<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
<HTML><HEAD>
<META http-equiv=Content-Type content="text/html; charset=utf-8">
<META content="MSHTML 6.00.6000.16587" name=GENERATOR>
<STYLE></STYLE>
</HEAD>
<BODY bgColor=#ffffff>
<DIV><FONT face="Times New Roman">Andres,</FONT></DIV>
<DIV><FONT face="Times New Roman"></FONT> </DIV>
<DIV><FONT face="Times New Roman">I'm not too sure that some of your
perspectives haven't been somewhat altered by living in El Paso. I say that with
total respect for El Paso and for your answer. Let me explain. First, I've lived
in Texas most of my life, except for some time overseas. I know just about all
of our border towns, from El Paso to Brownsville. I've also lived in nine
countries outside of the United States and traveled perhaps in twenty more.
AXIOM: <STRONG>All over the world</STRONG>, border towns are <U>different
</U> from other towns. Persons, regardless of ancestry, who live in
border towns <U>anywhere</U> tend to be bicultural and bilingual. They also tend
to identify with each other on close levels as being a well-made "tossed salad."
<STRONG>If</STRONG> most or all of your students plan to stay in El Paso for the
rest of their lives, I totally agree with what you say. However, if they want to
go to cities north of the border area; Dallas, Ft. Worth, Austin, Houston, Waco,
or out of state, then the picture changes. I am almost as comfortable in Spanish
as I am in English and have dealt with persons from every country in Latin
America comfortably and successfully, as well as Spain. However, I do not
represent anything close to a majority, particularly when it comes to having a
business. When persons go for job interviews in non-border towns, being
<U>truly</U> bilingual is a great asset and can even result in higher pay and
better opportunities. That is true for Spanish speakers <STRONG>and</STRONG>
English speakers. However, most of your persons who have had to take the GED in
Spanish are not truly bilingual. That's a fact and when they go for a job
interview, the human resources person doesn't need paperwork to know that there
may be communication problems with clients and on the telephone. The fact is
that life is short. However it is long enough for persons to spend a couple of
more years acquiring English if it gives them more options in life. Again, if
they plan to spend their lives in a border town, this may not be a problem at
all. </FONT></DIV>
<DIV><FONT face="Times New Roman"></FONT> </DIV>
<DIV><FONT face="Times New Roman">Three years ago, my wife and I and one of our
colleagues, took an ESL teaching gig at a cookie factory in Austin. Quite a
few of their employees did not speak English and the company wanted to fix that
situation. There were 27 persons who had volunteered to take English classes at
work, maybe six hours a week. The first problem was how to determine
divisions of 27 students among three teachers. I got out a brief "test" that I
had used to determine readiness for the ALCPT tests in the past.</FONT></DIV>
<DIV><FONT face="Times New Roman"></FONT> </DIV>
<DIV><FONT face="Times New Roman">Here is a copy:</FONT></DIV>
<DIV><FONT face="Times New Roman"></FONT> </DIV>
<DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN
style="FONT-FAMILY: 'Arial Black'"><FONT size=2>ORAL INTERVIEW QUESTIONS TO
DETERMINE ABILITY TO COMMUNICATE<?xml:namespace prefix = o ns =
"urn:schemas-microsoft-com:office:office" /><o:p></o:p></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN
style="FONT-FAMILY: 'Arial Black'"><o:p><FONT
size=2> </FONT></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN
style="FONT-FAMILY: 'Arial Black'"><FONT size=2><SPAN
style="mso-tab-count: 4">
</SPAN><SPAN style="mso-spacerun: yes">
</SPAN>Block 2<SPAN
style="mso-tab-count: 2">
</SPAN></FONT></SPAN><SPAN
style="FONT-SIZE: 8pt; mso-bidi-font-size: 10.0pt">Ted
Klein<o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN
style="FONT-FAMILY: 'Arial Black'"><o:p><FONT
size=2> </FONT></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>Questions marked
with an asterisk * are mandatory. Of the remaining questions, ten should be
selected at random. Speech of the interviewer will be at normal speed and
clarity, with NO exaggeration.</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>1. What is your name
please?*
-----------------------------------------------------------------------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>2. Where are you
from?* -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>3. What part of
XXXXXXX are you from?-------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>4. What is your
native language? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>5. How long have you
been in <?xml:namespace prefix = st1 ns =
"urn:schemas-microsoft-com:office:smarttags" /><st1:country-region
w:st="on"><st1:place w:st="on">America</st1:place></st1:country-region>?
-------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>6. Do you read
English?* -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>7. Did you study
English in your country? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>8. How long did you
study English? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>9. Are you enjoying
the U.S.A? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>10. What do you like
here? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>11. Is there
anything that you don't like? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>12. Have you studied
any other languages besides English? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>13. Why do you want
to learn English? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>14. How many years
of education have you had? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>15. Do you have any
hobbies? What are they? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>16. Do you have any
American friends to practice English with? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>17. Do you
work?<SPAN style="mso-spacerun: yes"> </SPAN>Where? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>18. What are your
plans for the future? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>19. Why did you come
to <st1:country-region w:st="on"><st1:place
w:st="on">America</st1:place></st1:country-region>? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>20. Do you have any
questions for me? -------</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>Mark responses: 0 no
answer.<SPAN style="mso-spacerun: yes"> </SPAN>0+ telegraphic/very
simple response. </FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>1 simple, but
complete response.<SPAN style="mso-spacerun: yes"> </SPAN>1+ functional
and clear response.</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>2<SPAN
style="mso-spacerun: yes"> </SPAN>somewhat elaborate, fairly clear
and mostly grammatical response.</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT
size=2> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>Interviewees with
ten or more answers in the 1+ to 2 range should be ready to take a
written</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=2>proficiency test of
listening and reading skills. Non-readers are excluded. (ref: Ques.
6)</FONT></P></DIV>
<DIV><FONT face="Times New Roman"></FONT> </DIV>
<DIV><FONT face="Times New Roman">The three of us interviewed the 27 candidates
together. <STRONG>19 </STRONG>out of the 27 were not able to answer the second
question: e.g. (Teacher) Where are you from?</FONT></DIV>
<DIV><FONT face="Times New Roman">(Candidate) ¿Mande? (Teacher) Where are
you from? ¿Como? (Teacher) Are you from Mexico? (Candidate) México, "jes."
One answered, "México, no, Peru sí."</FONT></DIV>
<DIV><FONT face="Times New Roman"></FONT> </DIV>
<DIV><FONT face="Times New Roman">The 8 students who were able to answer that
question and maybe four or five more questions were assigned to an "advanced
class." The others were split into two groups. What happened here? Many of these
persons had lived in Austin for some time. Some for up to ten years. Most had
families. The families naturally used Spanish at home, even their children who
spoke English at school. They had Spanish-speaking supervisors. They watched
television in Spanish. They ate at Mexican restaurants. They went to
Spanish-speaking doctors. 95% of their friends were Hispanic. In plain language,
if they wanted to stay at the cookie factory, making cookies, they didn't
<STRONG>need</STRONG> English, although the company preferred that they know
English for upward mobility. This program went on for three or four months.The
company merged and our program ended. We did not use Spanish in class. In
early training I use materials that I developed based on some of the old "direct
methods;" picture flashcards, Cuisenaire rods, etc. and we also concentrated
strongly on English sounds, particularly listening and identification. The
program went surprisingly well and many of the students were very disappointed
when it ended. They had already found some new places to go and some were
acquiring English-speaking friends.</FONT></DIV>
<DIV><FONT face="Times New Roman"></FONT> </DIV>
<DIV><FONT face="Times New Roman">So what is the good news? Several of our
former students have entered the Austin Community College AE program and are
doing well. One of them is in my class now. She has a child and often works at
night at the cookie factory. Sometimes she comes in looking very tired, but
she's surviving. She wants to be a Certified Nursing Assistant. She'll make
it! She plans to take the GED in English next year and enter the Nursing Program
at ACC. Most of her future patients will not be bilingual and she will be ready
for them. </FONT></DIV>
<DIV><FONT face="Times New Roman"></FONT> </DIV>
<DIV><FONT face="Times New Roman">That's about it.</FONT></DIV>
<DIV><FONT face="Times New Roman"></FONT> </DIV>
<DIV><STRONG><FONT face="Script MT Bold" size=5>Ted </FONT></STRONG></DIV>
<DIV><STRONG><FONT face="Times New Roman"><A
href="http://www.tedklein-ESL.com">www.tedklein-ESL.com</A></FONT></STRONG></DIV>
<DIV><STRONG><FONT face="Times New Roman"></FONT></STRONG> </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=andresmuro@aol.com
href="mailto:andresmuro@aol.com">andresmuro@aol.com</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=assessment@nifl.gov
href="mailto:assessment@nifl.gov">assessment@nifl.gov</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Thursday, February 07, 2008 12:02
PM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> [Assessment 1153] Re: {Dangerous
Content?} RE: No Questions or Comments?!</DIV>
<DIV><BR></DIV>
<DIV><FONT face="Arial, Helvetica, sans-serif">Ted:<BR><BR>How would the
employer know the language that Julian took the GED in?<BR>In most states the
certificate does not tell you the Language. Texas is one of the few states
that tells you the language. However, it is so hard to find that most people
wouldn't even know. I have a hard time finding the language reference even
though I have seen millions of certificates. Fact is most employers don't even
know that people can take the GED in anything other than English, don't ask
and do not scrutinize certificates to figure out scores, language, etc. A few
might, but the majority don't. For low literacy Spanish speakers it may take
them a couple of years to be ready to take the GED in Spanish. It make take
them 2 more years to be ready for the English GED. Would you rather hold them
two more years. They can take the GED in Spanish and continue to study
English. Once they have sufficient English, they can decide if they want to
take it in English or to move on to other
things.<BR><BR>Andres<BR></FONT></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>
<DIV>There is one very real problem with taking the GED in Spanish that I'm
aware of. If you have two immigrants, Roberto and Juán, and they both apply
for the same job and if Juán took the GED in Spanish and Roberto took it in
English, guess who gets the job?</DIV>
<DIV>Yes, life isn't fair, but most U.S. businesses prefer persons who have
gone "all the way" with English. My students and I have discussed this and
they have seen or know of this situation with their friends and family
members. That is why many AE students remain longer in our ESL classes. Of
course in many border towns, this may not be as important since many of the
employers are Hispanic or are native speakers of English who are functional in
Spanish. However, many customers of the businesses will need to use English.
</DIV>
<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>
<DIV>Ted</DIV>
<DIV><A href="http://www.tedklein-ESL.com"
target=_blank>www.tedklein-ESL.com</A> </DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>----- Original Message ----- </DIV>
<BLOCKQUOTE
style="PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: rgb(0,0,0) 2px solid; MARGIN-RIGHT: 0px">
<DIV
style="BACKGROUND: rgb(228,228,228) 0% 50%; FONT: 10pt arial; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; 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: 10pt arial; 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: 10pt arial; font-size-adjust: none; font-stretch: normal"><B>Sent:</B>
Wednesday, February 06, 2008 5:21 PM</DIV>
<DIV
style="FONT: 10pt arial; 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="FONT-SIZE: 12px; MARGIN: 0px; 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 href="http://www.nifl.gov/mailman/listinfo/assessment" target=_blank>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 href="http://www.nifl.gov/mailman/listinfo/assessment" target=_blank>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 href="http://www.nifl.gov/mailman/listinfo/assessment" target=_blank>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 href="http://www.nifl.gov/mailman/listinfo/assessment" target=_blank>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 href="http://www.nifl.gov/mailman/listinfo/assessment" target=_blank>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 href="http://www.nifl.gov/mailman/listinfo/assessment" target=_blank>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 href="http://webmail.aol.com" target=_blank>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 href="http://www.nifl.gov/mailman/listinfo/assessment" target=_blank>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 href="http://www.umbc.edu/llc/" target=_blank>www.umbc.edu/llc/</A><BR>
<BR>
<A href="http://www.umbc.edu/esol/" target=_blank>www.umbc.edu/esol/</A><BR>
<BR>
<A href="http://www.umbc.edu/esol/peacecorps.html" target=_blank>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 href="http://www.nifl.gov/mailman/listinfo/assessment" target=_blank>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
href="http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/text.htm?ncid=aolcmp00050000000003"
target=_blank>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="FONT-SIZE: 12px; MARGIN: 0px; COLOR: rgb(0,0,0); FONT-FAMILY: Tahoma,Verdana,Arial,Sans-Serif; 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 -->
<P>
<HR>
<P></P>-------------------------------<BR>National Institute for
Literacy<BR>Assessment mailing list<BR>Assessment@nifl.gov<BR>To unsubscribe
or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/assessment<BR>Email delivered to
taklein@austin.rr.com<BR></BLOCKQUOTE></BODY></HTML>