor, Jackie wrote:


> Hello All,

>

> Marie Cora, Moderator of the Assessment List, forwarded Ira’s  

> message on to the Assessment List. Below is a response from Andres  

> Muro.

>

>

>

> So how are professional developers and programs grappling with this  

> issue? Let’s hear from you. Best, Jackie

>

>

>

> From: assessment-bounces at nifl.gov [mailto:assessment- 

> bounces at nifl.gov] On Behalf Of andresmuro at aol.com

> Sent: Thursday, September 14, 2006 9:12 AM

> To: assessment at nifl.gov

> Subject: [Assessment 496] Re: FW: [ProfessionalDevelopment 526]  

> ESOL to ABE Transition

>

>

>

> The logical process should be ABE to ESL. First, students acquire  

> basic literacy in L1. Then, you can transition them into ESL and  

> they will do very well. If you try to do the opposite, it will be  

> very frustrating for students and teachers. I understand that there  

> are things that make this process very difficult, e.g. too many  

> languages, people from oral societies, etc. However, if at all  

> possible, the process should be from ABE to ESL.

>

> Andres

>

>

>

> Please take a look at my artwork: www.geocities.com/andresmuro/ 

> art.html

>

>

>

>

> -----Original Message-----

> From: marie.cora at hotspurpartners.com

> To: Assessment at nifl.gov

> Sent: Thu, 14 Sep 2006 6:31 AM

> Subject: [Assessment 495] FW: [ProfessionalDevelopment 526] ESOL to  

> ABE Transition

>

> Colleagues, This email query is from the Professional Development  

> Discussion List.What are your thoughts and comments? Marie  

> CoraAssessment Discussion List Moderator ***********************   

> Professional Development Colleagues: I'm wondering what policies  

> and supports your states are putting intoplace to assist programs  

> in transitioning their ESOL students into ABE,now that the cut  

> point for NRS level six has been lowered.  In New YorkCity, some  

> programs are creating special classes for students who scoreabove  

> 540 on the BEST Plus, but still need to improve their  

> oralproficiency.  These students will be tested on the TABE and  

> designatedABE for NRS purposes, but their classes will be comprised  

> only ofnon-native English speakers and will incorporate much more  

> oral languagedevelopment than a typical ABE class.  What are some  

> other strategiesyou might suggest?  Ira Yankwitt, DirectorNYC  

> Regional Adult Education NetworkLiteracy Assistance Center32  

> Broadway, 10th FloorNY, NY  

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David J. Rosen
djrosen at comcast.net