<br><font size=2 face="sans-serif">Hi Jackie,</font>
<br>
<br><font size=2 face="sans-serif">Thank you for this information. I believe
this research must be what my former Spanish teacher was basing her argument
on for bilingual education in the K-12 school system.</font>
<br>
<br><font size=2 face="sans-serif">Tina</font>
<br>
<br><font size=2 face="sans-serif">Tina Luffman<br>
Coordinator, Developmental Education<br>
Verde Valley Campus<br>
928-634-6544<br>
tina_luffman@yc.edu</font>
<br>
<br>
<br>
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<td width=40%><font size=1 face="sans-serif"><b>"Jackie Coelho"
<jackie.coelho@gmail.com></b> </font>
<br><font size=1 face="sans-serif">Sent by: assessment-bounces@nifl.gov</font>
<p><font size=1 face="sans-serif">02/05/2008 11:13 AM</font>
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<div align=center><font size=1 face="sans-serif">Please respond to<br>
The Assessment Discussion List <assessment@nifl.gov></font></div></table>
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<div align=right><font size=1 face="sans-serif">To</font></div>
<td><font size=1 face="sans-serif">"The Assessment Discussion List"
<assessment@nifl.gov></font>
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<div align=right><font size=1 face="sans-serif">cc</font></div>
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<div align=right><font size=1 face="sans-serif">Subject</font></div>
<td><font size=1 face="sans-serif">[Assessment 1108] Re: {Dangerous Content?}
RE: No Questions or Comments?!</font></table>
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<br><tt><font size=2>Hi Tina,<br>
<br>
This has been researched already and is the basis for the arguement in<br>
favor of bilingual education, a good idea that was not implemented in<br>
the best way. For many years people have known that a good foundation<br>
in literacy in the first language will facilitate learning in a second<br>
or third language.<br>
<br>
Another interesting twist is the existence of languages that are not written.<br>
<br>
Jackie<br>
<br>
<br>
On 2/5/08, Tina_Luffman@yc.edu <Tina_Luffman@yc.edu> wrote:<br>
> Hi list members,<br>
><br>
> My experience teaching ELAA students in the GED class is similar to
that of<br>
> Gail. If the student has a solid educational background in the country
they<br>
> came from in their native language, they tend to advance rather quickly
and<br>
> get their GED. Those coming with 6th grade educations from their country
or<br>
> lower tend to stay in the GED class for years and do not make much<br>
> advancement.<br>
><br>
> This experience relates well to research done among Native American
tribes<br>
> teaching them English. Those Native Americans who were first taught
literacy<br>
> skills in their own tongue learned English much quicker than those
who tried<br>
> to learn literacy skills in English without that background in their
own<br>
> tongue. I also found similar problems when I was learning Spanish.
The<br>
> concepts I could mentally translate from English to Spanish were much
easier<br>
> to grasp and learn than those I didn't know in English. Perhaps this
is<br>
> something deserving more research.<br>
><br>
> Tina<br>
> Tina Luffman<br>
> Coordinator, Developmental Education<br>
> Verde Valley Campus<br>
> 928-634-6544<br>
> tina_luffman@yc.edu<br>
><br>
> -----assessment-bounces@nifl.gov wrote: -----<br>
><br>
> To: "The Assessment Discussion List" <assessment@nifl.gov><br>
> From: "Gail Burnett" <gburnett@sanford.org><br>
> Sent by: assessment-bounces@nifl.gov<br>
> Date: 02/04/2008 06:34PM<br>
> Subject: [Assessment 1104] {Dangerous Content?} RE: No Questions or<br>
> Comments?!<br>
><br>
><br>
> Warning: This message has had one or more attachments removed<br>
> Warning: (not named).<br>
> Warning: Please read the "AttachmentWarning.txt" attachment(s)
for more<br>
> information.<br>
><br>
> In our small adult education program, my experience (just about three
years)<br>
> is that students with solid educational backgrounds advance, particularly
if<br>
> they're not working too many hours. Those who advance the slowest,
if at<br>
> all, are immigrants who are barely literate in their first language.
I would<br>
> say that lack of education is a bigger factor than lack of time; a
student<br>
> who works full-time and is exhausted often will still succeed because
he/she<br>
> is familiar with academic work, and is goal-oriented. What we do is
try to<br>
> get our low-level students to come up with goals, but that's a hard
concept<br>
> in a second language.<br>
><br>
> This does not mean that the factors mentioned in the research don't
play a<br>
> part, though. I'm one of those barely-trained teachers (transitioned
from<br>
> another career, got trained mainly through workshops rather than classes).<br>
> My skill level very well may contribute to students' slow advancement.
It's<br>
> hard for small adult education programs to get highly skilled ESL
teachers.<br>
> The pay is low and there are no benefits. But my program is encouraging
me<br>
> to get extra training and has me on a plan of improvement. I think
we're<br>
> making some progress.<br>
><br>
> Does this address any of the issues? And am I submitting it right?<br>
><br>
> ________________________________<br>
><br>
> From: assessment-bounces@nifl.gov on behalf of Marie Cora<br>
> Sent: Mon 2/4/2008 6:50 PM<br>
> To: Assessment@nifl.gov<br>
> Subject: [Assessment 1103] No Questions or Comments?!<br>
><br>
><br>
> Hello everyone,<br>
><br>
> I'm so surprised! No one has anything to comment on regarding
your<br>
> program's effectiveness at helping ESL students advance?? I
was very<br>
> curious to know if subscribers experience the same types of issues
that Dr.<br>
> Chisman and Dr. Crandall found in their research: a lack of
intensity of<br>
> instruction/few protocols for transitioning students/few opportunities
for<br>
> professional development.<br>
><br>
> What are the issues in your program that you feel inhibit the ESL
student<br>
> from advancing? What do you try to do about that?<br>
><br>
> Please post your questions and comments now.<br>
><br>
> Thanks!<br>
><br>
> Marie Cora<br>
> Assessment Discussion List Moderator<br>
><br>
><br>
> Marie Cora<br>
> marie.cora@hotspurpartners.com<br>
> <</font></tt><a href=mailto:marie.cora@hotspurpartners.com><tt><font size=2>mailto:marie.cora@hotspurpartners.com><br>
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