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<DIV>Forrest,</DIV>
<DIV> </DIV>
<DIV>The person who started the DLIELC testing program, not too long after WW
II, was Sydney Sako. Sydney was a mathematician with a strong interest in
language. The people who developed the test items were well-educated language
people. I'm a right brained/creative person, who was the second oldest person in
his high school class to graduate, because of math. Therefore, I really don't
understand the whole process. However, I recognize what works. The English
Comprehension Level (ECL) test, was amazingly successful. Each form, and there
were many, was normed against other forms and the numbers were very steady. It
was a combination of around 120 listening and reading multiple choice items. If
you tested students using different forms, the numbers were quite close.
Each specialty required a specific score; 65 for admittance to on-the-job
training, 90 for Staff College, 85 for pilots, etc. When I was in the program,
the failure rate among students who went on into their specialty because of
language problems, was very small...something like 5%. In the 1980's the federal
Oral Proficiency Interview (OPI) was added for persons who needed specific
speaking levels, such as air traffic controllers, pilots, Puerto Rican ROTC
graduates to get their commissions and some others. I understand that the ECL is
now done on a computer, but the principles remain basically the same. You can
get up-to-date information on the current system at <A
href="http://www.dlielc.org/testing/ecl_test.html">http://www.dlielc.org/testing/ecl_test.html</A>
Students who had received a good balance of training; listening, speaking,
reading and writing skills and who performed well on the ECL test were generally
also proficient orally.</DIV>
<DIV> </DIV>
<DIV>There is a second option, the American Language Course Placement Test
(ALCPT) which consists of expired ECL tests that DLIELC can sell to recognized
educational institutions. Several years ago I tried to get it adapted for Adult
Education here, rather than the current system. The effort was almost
successful, as a lot of people liked it. It was much quicker and cheaper to
administer than what happens now and doesn't depend on opinion. However,
acceptance of change is always a problem in anything. I have an article about
the ALCPT on my website at <A
href="http://www.tedklein-esl.com/ESL/lang_tests.html">http://www.tedklein-esl.com/ESL/lang_tests.html</A>
The ALCPT does not test persons who can't read English, but there are
alternative ways to place students in that situation.</DIV>
<DIV> </DIV>
<DIV>Military personnel are much more reflective of the population as a whole
than one might imagine. Don't count on the accuracy of my memory on all of the
details, but if I recall there was something like a ten percent drop in average
proficiency gain monthly, when two or three students were added to a class of
ten. DLI Training Management had wheels to predict how long it would take to
gain X many points and they were surprisingly accurate. Students were in class
four hours a day and two more hours in a supervised lab, five days a week.
Scores were used for placement as well as graduation. My personal experience of
this whole English Language Training package was positive. There were always
complaints, but the proof was in the pudding.</DIV>
<DIV> </DIV>
<DIV>Now I live in the "do your own thing" world which is much more fun.
However, I respect other ways of operating. The main difference is
that students were in their national uniforms, <STRONG>had</STRONG> to be
on time and the system was more "regimented." Occasionally persons from the
academic community find teaching jobs there and some of them run away at the
first opportunity! Others stay for a career. I managed...and have some fond
memories. I have been in ESL since 1961, so DLIELC represents less than half of
my career.</DIV>
<DIV> </DIV>
<DIV>Cheers, <FONT face="Script MT Bold" size=5>Ted</FONT></DIV>
<DIV><FONT face="Script MT Bold" size=5></FONT> </DIV>
<DIV> Theodore A. (Ted) Klein, Jr.<BR>
Independent Consultant in
Language<BR> and Intercultural
Training<BR>
14456 Agarita Road<BR>
Austin, Texas
78734-2009<BR>
Phone:512-266-1801<BR>
<A
href="mailto:taklein@austin.rr.com">taklein@austin.rr.com</A><BR>
<A
href="http://www.tedklein-ESL.com">www.tedklein-ESL.com</A>
<BR>
</DIV>
<DIV> </DIV>
<DIV>----- Original Message ----- </DIV>
<BLOCKQUOTE
style="PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #000000 2px solid; MARGIN-RIGHT: 0px">
<DIV
style="BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: black"><B>From:</B>
<A title=forrest@crosslink.net href="mailto:forrest@crosslink.net">Forrest
Chisman</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=assessment@nifl.gov
href="mailto:assessment@nifl.gov">'The Assessment Discussion List'</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Wednesday, February 06, 2008 10:07
AM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> [Assessment 1132] Re:
Observation checklist</DIV>
<DIV><BR></DIV>
<DIV class=Section1>
<P class=MsoNormal><SPAN
style="FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-serif'">Ted,<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-serif'"><o:p> </o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-serif'">This
is fascinating stuff. Jodi will probably have more questions about it than I
do. (Jodi take note!) My major question is how far one can generalize from the
DLIELC experience. After all, military personnel are a “captive audience” and
it’s part of their “job” to learn English via DLI. As a result, one would
assume they are a very motivated bunch. Do you think this skews your finding
about class size, instructional time and other variables, or not? Also, how
large were the test differences when you “squeezed in” a few more
students/class? Do you think the tests were good enough to make those
differences meaningful?<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-serif'"><o:p> </o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-serif'">Forrest<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-serif'"><o:p> </o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-serif'"> <o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-serif'"><o:p> </o:p></SPAN></P>
<DIV>
<DIV
style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: #b5c4df 1pt solid; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: medium none; PADDING-TOP: 3pt; BORDER-BOTTOM: medium none">
<P class=MsoNormal><B><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: 'Tahoma','sans-serif'">From:</SPAN></B><SPAN
style="FONT-SIZE: 10pt; FONT-FAMILY: 'Tahoma','sans-serif'">
assessment-bounces@nifl.gov [mailto:assessment-bounces@nifl.gov] <B>On Behalf
Of </B>Ted Klein<BR><B>Sent:</B> Wednesday, February 06, 2008 8:58
AM<BR><B>To:</B> Jodi Crandall; The Assessment Discussion
List<BR><B>Subject:</B> [Assessment 1130] Re: Observation
checklist<o:p></o:p></SPAN></P></DIV></DIV>
<P class=MsoNormal><o:p> </o:p></P>
<DIV>
<P class=MsoNormal>Hi Jodi,<o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal>Greetings from Lake Travis in Texas. We met a couple of
times in the past, I think at least once when you visited the Defense Language
Institute English Language Center in San Antonio and at TESOL. The reason I
mention DLI is that it represents a language program with little leeway
to fail. I spent 20 years from 1968-1988 with them. Their mission was/is to
train allied and friendly military personnel worldwide in general and
specialized English. Most students start ESL in their home countries with
DLIELC personnel advising, and in some cases teaching, in these overseas
military language centers. It may still be the largest language program in the
world. Students after reaching certain levels go to Lackland Air Force
Base in San Antonio, complete their general English, usually go through
specialized terminology and then on to whatever training their country needs
with the U.S. military. Students have run the full gamut from recruits and
NCO's up to generals and admirals. This is a very tightly organized
"well-packaged" language program with predictable training times and
results.<o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal>Here's why I bring you this background. The rule of thumb
while I was at at DLI on class sizes was 8 students optimum and 10 maximum.
This was rarely broken. However, once in a while a higher headquarters' bean
counter would calculate that if a mere two or three students could be added to
a class, voila, look at the money we would save! This money came both from
foreign governments and Uncle Sam. DLI would argue and then try it, I believe
several times over the years. However, in an organization that has a
very effective testing system; both achievement and proficiency, it was
soon noticed that the scores were going down, just enough so that they could
prove that no money was being saved on teacher salaries and other expenses. I
spent three years with the Royal Thai Navy for DLI as language training
advisor and remember having to twist arms with the RTN Navy Education
Department with the same problem. They wanted 15 in a
class.<o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal>Here's what I suggest. I accept these numbers and know
during my last eight years of teaching adult immigrants that my best
classes have consistently been smaller. My students average around 9-11. If an
organization is stuck with a low budget, make the <STRONG>hours </STRONG>of
training per week lower, but keep the class sizes within 10 or so students.
Fewer hours of really effective training are certainly better than large
classes where the student attention level and collegiality are reduced. I
remember Mary Finocchiaro saying years ago that she didn't care how many
students were in her classroom, she would teach them! Unfortunately, most of
us just aren't THAT dynamic.<o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal>Cheers, Ted<o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal><A
href="http://www.tedklein-ESL.com">www.tedklein-ESL.com</A><o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal>----- Original Message ----- <o:p></o:p></P>
<DIV>
<P class=MsoNormal>From: "JoAnn (Jodi) Crandall" <<A
href="mailto:crandall@umbc.edu">crandall@umbc.edu</A>><o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal>To: "The Assessment Discussion List" <<A
href="mailto:assessment@nifl.gov">assessment@nifl.gov</A>><o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal>Sent: Tuesday, February 05, 2008 9:23
PM<o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal>Subject: [Assessment 1125] Re: Observation
checklist<o:p></o:p></P></DIV></DIV>
<DIV>
<P class=MsoNormal><o:p> </o:p></P></DIV>
<P class=MsoNormal>Usha,<BR><BR>I'm not sure where Ted came up with that
number. Ted, is it your<BR>experience that with more than 10 students,
learning decreases? If so,<BR>how do you fund that number? I think
a lot of people would be interested<BR>in ways to decrease class
size.<BR><BR>It's more typical to have larger classes because of the
funding<BR>constraints you talk about. With more students, it becomes
more important<BR>to involve them in activities in which all get to
participate, which means<BR>less teacher talk and more student
interaction. But even small classes<BR>need that.<BR><BR>What do others
feel about the "ideal class size"?<BR><BR>You have also identified some of the
major reasons adults drop out of<BR>classes (or opt out, only to return at a
later date). Do any of you keep<BR>records of your students that would
identify those who do return? Do you<BR>have any idea of whether they
have tried to continue learning English<BR>outside of the classroom and how
they did this? I don't know of any<BR>research about adult English
Language Learners in this area, but there is<BR>an ongoing study by Stephen
Reder and others at Portland State University<BR>following adult literacy
level students for several years. They have<BR>identified some ways in
which adults continue learning outside of the<BR>classroom and also that some
of these learners come back to classes after<BR>being out of them for some
time.<BR><BR>Providing support services is always a challenge. Have any
of you been<BR>able to partner with other organizations to reduce the cost of
these<BR>services to your program? What kinds of partnerships have
been most<BR>effective? If you teach in a community college, have your
students had<BR>access to the various support services provided to other
students?<BR><BR>Several of you have talked about the differences in progress
made by<BR>students with more advanced education and those who are at literacy
level.<BR> Because literacy level students take longer in making
progress, most<BR>programs provide separate classes for literacy level
students and literate<BR>beginners. Those learners with limited formal
schooling and literacy will<BR>need more time to make progress. I'm going to
ask Forrest to talk about<BR>what he and Steve Spurling and Sharon Seymour
found out about persistence<BR>of literacy level students and their learning
gains.<BR><BR>Students with advanced education in their own language may be
able to have<BR>a condensed program since they are already experienced as
students and<BR>often have high motivation to get through English so that they
can take<BR>courses related to their previous or future career. City
College of San<BR>Francisco offers an "accelerated course" in which 2
semesters worth of<BR>work is taught during one. Do any of your programs offer
something along<BR>these lines?<BR><BR>Jodi<BR><BR><BR>> I have not been a
part of this discussion and I really liked the tool that<BR>> Ted has
shared with us. However, I have question and I hope that it
is<BR>> not<BR>> something that has already been asked and
answered.<BR>><BR>> The first item on Ted¹s list is a little
confusing. In most of our ESL<BR>> classes we enroll more than 10
students because of fiscal constraints and<BR>> the need for ESL in the
community. So is it a negative or a positive to<BR>> have fewer than
10 students in a class? In our case, we expect to see<BR>>
more<BR>> than 10 students in a class and for the teacher to sustain the
numbers.<BR>><BR>> As for the achievement gap, it is huge issue in all
literacy programs<BR>> because of many socio-economic
factors.<BR>><BR>> In our area, part of the Bay Area, the boom in the
housing market (in past<BR>> several years) and high rents made it
difficult for people to stay in one<BR>> neighborhood. Therefore they
constantly move (this is seen more in people<BR>> who do not have high
levels of education from their native country).<BR>><BR>> People with a
certain level of education (college degrees from their<BR>> countries are
more likely to find stable jobs and have some kind of<BR>> community
support). Most other people hold two or more jobs, go in and<BR>>
out<BR>> of classes, change schedules, and finally drop out because of
various<BR>> constraints. More than likely, they lack study skills
and have no time to<BR>> practice.<BR>><BR>> The achievement gap
stems not only from the differences in educational<BR>> levels of
immigrants, but also due the huge difference in the<BR>>
availability<BR>> of community resources.<BR>><BR>> Usha
Narayanan<BR>> Sunnyvale-Cupertino Adult Education<BR>>
California<BR>> 408-522-2737<BR>><BR>><BR>> On 2/5/08 1:00 PM,
"Ted Klein" <<A
href="mailto:taklein@austin.rr.com">taklein@austin.rr.com</A>>
wrote:<BR>><BR>>> Marie,<BR>>><BR>>> I did this list
years ago based on literally decades in and out of the<BR>>>
U.S.A.<BR>>> teaching, training teachers, supervising, coordinating,
etc. in ESL. It<BR>>> is<BR>>> based on what seems to work or not
work. I'm proud to say that I'm back<BR>>> in the<BR>>> ESL
trenches after, among other things, twenty years with the Defense<BR>>>
Language<BR>>> Institute English Language Center. I've been teaching
immigrants part<BR>>> time for<BR>>> the last eight years for the
Adult Education Department at Austin<BR>>> Community<BR>>>
College. Getting back in the trenches has reminded me of what
language<BR>>> teaching is all about. I feel sorry for anybody who has
to work at a<BR>>> higher<BR>>> level, because that's really not
as much fun! I truly hope that I apply<BR>>> everything on my list daily
and don't fall into any of the "easy traps."<BR>>> I<BR>>> have
distributed this list over the years to anybody who seemed<BR>>>
interested and<BR>>> it is published on my website at<BR>>> <A
href="http://www.tedklein-esl.com/ESL/20questions.html">http://www.tedklein-esl.com/ESL/20questions.html</A>
Feel absolutely free<BR>>> to use<BR>>> it in any way that will
make life easier for students. Thank you very<BR>>> much for<BR>>>
the input. Questions are welcome.<BR>>><BR>>> Cheers,
Ted<BR>>><BR>>> Theodore
A. (Ted) Klein, Jr.<BR>>> Independent Consultant in
Language<BR>>> and
Intercultural
Training<BR>>>
14456 Agarita
Road<BR>>>
Austin, Texas
78734-2009<BR>>>
Phone:512-266-1801<BR>>>
<A href="mailto:taklein@austin.rr.com">taklein@austin.rr.com</A> <<A
href="mailto:taklein@austin.rr.com">mailto:taklein@austin.rr.com</A>><BR>>>
<A href="http://www.tedklein-ESL.com">www.tedklein-ESL.com</A> <<A
href="http://www.tedklein-ESL.com">http://www.tedklein-ESL.com</A>><BR>>><BR>>><BR>>>
----- Original Message -----<BR>>>><BR>>>> From: Marie
Cora <<A
href="mailto:marie.cora@hotspurpartners.com">mailto:marie.cora@hotspurpartners.com</A>><BR>>>><BR>>>>
To: <A
href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</A><BR>>>><BR>>>>
Sent: Tuesday, February 05, 2008 1:42 PM<BR>>>><BR>>>>
Subject: [Assessment 1110] Re: Observation
checklist<BR>>>><BR>>>><BR>>>><BR>>>><BR>>>>
Hi Ted,<BR>>>><BR>>>><BR>>>><BR>>>>
Thanks for this. This is a great list - did you generate it
yourself?<BR>>>><BR>>>><BR>>>><BR>>>> I
guess I have a bunch of questions for you about
it:<BR>>>><BR>>>><BR>>>><BR>>>> How do you
use it? As a general guide, or do you deliberately try
to<BR>>>> address each item? Are you the only one who
uses this, or do others<BR>>>> you<BR>>>> work
with?<BR>>>><BR>>>><BR>>>><BR>>>> Do you
find that if you adhere to these principles, that the
students<BR>>>>
advance?<BR>>>><BR>>>><BR>>>><BR>>>>
Marie<BR>>>><BR>>>><BR>>>><BR>>>><BR>>>><BR>>>><BR>>>><BR>>>>><BR>>>>><BR>>>>>
-----Original Message-----<BR>>>>> From: <A
href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</A><BR>>>>>
[mailto:assessment-bounces@nifl.gov] On<BR>>>>> Behalf Of Ted
Klein<BR>>>>> Sent: Monday, February 04, 2008 9:49
PM<BR>>>>> To: The Assessment Discussion List<BR>>>>>
Subject: [Assessment 1105] Re: No Questions or
Comments?!<BR>>>>><BR>>>>><BR>>>>>
Marie,<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
In the long run, this may be all that I
know.<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
Ted<BR>>>>><BR>>>>> <A
href="http://www.tedklein-ESL.com">www.tedklein-ESL.com</A> <<A
href="http://www.tedklein-ESL.com">http://www.tedklein-ESL.com</A>><BR>>>>><BR>>>>><BR>>>>><BR>>>>><BR>>>>><BR>>>>><BR>>>>><BR>>>>>
20 Questions: LANGUAGE CLASS OBSERVATION
CHECKLIST YES<BR>>>>>
NO<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
1. Were there 10 or fewer students in the
class?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
2. Was the classroom comfortable in terms
of<BR>>>>><BR>>>>> environment and
learning
atmosphere?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
3. Did the instructor have a pleasant
and<BR>>>>><BR>>>>> supportive
personality?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
4. Were the lessons communication
centered,<BR>>>>><BR>>>>> rather
than informational, most of the
time?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
5. Was the instructor a native-speaker
or<BR>>>>><BR>>>>> near
native-speaker of the target
language?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
6. Was the target language used as a
medium<BR>>>>><BR>>>>> of
instruction all or most of the
time?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
7. Did the students do most of the
communication,<BR>>>>><BR>>>>>
rather than the
instructor?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
8. Did the instructor maintain control of the
class<BR>>>>><BR>>>>> in a
non-threatening
manner?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
9. Did members of the class seem compatible with
each<BR>>>>><BR>>>>> other and the
instructor?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
10. Did the students seem closely matched in
their<BR>>>>><BR>>>>> target
language
proficiency?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
11. Did all of the students
participate?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
12. Were students
enthusiastic?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
13. Did the instructor use a variety of
techniques<BR>>>>><BR>>>>> to
elicit communication
activities?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
14. Did the instructor assist students,
rather<BR>>>>><BR>>>>> than
push
them?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
15. Did the instructor use normal, rather
than<BR>>>>><BR>>>>>
exaggerated
speech?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
16. Were training aids used to enhance or
reinforce<BR>>>>><BR>>>>>
results?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
17. Were new learning objectives reinforced
adequately?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
18. Was correction applied moderately and
positively<BR>>>>><BR>>>>> so
that it wouldn't inhibit
communication?<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
19. Was there a balance of language skills
(listening,<BR>>>>><BR>>>>>
speaking, reading and
writing?)<BR>>>>><BR>>>>><BR>>>>><BR>>>>>
20. Were students dealt with appropriately for
their<BR>>>>><BR>>>>> ages?
(e.g. adults treated like
adults).<BR>>>>><BR>>>>><BR>>>>><BR>>>>><BR>>>>><BR>>>>>
---- Original Message
-----<BR>>>>><BR>>>>>><BR>>>>>>
From: Marie Cora <<A
href="mailto:marie.cora@hotspurpartners.com">mailto:marie.cora@hotspurpartners.com</A>><BR>>>>>><BR>>>>>>
To: <A
href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</A><BR>>>>>><BR>>>>>>
Sent: Monday, February 04, 2008 5:50
PM<BR>>>>>><BR>>>>>> Subject: [Assessment 1103]
No Questions or
Comments?!<BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>>
Hello
everyone,<BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>>
I¹m so surprised! No one has anything to comment on regarding
your<BR>>>>>> program¹s effectiveness at helping ESL
students advance?? I was<BR>>>>>>
very<BR>>>>>> curious to know if subscribers experience
the same types of issues<BR>>>>>> that<BR>>>>>>
Dr. Chisman and Dr. Crandall found in their research: a lack
of<BR>>>>>> intensity<BR>>>>>> of
instruction/few protocols for transitioning
students/few<BR>>>>>> opportunities<BR>>>>>>
for professional
development.<BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>>
What are the issues in your program that you feel inhibit the
ESL<BR>>>>>> student<BR>>>>>> from
advancing? What do you try to do about
that?<BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>>
Please post your questions and comments
now.<BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>>
Thanks!<BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>>
Marie Cora<BR>>>>>><BR>>>>>> Assessment
Discussion List
Moderator<BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>>
Marie Cora<BR>>>>>><BR>>>>>> <A
href="mailto:marie.cora@hotspurpartners.com">marie.cora@hotspurpartners.com</A><BR>>>>>>
<<A
href="mailto:marie.cora@hotspurpartners.com">mailto:marie.cora@hotspurpartners.com</A>><BR>>>>>><BR>>>>>>
NIFL Assessment Discussion List
Moderator<BR>>>>>><BR>>>>>> <A
href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</A><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>><BR>>>>>>
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Email delivered to <A
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<BR>JoAnn (Jodi) Crandall<BR>Professor, Education Department<BR>Director,
Ph.D. Program in Language, Literacy & Culture<BR>Coordinator, Peace Corps
Master's International Program in ESOL/Bilingual<BR>Education<BR>University of
Maryland, Baltimore County (UMBC)<BR>1000 Hilltop Circle, Baltimore, MD
21250<BR>ph: 410-455-2313/2376 fax:
410-455-8947/1880<BR>email: <A
href="mailto:crandall@umbc.edu">crandall@umbc.edu</A><BR><A
href="http://www.umbc.edu/llc/">www.umbc.edu/llc/</A><BR><A
href="http://www.umbc.edu/esol/">www.umbc.edu/esol/</A><BR><A
href="http://www.umbc.edu/esol/peacecorps.html">www.umbc.edu/esol/peacecorps.html</A><BR><BR><BR><BR>-------------------------------<BR>National
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