<div> <br>
</div>
<div> <br>
</div>
<div> <br>
</div>
-----Original Message-----<br>
From: Ted Klein <taklein@austin.rr.com><br>
To: The Assessment Discussion List <assessment@nifl.gov><br>
Sent: Thu, 7 Feb 2008 6:58 am<br>
Subject: [Assessment 1150] Re: {Dangerous Content?} RE: No Questions or Comments?!<br>
<br>
<div id="AOLMsgPart_3_0f4e5477-d68e-4a14-9538-85933362bee5">
<div>Jodi and Andres,</div>
<div> </div>
<br>
<div> </div>
<div>In my current class in Austin, Texas with eleven students, five
different languages are spoken. Should we offer the GED in Arabic, Chinese,
Korean, and Juba as well as Spanish?</div>
<div> </div>
<div> </div>
<font face="Arial, Helvetica, sans-serif">Ted: If you had read my post you would have seen that I stated that Spanish GED is an appropriate tool for those communities with overwhelming majorities of Spanish speakers such as El Paso. For communities and programs such as your, ESL is appropriate.</font> <font face="Arial, Helvetica, sans-serif"><br>
<br>
Andres<br>
</font>
<div> </div>
<div> </div>
<div>----- Original Message ----- </div>
<blockquote style="border-left: 2px solid rgb(0, 0, 0); padding-right: 0px; padding-left: 5px; margin-left: 5px; margin-right: 0px;">
<div style="background: rgb(228, 228, 228) none repeat scroll 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>From:</b>
<a title="andresmuro@aol.com" href="mailto:andresmuro@aol.com">andresmuro@aol.com</a> </div>
<div style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>To:</b> <a title="crandall@umbc.edu" href="mailto:crandall@umbc.edu">crandall@umbc.edu</a> ; <a title="assessment@nifl.gov" href="mailto:assessment@nifl.gov">assessment@nifl.gov</a> </div>
<div style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>Sent:</b> Wednesday, February 06, 2008 5:21
PM</div>
<div style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>Subject:</b> [Assessment 1146] Re: {Dangerous
Content?} RE: No Questions or Comments?!</div>
<div><br>
</div>
<div><font face="Arial, Helvetica, sans-serif">Jodi:<br>
<br>
The credit ESL
program in the college is very academic. However it provides students with
financial aid and other goodies. We feel that the students will not do well in
a credit academic ESL program until they have a level comparable to GED in
their native language. Also, a GED certificate is a way to demonstrate ability
to benefit to qualify for financial aid. Those students who get into the
credit ESL program without native language literacy don't do well.
<br>
<br>
Students can attend other ESL classes in the community while they are
attending our classes. We stopped providing ESL because of limited funding to
provide what we would consider meaningful ESL. Also, our Spanish GED program
is fairly intensive and our students would not have enough time to attend an
additional program. </font><font face="Arial, Helvetica, sans-serif">We have a
few students who may be attending our classes and an ESL class concurrently.
Those are a minority</font><br>
<font face="Arial, Helvetica, sans-serif"><br>
The truth is that we started as an ESL
literacy program many years ago. There was virtually no funding for
literacy ESL unless it had all kind of testing requirements. Also, it is
very hard to train teachers to be really good at ESL. The system that
encourages large number of untrained part timers prevents this from happening.
<br>
<br>
I know that a lot of people in these listservs claim exemplary service
and illustrate with examples of what they have done. I don't doubt
that their claims are 100% true. However, we are in the minority.
If I could get you and Heide and Elsa and Andy Nash and Leonore and Deborah
Schwartz, and Anson Green and Federico and others to be my ESL teachers, I
would have the best program in the world. However, the fact is that in
addition to the barriers that ESL students face in their daily lives, plus the
bureaucratic and assessment barriers that the system creates for teachers and
students, plus the difficulty hiring and retaining highly qualified ESL staff
makes it very difficult to have a successful ESL program. <br>
<br>
I feel that
until we get rid of WIA/NRS it will be tough to create good stuff in a
systematic way. <br>
<br>
Andres<br>
<br>
<br>
</font></div>
<div><br>
</div>
<div><br>
</div>
-----Original Message-----<br>
From: JoAnn (Jodi) Crandall
<<a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a>><br>
To: The Assessment Discussion List
<<a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a>><br>
Sent: Wed, 6 Feb 2008 1:27 pm<br>
Subject:
[Assessment 1141] Re: {Dangerous Content?} RE: No Questions or
Comments?!<br>
<br>
<div id="AOLMsgPart_0_abd8aeb3-122d-4ff0-a62e-0827433924c6" style="margin: 0px; font-size: 12px; color: rgb(0, 0, 0); font-family: Tahoma,Verdana,Arial,Sans-Serif; background-color: rgb(255, 255, 255);"><pre style="font-size: 9pt;"><tt>Andres,<br>
<br>
<br>
<br>
It is great that you provide Spanish language literacy and GED classes for<br>
<br>
your students. There's no question that native language literacy<br>
<br>
contributes not just to the development of the first language, but also to<br>
<br>
English language development when students take oral ESL classes. There<br>
<br>
is some research in this area by Michele Burtoff with Haitians in the U.S.<br>
<br>
and there is a lot of research (see especially research by David Ramirez<br>
<br>
which compares children who had 6, 3 or no years of bilingual education)<br>
<br>
that shows that providing bilingual education not only has all the<br>
<br>
benefits that would be expected, but students also achieve in English as<br>
<br>
well or better than those who only had instruction in English.<br>
<br>
<br>
<br>
We also found that Spanish GED classes had large numbers of students at<br>
<br>
the colleges, since students who take the GED in Spanish are able to<br>
<br>
bypass the need for extensive ESL just to get this credential. They might<br>
<br>
want to take ESL as well, but the desire for the GED is often for<br>
<br>
work-related reasons. I'm not clear on why you ask students to wait until<br>
<br>
after they have passed the GED to take ESL classes. Can you tell us a<br>
<br>
little more about that?<br>
<br>
<br>
<br>
Of course not all students who enroll in adult ESL are Spanish speakers<br>
<br>
and there may not be enough who speak any language to provide literacy<br>
<br>
classes for them in their own language, but programs might try to partner<br>
<br>
with immigrant or refugee-related community-based organizations which<br>
<br>
could reach more students and also identify someone to provide the<br>
<br>
instruction. Still, there will be students who will not be able to take<br>
<br>
literacy classes in their own languages and for them, a separate ESL<br>
<br>
literacy class seems to be the best option.<br>
<br>
<br>
<br>
It would be great to hear from others about their experiences both with<br>
<br>
first language (Spanish and other languages) literacy classes, Spanish GED<br>
<br>
classes, and literacy ESL classes.<br>
<br>
<br>
<br>
How do you place students in your literacy classes? Do you use a<br>
<br>
standardized test or do you have informal ways of determining if someone<br>
<br>
would be better served in a literacy ESL class?<br>
<br>
<br>
<br>
<br>
<br>
Jodi<br>
<br>
<br>
<br>
><br>
<br>
> Problem is that in many ESL people are placed in ESL classes based on an<br>
<br>
> English placement multiple choice test. A student with advanced education<br>
<br>
> in L1 and one with little education in L1 may know very little English<br>
<br>
> and they may both be placed in the same level. The student with advance<br>
<br>
> education will progress much faster than the one with little education.<br>
<br>
> The advanced L1 student will understand concepts like sentence,<br>
<br>
> paragraph, verb, subject, direct object, adjective, composition and essay<br>
<br>
> readily. The one with with little education will need to understand these<br>
<br>
> concepts. It takes a while for people to master these concepts. A highly<br>
<br>
> educated L2? learner will likely progress faster academically in a second<br>
<br>
> language than a fluent native speaker of that? language with limited<br>
<br>
> academic education, for the same reason. This is observed regularly in<br>
<br>
> universities all over the US. highly educated foreign students who<br>
<br>
> acquired English as L2 recently will do better than their Eng<br>
<br>
> lish speaking counterparts in academic tasks in English. Jim Cummins has<br>
<br>
> articulated this clearly with his BICS and CALPS.<br>
<br>
><br>
<br>
> In our program at El Paso Community College we have found evidence of<br>
<br>
> this. We stopped doing literacy ESL a while back for this reason. The<br>
<br>
> college has an academic ESL program. Instead of doing ESL literacy we<br>
<br>
> started offering Spanish Literacy and GED many years ago since the vast<br>
<br>
> majority of our students are Spanish speakers. Once our students acquire<br>
<br>
> their Spanish GED they transition into the ESL program and do better than<br>
<br>
> those students who don't have L1 academic skills. Even if takes them a<br>
<br>
> while to acquire the L1 literacy, they will do better. Those with no L1<br>
<br>
> literacy often stay in ESL forever and they drop out, start again in<br>
<br>
> another program, drop out and continue the same pattern. I think that this<br>
<br>
> happens because of the mixture of academically ready students and those<br>
<br>
> that are not ready, since most ESL programs focus on traditional<br>
<br>
> academics. For L1 low literacy students to be able to progress in L2 there<br>
<br>
> has to be a program specifically designed for them that teache<br>
<br>
> s skills in L2 in new and innovative ways without interference from<br>
<br>
> academically skilled L1 students. Right now we don't have a system that<br>
<br>
> systematically does this, and the WIA/NRS system prevents this form<br>
<br>
> happening.<br>
<br>
><br>
<br>
> Hope that this makes sense,<br>
<br>
><br>
<br>
> Andres<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> -----Original Message-----<br>
<br>
> From: Jackie Coelho <<a href="mailto:jackie.coelho@gmail.com">jackie.coelho@gmail.com</a>><br>
<br>
> To: The Assessment Discussion List <<a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a>><br>
<br>
> Sent: Wed, 6 Feb 2008 5:01 am<br>
<br>
> Subject: [Assessment 1128] Re: {Dangerous Content?} RE: No Questions or<br>
<br>
> Comments?!<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> Forrest,<br>
<br>
><br>
<br>
><br>
<br>
> ?? I like the idea of separate classes for those with a literacy<br>
<br>
> background and those without. These two groups have such different needs.<br>
<br>
> Having both in the class make it difficult for a teacher to meet the needs<br>
<br>
> of either group well and I find that often the stronger students dominate<br>
<br>
> the class, and their drive push the teacher forward. If the instructor<br>
<br>
> does not keep up with the students who are learning at a faster rate, they<br>
<br>
> often become frustrated and leave or mentally check out. However, if the<br>
<br>
> instructor keeps up with those students, the others are unable to keep up<br>
<br>
> and they get frustrated.<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> ? I think that literacy could perhaps be separated out. And regardless of<br>
<br>
> how you do it, well-trained instructors are essential.<br>
<br>
><br>
<br>
><br>
<br>
> Jackie<br>
<br>
><br>
<br>
> ?<br>
<br>
><br>
<br>
><br>
<br>
> On 2/5/08, Forrest Chisman <<a href="mailto:forrest@crosslink.net">forrest@crosslink.net</a>> wrote:<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> To all of you who commented on level of prior education as a factor in<br>
<br>
> student performance:<br>
<br>
><br>
<br>
><br>
<br>
> ?<br>
<br>
><br>
<br>
><br>
<br>
> Everyone with whom Jodi Crandall and I talked believes that more highly<br>
<br>
> educated students do better in terms of ?persistence, learning gains, and<br>
<br>
> transitions. And learning theory would lead us to expect this. Regrettably<br>
<br>
> we found very little hard data about how much difference prior education<br>
<br>
> makes, because too few programs track the level of prior education of<br>
<br>
> their students and correlate it with outcomes. DO any of you do this? That<br>
<br>
> is, do you have any data on HOW MUCH difference level of prior education<br>
<br>
> makes? Or any strong impressions? And are there "cut points" in prior<br>
<br>
> education that seem to make a difference -- e.g. students who are<br>
<br>
> completely illiterate, students who at least reached high school, high<br>
<br>
> school graduates, college graduates, etc. -- ?or is level of prior<br>
<br>
> education pretty much of a continuum?<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> ?<br>
<br>
><br>
<br>
><br>
<br>
> More importantly, what can programs DO to narrow the gap between highly<br>
<br>
> educated students and those with less prior education? Presumably students<br>
<br>
> with very low levels of education are more likely end up in the lower<br>
<br>
> level ESL courses (Literacy or Low-Beginning levels) why are (almost by<br>
<br>
> definition) ?in the business of teaching basic literacy and sometimes<br>
<br>
> math. Why isn't this enough? In your experience, does the "gap" exist at<br>
<br>
> these levels too, or mainly at higher levels? At any levels, would it be<br>
<br>
> desirable to place less highly educated students in separate classes from<br>
<br>
> those with more education and adjust the curriculum/support systems for<br>
<br>
> them accordingly? Some programs have tried "native language literacy" or<br>
<br>
> the Spanish GED. What has been the experience of any of you with these<br>
<br>
> approaches? Any other ideas? IS there an adult ESL equivalent of<br>
<br>
> "bi-lingual education" that should be tried?<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> ?<br>
<br>
><br>
<br>
><br>
<br>
> It seems to me that we need to come up with better ideas. Because the<br>
<br>
> people who study immigration tell us that the level of education of<br>
<br>
> immigrants has been falling. And if Immigration Reform mandates large<br>
<br>
> numbers of undocumented people to "learn English" (whatever that means),<br>
<br>
> ESL programs may be swamped with students who have very little education<br>
<br>
> in their native countries and too little money to serve them. ?So anyone<br>
<br>
> who has any ideas about how to bridge this "education gap" could help us a<br>
<br>
> lot by posting ideas about how to close it on this discussion list.<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> ?<br>
<br>
><br>
<br>
><br>
<br>
> Forrest Chisman<br>
<br>
><br>
<br>
><br>
<br>
> Vice President<br>
<br>
><br>
<br>
><br>
<br>
> CAAL<br>
<br>
><br>
<br>
><br>
<br>
> ?<br>
<br>
><br>
<br>
><br>
<br>
> ??<br>
<br>
><br>
<br>
><br>
<br>
> ?<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> From: <a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a> [<a href="mailto:assessment-bounces@nifl.gov?">mailto:assessment-bounces@nifl.gov</a>] On<br>
<br>
> Behalf Of <a href="mailto:Tina_Luffman@yc.edu">Tina_Luffman@yc.edu</a><br>
<br>
><br>
<br>
> Sent: Tuesday, February 05, 2008 1:32 PM<br>
<br>
> To: The Assessment Discussion List<br>
<br>
> Subject: [Assessment 1109] Re: {Dangerous Content?} RE: No Questions or<br>
<br>
> Comments?!<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> ?<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> Hi Jackie,<br>
<br>
><br>
<br>
> Thank you for this information. I believe this research must be what my<br>
<br>
> former Spanish teacher was basing her argument on for bilingual education<br>
<br>
> in the K-12 school system.<br>
<br>
><br>
<br>
><br>
<br>
> Tina<br>
<br>
><br>
<br>
> Tina Luffman<br>
<br>
> Coordinator, Developmental Education<br>
<br>
> Verde Valley Campus<br>
<br>
> 928-634-6544<br>
<br>
> <a href="mailto:tina_luffman@yc.edu">tina_luffman@yc.edu</a><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> "Jackie Coelho" <<a href="mailto:jackie.coelho@gmail.com">jackie.coelho@gmail.com</a>><br>
<br>
><br>
<br>
> Sent by: <a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a><br>
<br>
><br>
<br>
><br>
<br>
> 02/05/2008 11:13 AM<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> Please respond to<br>
<br>
> The Assessment Discussion List <<a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a>><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> To<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> "The Assessment Discussion List" <<a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a>><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> cc<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> Subject<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> [Assessment 1108] Re: {Dangerous Content?} RE: No Questions or ? ? ?<br>
<br>
> ?Comments?!<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> ?<br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> Hi Tina,<br>
<br>
><br>
<br>
> This has been researched already and is the basis for the arguement in<br>
<br>
> favor of bilingual education, a good idea that was not implemented in<br>
<br>
><br>
<br>
> the best way. For many years people have known that a good foundation<br>
<br>
> in literacy in the first language will facilitate learning in a second<br>
<br>
> or third language.<br>
<br>
><br>
<br>
> Another interesting twist is the existence of languages that are not<br>
<br>
> written.<br>
<br>
><br>
<br>
><br>
<br>
> Jackie<br>
<br>
><br>
<br>
><br>
<br>
> On 2/5/08, <a href="mailto:Tina_Luffman@yc.edu">Tina_Luffman@yc.edu</a> <<a href="mailto:Tina_Luffman@yc.edu">Tina_Luffman@yc.edu</a>> wrote:<br>
<br>
><br>
<br>
>> Hi list members,<br>
<br>
>><br>
<br>
>> My experience teaching ELAA students in the GED class is similar to that<br>
<br>
>> of<br>
<br>
>> Gail. If the student has a solid educational background in the country<br>
<br>
>> they<br>
<br>
><br>
<br>
>> came from in their native language, they tend to advance rather quickly<br>
<br>
>> and<br>
<br>
>> get their GED. Those coming with 6th grade educations from their country<br>
<br>
>> or<br>
<br>
>> lower tend to stay in the GED class for years and do not make much<br>
<br>
><br>
<br>
>> advancement.<br>
<br>
>><br>
<br>
>> This experience relates well to research done among Native American<br>
<br>
>> tribes<br>
<br>
>> teaching them English. Those Native Americans who were first taught<br>
<br>
>> literacy<br>
<br>
><br>
<br>
>> skills in their own tongue learned English much quicker than those who<br>
<br>
>> tried<br>
<br>
>> to learn literacy skills in English without that background in their own<br>
<br>
>> tongue. I also found similar problems when I was learning Spanish. The<br>
<br>
><br>
<br>
>> concepts I could mentally translate from English to Spanish were much<br>
<br>
>> easier<br>
<br>
>> to grasp and learn than those I didn't know in English. Perhaps this is<br>
<br>
>> something deserving more research.<br>
<br>
><br>
<br>
>><br>
<br>
>> Tina<br>
<br>
>> Tina Luffman<br>
<br>
>> Coordinator, Developmental Education<br>
<br>
>> Verde Valley Campus<br>
<br>
>> 928-634-6544<br>
<br>
>> <a href="mailto:tina_luffman@yc.edu">tina_luffman@yc.edu</a><br>
<br>
><br>
<br>
>><br>
<br>
>> -----<a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a> wrote: -----<br>
<br>
>><br>
<br>
>> To: "The Assessment Discussion List" <<a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a>><br>
<br>
><br>
<br>
>> From: "Gail Burnett" <<a href="mailto:gburnett@sanford.org">gburnett@sanford.org</a>><br>
<br>
>> Sent by: <a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a><br>
<br>
><br>
<br>
>> Date: 02/04/2008 06:34PM<br>
<br>
>> Subject: [Assessment 1104] {Dangerous Content?} RE: No Questions or<br>
<br>
>> Comments?!<br>
<br>
>><br>
<br>
>><br>
<br>
>> Warning: This message has had one or more attachments removed<br>
<br>
><br>
<br>
>> Warning: (not named).<br>
<br>
>> Warning: Please read the "AttachmentWarning.txt" attachment(s) for more<br>
<br>
>> information.<br>
<br>
>><br>
<br>
>> In our small adult education program, my experience (just about three<br>
<br>
>> years)<br>
<br>
><br>
<br>
>> is that students with solid educational backgrounds advance,<br>
<br>
>> particularly if<br>
<br>
>> they're not working too many hours. Those who advance the slowest, if at<br>
<br>
>> all, are immigrants who are barely literate in their first language. I<br>
<br>
>> would<br>
<br>
><br>
<br>
>> say that lack of education is a bigger factor than lack of time; a<br>
<br>
>> student<br>
<br>
>> who works full-time and is exhausted often will still succeed because<br>
<br>
>> he/she<br>
<br>
>> is familiar with academic work, and is goal-oriented. What we do is try<br>
<br>
>> to<br>
<br>
><br>
<br>
>> get our low-level students to come up with goals, but that's a hard<br>
<br>
>> concept<br>
<br>
>> in a second language.<br>
<br>
>><br>
<br>
>> This does not mean that the factors mentioned in the research don't play<br>
<br>
>> a<br>
<br>
><br>
<br>
>> part, though. I'm one of those barely-trained teachers (transitioned<br>
<br>
>> from<br>
<br>
>> another career, got trained mainly through workshops rather than<br>
<br>
>> classes).<br>
<br>
>> My skill level very well may contribute to students' slow advancement.<br>
<br>
>> It's<br>
<br>
><br>
<br>
>> hard for small adult education programs to get highly skilled ESL<br>
<br>
>> teachers.<br>
<br>
>> The pay is low and there are no benefits. But my program is encouraging<br>
<br>
>> me<br>
<br>
>> to get extra training and has me on a plan of improvement. I think we're<br>
<br>
><br>
<br>
>> making some progress.<br>
<br>
>><br>
<br>
>> Does this address any of the issues? And am I submitting it right?<br>
<br>
>><br>
<br>
>> ________________________________<br>
<br>
>><br>
<br>
><br>
<br>
>> From: <a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a> on behalf of Marie Cora<br>
<br>
>> Sent: Mon 2/4/2008 6:50 PM<br>
<br>
><br>
<br>
>> To: <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
<br>
>> Subject: [Assessment 1103] No Questions or Comments?!<br>
<br>
><br>
<br>
>><br>
<br>
>><br>
<br>
>> Hello everyone,<br>
<br>
>><br>
<br>
>> I'm so surprised! ?No one has anything to comment on regarding your<br>
<br>
>> program's effectiveness at helping ESL students advance?? ?I was very<br>
<br>
><br>
<br>
>> curious to know if subscribers experience the same types of issues that<br>
<br>
>> Dr.<br>
<br>
>> Chisman and Dr. Crandall found in their research: ?a lack of intensity<br>
<br>
>> of<br>
<br>
>> instruction/few protocols for transitioning students/few opportunities<br>
<br>
>> for<br>
<br>
><br>
<br>
>> professional development.<br>
<br>
>><br>
<br>
>> What are the issues in your program that you feel inhibit the ESL<br>
<br>
>> student<br>
<br>
>> from advancing? ?What do you try to do about that?<br>
<br>
>><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>
<br>
>> <<a href="mailto:marie.cora@hotspurpartners.com?">mailto:marie.cora@hotspurpartners.com</a>><br>
<br>
><br>
<br>
>> NIFL Assessment Discussion List Moderator<br>
<br>
>> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
<br>
><br>
<br>
>><br>
<br>
>><br>
<br>
>> This email and any files transmitted with it are confidential and<br>
<br>
>> intended<br>
<br>
>> solely for the use of the individual or entity to whom they are<br>
<br>
>> addressed.<br>
<br>
>> If you have received this email in error please notify the system<br>
<br>
>> manager.<br>
<br>
><br>
<br>
>> This message contains confidential information and is intended only for<br>
<br>
>> the<br>
<br>
>> individual named. If you are not the named addressee you should not<br>
<br>
>> disseminate, distribute or copy this e-mail.<br>
<br>
><br>
<br>
>> -------------------------------<br>
<br>
>> National Institute for Literacy<br>
<br>
>> Assessment mailing list<br>
<br>
>> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
<br>
>> To unsubscribe or change your subscription settings, please go to<br>
<br>
><br>
<br>
>> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
<br>
><br>
<br>
>> Email delivered to <a href="mailto:tina_luffman@yc.edu">tina_luffman@yc.edu</a><br>
<br>
>><br>
<br>
>><br>
<br>
>> -------------------------------<br>
<br>
>> National Institute for Literacy<br>
<br>
>> Assessment mailing list<br>
<br>
><br>
<br>
>> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
<br>
>> To unsubscribe or change your subscription settings, please go to<br>
<br>
>> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
<br>
><br>
<br>
>> Email delivered to <a href="mailto:jackie.coelho@gmail.com">jackie.coelho@gmail.com</a><br>
<br>
>><br>
<br>
>><br>
<br>
>><br>
<br>
> -------------------------------<br>
<br>
> National Institute for Literacy<br>
<br>
> Assessment mailing list<br>
<br>
><br>
<br>
> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
<br>
> To unsubscribe or change your subscription settings, please go to<br>
<br>
> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
<br>
><br>
<br>
> Email delivered to <a href="mailto:tina_luffman@yc.edu">tina_luffman@yc.edu</a><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> -------------------------------<br>
<br>
> National Institute for Literacy<br>
<br>
> Assessment mailing list<br>
<br>
> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
<br>
><br>
<br>
> To unsubscribe or change your subscription settings, please go to<br>
<br>
> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
<br>
><br>
<br>
> Email delivered to <a href="mailto:jackie.coelho@gmail.com">jackie.coelho@gmail.com</a><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> -------------------------------<br>
<br>
> National Institute for Literacy<br>
<br>
> Assessment mailing list<br>
<br>
> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
<br>
> To unsubscribe or change your subscription settings, please go to<br>
<br>
> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
<br>
> Email delivered to <a href="mailto:andresmuro@aol.com">andresmuro@aol.com</a><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
><br>
<br>
> ________________________________________________________________________<br>
<br>
> More new features than ever. Check out the new AOL Mail ! -<br>
<br>
> <a target="_blank" href="http://webmail.aol.com">http://webmail.aol.com</a><br>
<br>
> -------------------------------<br>
<br>
> National Institute for Literacy<br>
<br>
> Assessment mailing list<br>
<br>
> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
<br>
> To unsubscribe or change your subscription settings, please go to<br>
<br>
> <a target="_blank" href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
<br>
> Email delivered to <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><br>
<br>
><br>
<br>
<br>
<br>
<br>
<br>
-- <br>
<br>
JoAnn (Jodi) Crandall<br>
<br>
Professor, Education Department<br>
<br>
Director, Ph.D. Program in Language, Literacy & Culture<br>
<br>
Coordinator, Peace Corps Master's International Program in ESOL/Bilingual<br>
<br>
Education<br>
<br>
University of Maryland, Baltimore County (UMBC)<br>
<br>
1000 Hilltop Circle, Baltimore, MD 21250<br>
<br>
ph: 410-455-2313/2376 fax: 410-455-8947/1880<br>
<br>
email: <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><br>
<br>
<a target="_blank" href="http://www.umbc.edu/llc/">www.umbc.edu/llc/</a><br>
<br>
<a target="_blank" href="http://www.umbc.edu/esol/">www.umbc.edu/esol/</a><br>
<br>
<a target="_blank" href="http://www.umbc.edu/esol/peacecorps.html">www.umbc.edu/esol/peacecorps.html</a><br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
-------------------------------<br>
<br>
National Institute for Literacy<br>
<br>
Assessment mailing list<br>
<br>
<a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
<br>
To unsubscribe or change your subscription settings, please go to <br>
<br>
<a target="_blank" href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
<br>
Email delivered to <a href="mailto:andresmuro@aol.com">andresmuro@aol.com</a>
</tt></pre></div>
<div class="AOLPromoFooter">
<hr style="margin-top: 10px;">
More new features than ever. Check out the new <a target="_blank" href="http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/text.htm?ncid=aolcmp00050000000003">AOL Mail</a>!<br>
</div>
<div>
</div>
<hr>
<div></div>
-------------------------------<br>
National Institute for
Literacy<br>
Assessment mailing list<br>
<a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
To unsubscribe
or change your subscription settings, please go to
<a href="http://www.nifl.gov/mailman/listinfo/assessment" target="_blank">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
Email delivered to
<a href="mailto:taklein@austin.rr.com">taklein@austin.rr.com</a><br>
</blockquote></div>
<!-- end of AOLMsgPart_3_0f4e5477-d68e-4a14-9538-85933362bee5 -->
<div id="AOLMsgPart_4_0f4e5477-d68e-4a14-9538-85933362bee5" style="margin: 0px; font-family: Tahoma,Verdana,Arial,Sans-Serif; font-size: 12px; color: rgb(0, 0, 0); background-color: rgb(255, 255, 255);">
<pre style="font-size: 9pt;"><tt>-------------------------------<br>
National Institute for Literacy<br>
Assessment mailing list<br>
<a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
To unsubscribe or change your subscription settings, please go to <br>
<a href="http://www.nifl.gov/mailman/listinfo/assessment" target="_blank">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
Email delivered to <a href="mailto:andresmuro@aol.com">andresmuro@aol.com</a>
</tt></pre>
</div>
<!-- end of AOLMsgPart_4_0f4e5477-d68e-4a14-9538-85933362bee5 -->