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Sounds as if this really works, congratulations!<br><br><blockquote><hr>Date: Sat, 9 Feb 2008 11:25:26 -0500<br>From: Noa.Sadan@montgomerycollege.edu<br>To: assessment@nifl.gov<br>Subject: [Assessment 1232] Re: {Dangerous Content?} RE: No QuestionsorComments?!<br><br>
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<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2">Miriam, Mary Lynn and others,</font></span></div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2"></font></span> </div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2">The
boutique at the Refugee Center has a history. People used to come and donate
clothing. Some students would take a huge amount and others wouldn't touch the
pile, citing that they did not want to "take charity". </font></span></div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2"></font></span> </div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2">In the
mid 1990's I came up with the idea of a project for my class: arrange the
clothing, bring in other items, and set up a boutique in which everything cost
ten cents. <span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2">The fact that students were paying for their boutique
items erased the one impediment that had been there before - the idea of
"taking charity". </font></span></font></span></div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2"><span class="EC_431174015-09022008"></span></font></span> </div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2"><span class="EC_431174015-09022008"></span>We have never run into any opposition to
the idea. Quite the opposite - it grew, often with student input in terms of
ideas, and later clothing, toys and household items. Students worked with a flow
chart - Can the item go on the floor? Does it need sewing or ironing?
</font></span></div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2">If
there were any students who had reservations about wearing used clothing, it was
not apparent. Even teachers would shop in the Boutiue, and that lent another
level of comfort and legitimacy. Now, former students come in with their
donations to the boutique, and gleefully talk to us about yard sales. Our
current students often go on field trips tp neighborhood thrift shops,
sometimes comparing their offerings to ours. </font></span></div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2"></font></span> </div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2">If we
receive large items, such as computers, musical instruments, play stations,
televisions, dinnerware, and such, we handle it by lottery, having all those
interested in the item participate in a drawing.</font></span></div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2"></font></span> </div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2">The
concept has also expanded to a video rental library run by yet another class, in
which donated VHS and DVD videos are borrowed (at no charge). The students have
itemized the offerings in a spreadsheet, and are currently using the internet to
write synopses about each movie. We have also invited one of the College's
Business Institute directors to talk to the class about microenterprise, and how
they can open their own businesses.</font></span></div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2"></font></span> </div>
<div><span class="EC_431174015-09022008"><font color="#0000ff" face="Arial" size="2">Sometimes, a tiny idea used to sovle a problem can spiral into something
entirely new!</font></span></div>
<div><br></div>
<div class="EC_OutlookMessageHeader" dir="ltr" align="left" lang="en-us">
<hr>
<font face="Tahoma" size="2"><b>From:</b> assessment-bounces@nifl.gov
[mailto:assessment-bounces@nifl.gov] <b>On Behalf Of </b>Miriam
Burt<br><b>Sent:</b> Friday, February 08, 2008 3:04 PM<br><b>To:</b> The
Assessment Discussion List<br><b>Subject:</b> [Assessment 1199] Re: {Dangerous
Content?} RE: No QuestionsorComments?!<br></font><br></div>
<div></div>
<div dir="ltr" align="left"><span class="EC_794251519-08022008"><font color="#0000ff" face="Arial">Noa and others,</font></span></div>
<div dir="ltr" align="left"><span class="EC_794251519-08022008"><font color="#0000ff" face="Arial"></font></span> </div>
<div dir="ltr" align="left"><span class="EC_794251519-08022008"><font color="#0000ff" face="Arial">I like the idea of the snack bar very much, but I'm curious about
how the concept of buying and wearing second hand clothing from strangers,
if you will, is received by the students. My experience is that the idea
purchasing and wearing someone else's second-hand clothes and items is
actually one that doesn't always translate across all cultures. True, the
idea is highly positive among middle class here in the U.S. where it is
seen as a way of saving money, being "green," and not wasting resources
-- and this is demonstsrated by the prolitferation of trendy 2nd
hand boutiques in cities and ads on Craig's list to sell gently used baby
clothes (even diapers! ) and toys. However, some cultural groups may find the
idea of buying and wearing someone else's clothing as "charity" (as Jodi
says below) or something somewhat distasteful. Perhaps the fact that all
items are 50 cents takes that edge off? </font></span><span class="EC_794251519-08022008"><font color="#0000ff" face="Arial">Has anyone else had this
experience with the concept of 2nd hand items and other
cultures?</font></span></div>
<div dir="ltr" align="left"><span class="EC_794251519-08022008"><font color="#0000ff" face="Arial"></font></span> </div>
<div dir="ltr" align="left"><span class="EC_794251519-08022008"><font color="#0000ff" face="Arial">Great discussion here! </font></span></div>
<div dir="ltr" align="left"><span class="EC_794251519-08022008"><font color="#0000ff" face="Arial">Miriam</font></span></div>
<div dir="ltr" align="left"><span class="EC_794251519-08022008"><font color="#0000ff" face="Arial">**********</font></span></div>
<div dir="ltr" align="left"><span class="EC_794251519-08022008">
<div align="left"><font face="Arial">Center for Adult English Language
Acquisition</font></div>
<div align="left"><font face="Arial">Center for Applied Linguistics</font></div>
<div align="left"><font face="Arial">4646 40th Street NW</font></div>
<div align="left"><font face="Arial">Washington, DC 20016</font></div>
<div align="left"><font face="Arial">(202) 362-0700 </font></div>
<div align="left"><font face="Arial">(202) 36</font><font face="Arial">3-7204 (fax)
</font></div>
<div align="left"><a href="mailto:mburt@cal.org"><font face="Arial">m<span class="EC_794251519-08022008">burt</span>@cal.org</font></a><font face="Arial">
(email)</font></div></span></div>
<div dir="ltr" align="left"><span class="EC_794251519-08022008"><font color="#0000ff" face="Arial"></font></span> </div>
<div dir="ltr" align="left">
<hr>
</div>
<div dir="ltr" align="left"><font face="Tahoma" size="2"><b>From:</b>
assessment-bounces@nifl.gov [mailto:assessment-bounces@nifl.gov] <b>On Behalf Of
</b>Jodi Crandall<br><b>Sent:</b> Friday, February 08, 2008 1:18
PM<br><b>To:</b> The Assessment Discussion List<br><b>Subject:</b> [Assessment
1192] Re: {Dangerous Content?} RE: No Questions
orComments?!<br><b>Importance:</b> Low<br></font><br></div>
<blockquote dir="ltr" style="margin-right: 0px;">
<div></div>Noa,
<div><br class="EC_khtml-block-placeholder"></div>
<div>These are fabulous ideas. I especially like the emphasis on how
literacy level students can help those who are more educated and also
cooperate and compete with them in the snack bar and
boutique. </div>
<div><br class="EC_khtml-block-placeholder"></div>
<div>You have provided clear guidance on how to maximize both groups'
strengths and also encourage them to learn from each other.</div>
<div><br class="EC_khtml-block-placeholder"></div>
<div>By the way, "boutique" is so much more positive a name than the usual
"closet" or another name that sounds like it's charity.</div>
<div><br class="EC_khtml-block-placeholder"></div>
<div>Do others have suggestions of ways of accommodating literacy level and
more educated students in the same class.</div>
<div><br class="EC_khtml-block-placeholder"></div>
<div>Jodi</div>
<div><br>
<div>
<div>On Feb 8, 2008, at 11:59 AM, Sadan, Noa wrote:</div><br class="EC_Apple-interchange-newline">
<blockquote>
<div><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2">Jodi,</font></span></div>
<div><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2"></font></span> </div>
<div><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2">The classroom mix of the highly educated literate students who
didn't know English with the literacy level beginning English students was
often a challenge. The first (unstated) task was to help the
educated students realize that they might learn a great deal from those who
picked up oral language faster than they did. </font></span></div>
<div><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2"></font></span> </div>
<div><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2">Techniques for dealing with the mixed
levels:</font></span></div>
<div><span class="EC_213251616-08022008"> <font face="Arial"><font color="#0000ff" size="2">The Key: fostering a sense of
community within the class</font></font></span></div>
<div><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2"> Main technique: Group work - teacher as enabler,
moving around the groups</font></span></div>
<ul>
<li><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2"> extra reading help in
reading given while class was working on either written assignments or
group projects</font></span>
</li><li><span class="EC_213251616-08022008"> <font color="#0000ff" face="Arial" size="2">groups were mixed</font></span>
<ul>
<li><span class="EC_213251616-08022008">
<font color="#0000ff" face="Arial" size="2">always by language</font></span>
</li><li><span class="EC_213251616-08022008"> </span><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2">occasionally by gender</font></span>
</li><li><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2"><font color="#000000" face="Times New Roman" size="3"> </font><font color="#0000ff" face="Arial" size="2">rarely by ability (only when reading
lessons specifically for the literacy group were
held)</font></font></span></li></ul></li></ul>
<div><span class="EC_213251616-08022008"> <font color="#0000ff"> Sc</font></span><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2">hool Job: The Refugee Center has a working
Snack Bar, and Boutique (donated clothing - everything sells for fifty
cents/item).</font></span></div>
<ul>
<li><span class="EC_213251616-08022008"> <font color="#0000ff" face="Arial" size="2">students polish their abilty to work
together</font></span>
</li><li><span class="EC_213251616-08022008"> <font color="#0000ff" face="Arial" size="2">students learn chain of command (literacy
level students are supervisors just as often as the highly educated,
since they often have a verbal advantage)</font></span>
</li><li><span class="EC_213251616-08022008"> <font color="#0000ff" face="Arial" size="2"> literacy-level students could make
coffee, serve as a cashier, and give excellent customer
service</font></span>
</li><li><span class="EC_213251616-08022008"> <font color="#0000ff" face="Arial" size="2">a highly educated accountant who cannot
get out an English sentence orally, could create a cost-accounting
spreadsheet see if it was less expensive to buy bulk sugar or
packets for coffee.</font></span></li></ul>
<div><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2">Other projects are used as well - making recipe books, making student
profile books. Today, with the use of the computer, the possibilities are
endless for activities for mixed classes.</font></span></div>
<div><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2"></font></span> </div>
<div><span class="EC_213251616-08022008"><font color="#0000ff" face="Arial" size="2">Noa</font></span></div>
<div><span class="EC_213251616-08022008"> </span><br></div>
<div class="EC_OutlookMessageHeader" dir="ltr" align="left" lang="en-us">
<hr>
<font face="Tahoma" size="2"><b>From:</b> assessment-bounces@nifl.gov [<a href="mailto:assessment-bounces@nifl.gov">mailto:assessment-bounces@nifl.gov</a>]
<b>On Behalf Of </b>Jodi Crandall<br><b>Sent:</b> Thursday, February 07,
2008 12:59 PM<br><b>To:</b> The Assessment Discussion
List<br><b>Subject:</b> [Assessment 1152] Re: {Dangerous Content?} RE: No
Questions orComments?!<br></font><br></div>
<div></div>Noa,
<div><br class="EC_khtml-block-placeholder"></div>
<div>Thanks for sharing this. How wonderful to have had 20 hours per
week for these students. Besides mutual respect (which is very
important), were there ways in which students could use their complementary
skills to help each other. If you could describe some of the
activities that you or others used that were helpful, that would be
great.</div>
<div><br class="EC_khtml-block-placeholder"></div>
<div>If others of you could share your experiences with mixed classes, and
how you coped with them, I think a lot of us would be interested.</div>
<div><br class="EC_khtml-block-placeholder"></div>
<div>The change to separate Listening, Reading and "Homeroom" classes is
also a very interesting way of meeting the needs of this diverse
population. I know that many community colleges separate their
instruction in adult ESL to oral language skills (Listening/Speaking) and
written language (Reading/Writing) skills. Are there others out there
who could share your experiences in this regard?</div>
<div><br class="EC_khtml-block-placeholder"></div>
<div>The presence of World English speakers and Generation 1.5 speakers in
adult ESL has further complicated the situation. I'd be interested in
knowing how others have dealt with such diverse students in
adult ESL/ESOL.</div>
<div><br class="EC_khtml-block-placeholder"></div>
<div>Jodi</div>
<div><br class="EC_khtml-block-placeholder"></div>
<div><br class="EC_khtml-block-placeholder"></div>
<div> </div>
<div>n Feb 7, 2008, at 12:16 PM, Sadan, Noa wrote:
<div><br class="EC_Apple-interchange-newline">
<blockquote>
<div style="">Years ago, the Montgomery County Refugee Training
Program (Montgomery</div>
<div style="">College, Silver Spring, MD)had highly educated
people with no English,</div>
<div style="">in class with literacy level students. It was
certainly difficult</div>
<div style="">meeting the needs of all students, but in this
intensive 20-hours/week</div>
<div style="">program, a tremendous mutual respect was fostered
between the groups.</div>
<div style="">Typically, the highly educated students raced
ahead with reading and</div>
<div style="">writing, while the literacy students sped ahead
with oral language. The</div>
<div style="">Somali mother of nine would say to the Russian
engineer, "I wish I could</div>
<div style="">read and write like you!", while the Russian
woman would reply, "I wish</div>
<div style="">I could speak like you."</div>
<div style="min-height: 14px;"><br></div>
<div style="">All this ended with a slightly different
solution. The Refugee Center,</div>
<div style="">then under the direction of Donna Kinerney,
divided that school day into</div>
<div style="">separate Listening,Reading and "Homeroom"
classes. Homerooom took in all</div>
<div style="">skills, plus the introduction to the American
workplace. This model was</div>
<div style="">in place when we began to get World English
speakers who were not</div>
<div style="">literate. It provided a solution in which they
could study in a</div>
<div style="">literacy-level reading/writing class, and
interact in a higher level</div>
<div style="">Listening and Homeroom class.<span class="EC_Apple-converted-space"> </span></div>
<div style="min-height: 14px;"><br></div>
<div style="">-----Original Message-----</div>
<div style="">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>]</div>
<div style="">On Behalf Of JoAnn (Jodi) Crandall</div>
<div style="">Sent: Wednesday, February 06, 2008 3:10 PM</div>
<div style="">To: The Assessment Discussion List</div>
<div style="">Subject: [Assessment 1139] Re: {Dangerous
Content?} RE: No Questions or</div>
<div style="">Comments?!</div>
<div style="min-height: 14px;"><br></div>
<div style="">Jackie and Forrest,</div>
<div style="min-height: 14px;"><br></div>
<div style="">I think most large programs separate literacy
level students from others</div>
<div style="">who are at a beginning level.<span class="EC_Apple-converted-space"> </span>I know that back in the 1980s
when there</div>
<div style="">were large refugee ESL programs, several
community colleges created</div>
<div style="">parallel ESL classes for the beginning levels and
even into intermediate</div>
<div style="">levels, with one set of classes for students with
limited literacy or</div>
<div style="">prior schooling and another for more educated
students.<span class="EC_Apple-converted-space"> </span>The reason
was</div>
<div style="">that the students with less education made slower
progress.<span class="EC_Apple-converted-space"> </span>Some of</div>
<div style="">this is undoubtedly due to the way in which we
teach English (requiring</div>
<div style="">literacy), but it is also because students need
to become accustomed to</div>
<div style="">attending classes, learning to hold and use a pen
or pencil, and a wide</div>
<div style="">range of basic skills that come with being a
student in a class.</div>
<div style="min-height: 14px;"><br></div>
<div style="">Those of you who have separate classes for those
who need literacy:</div>
<div style="">Can</div>
<div style="">you tell us what kind of classes or program you
provide?</div>
<div style="min-height: 14px;"><br></div>
<div style="">Those who teach both literacy and more educated
learners in the same</div>
<div style="">class:<span class="EC_Apple-converted-space">
</span>Can you let us know how you manage?<span class="EC_Apple-converted-space"> </span>What are some ways in
which</div>
<div style="">you accommodate both sets of needs?</div>
<div style="min-height: 14px;"><br></div>
<div style="">Jodi</div>
<blockquote>
<div style="">Forrest,</div>
<div style=""><span class="EC_Apple-converted-space">
</span>I like the idea of separate classes for those with a
literacy<span class="EC_Apple-converted-space"> </span></div>
<div style="">background and those without. These two groups
have such different<span class="EC_Apple-converted-space"> </span></div>
<div style="">needs. Having both in the class make it
difficult for a teacher to<span class="EC_Apple-converted-space"> </span></div>
<div style="">meet the needs of either group well and I find
that often the stronger</div></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<div style="">students dominate the class, and their drive
push the teacher forward.</div></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<div style="">If the instructor does not keep up with the
students who are learning<span class="EC_Apple-converted-space"> </span></div>
<div style="">at a faster rate, they often become frustrated
and leave or mentally<span class="EC_Apple-converted-space"> </span></div>
<div style="">check out. However, if the instructor keeps up
with those students,<span class="EC_Apple-converted-space"> </span></div>
<div style="">the others are unable to keep up and they get
frustrated.</div>
<div style=""><span class="EC_Apple-converted-space">
</span>I think that literacy could perhaps be separated out. And
regardless</div></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<div style="">of how you do it, well-trained instructors are
essential.</div>
<div style="">Jackie</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">On 2/5/08, Forrest Chisman <<a href="mailto:forrest@crosslink.net">forrest@crosslink.net</a>>
wrote:</div>
<blockquote>
<div style="min-height: 14px;"><br></div>
<div style=""><span class="EC_Apple-converted-space"> </span>To all of you who commented
on level of prior education as a factor<span class="EC_Apple-converted-space"> </span></div>
<div style="">in student performance:</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">Everyone with whom Jodi Crandall and I talked
believes that more<span class="EC_Apple-converted-space"> </span></div>
<div style="">highly educated students do better in terms
of<span class="EC_Apple-converted-space"> </span>persistence,
learning</div></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<div style="">gains, and transitions. And learning theory
would lead us to expect<span class="EC_Apple-converted-space"> </span></div>
<div style="">this.</div>
<div style="">Regrettably</div>
<div style="">we found very little hard data about how much
difference prior<span class="EC_Apple-converted-space"> </span></div>
<div style="">education makes, because too few programs
track the level of prior<span class="EC_Apple-converted-space"> </span></div>
<div style="">education of their students and correlate it
with outcomes. DO any of</div></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<div style="">you do this? That is, do you have any data on
HOW MUCH difference<span class="EC_Apple-converted-space"> </span></div>
<div style="">level of prior education makes?</div>
<div style="">Or</div>
<div style="">any strong impressions? And are there "cut
points" in prior education</div></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<div style="">that seem to make a difference -- e.g.
students who are completely<span class="EC_Apple-converted-space"> </span></div>
<div style="">illiterate, students who at least reached
high school, high school<span class="EC_Apple-converted-space"> </span></div>
<div style="">graduates, college graduates, etc. --<span class="EC_Apple-converted-space"> </span>or is level of prior
education</div></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<div style="">pretty much of a continuum?</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">More importantly, what can programs DO to
narrow the gap between<span class="EC_Apple-converted-space"> </span></div>
<div style="">highly educated students and those with less
prior education?<span class="EC_Apple-converted-space"> </span></div>
<div style="">Presumably students with very low levels of
education are more likely</div></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<div style="">end up in the lower level ESL courses
(Literacy or Low-Beginning<span class="EC_Apple-converted-space"> </span></div>
<div style="">levels) why are (almost by</div>
<div style="">definition)<span class="EC_Apple-converted-space"> </span>in the business of teaching
basic literacy and sometimes</div></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<div style="">math.</div>
<div style="">Why isn't this enough? In your experience,
does the "gap" exist at<span class="EC_Apple-converted-space"> </span></div>
<div style="">these levels too, or mainly at higher levels?
At any levels, would it</div></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<div style="">be desirable to place less highly educated
students in separate<span class="EC_Apple-converted-space"> </span></div>
<div style="">classes from those with more education and
adjust the<span class="EC_Apple-converted-space"> </span></div>
<div style="">curriculum/support systems for them
accordingly? Some programs have<span class="EC_Apple-converted-space"> </span></div>
<div style="">tried "native language literacy" or the
Spanish GED. What has been<span class="EC_Apple-converted-space"> </span></div>
<div style="">the experience of any of you with these
approaches? Any other ideas?<span class="EC_Apple-converted-space"> </span></div>
<div style="">IS there an adult ESL equivalent of
"bi-lingual education" that<span class="EC_Apple-converted-space"> </span></div>
<div style="">should be tried?</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">It seems to me that we need to come up with
better ideas. Because the</div></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<div style="">people who study immigration tell us that the
level of education of<span class="EC_Apple-converted-space"> </span></div>
<div style="">immigrants has been falling. And if
Immigration Reform mandates large</div></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<div style="">numbers of undocumented people to "learn
English" (whatever that<span class="EC_Apple-converted-space"> </span></div>
<div style="">means), ESL programs may be swamped with
students who have very<span class="EC_Apple-converted-space"> </span></div>
<div style="">little education in their native countries
and too little money to<span class="EC_Apple-converted-space"> </span></div>
<div style="">serve them.<span class="EC_Apple-converted-space"> </span>So anyone who has any ideas
about how to bridge this<span class="EC_Apple-converted-space"> </span></div>
<div style="">"education gap" could help us a lot by
posting ideas about how to<span class="EC_Apple-converted-space"> </span></div>
<div style="">close it on this discussion list.</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">Forrest Chisman</div>
<div style="min-height: 14px;"><br></div>
<div style="">Vice President</div>
<div style="min-height: 14px;"><br></div>
<div style="">CAAL</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">*From:* <a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a><span class="EC_Apple-converted-space"> </span></div>
<div style="">[<a href="mailto:assessment-bounces@nifl.gov">mailto:assessment-bounces@nifl.gov</a>]</div>
<div style="">*On</div>
<div style="">Behalf Of *<a href="mailto:Tina_Luffman@yc.edu">Tina_Luffman@yc.edu</a></div>
<div style="">*Sent:* Tuesday, February 05, 2008 1:32
PM</div>
<div style="">*To:* The Assessment Discussion List</div>
<div style="">*Subject:* [Assessment 1109] Re: {Dangerous
Content?} RE: No<span class="EC_Apple-converted-space"> </span></div>
<div style="">Questions or Comments?!</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">Hi Jackie,</div>
<div style="min-height: 14px;"><br></div>
<div style="">Thank you for this information. I believe
this research must be what<span class="EC_Apple-converted-space"> </span></div>
<div style="">my former Spanish teacher was basing her
argument on for bilingual<span class="EC_Apple-converted-space"> </span></div>
<div style="">education in the K-12 school system.</div>
<div style="min-height: 14px;"><br></div>
<div style="">Tina</div>
<div style="min-height: 14px;"><br></div>
<div style="">Tina Luffman</div>
<div style="">Coordinator, Developmental Education</div>
<div style="">Verde Valley Campus</div>
<div style="">928-634-6544</div>
<div style=""><a href="mailto:tina_luffman@yc.edu">tina_luffman@yc.edu</a></div>
<div style="min-height: 14px;"><br></div>
<div style=""><span class="EC_Apple-converted-space">
</span>*"Jackie Coelho" <<a href="mailto:jackie.coelho@gmail.com">jackie.coelho@gmail.com</a>>*
Sent by:<span class="EC_Apple-converted-space"> </span></div>
<div style=""><a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a></div>
<div style="min-height: 14px;"><br></div>
<div style="">02/05/2008 11:13 AM</div>
<div style="min-height: 14px;"><br></div>
<div style="">Please respond to</div>
<div style="">The Assessment Discussion List <<a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a>></div>
<div style="min-height: 14px;"><br></div>
<div style="">To</div>
<div style="min-height: 14px;"><br></div>
<div style="">"The Assessment Discussion List" <<a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a>></div>
<div style="min-height: 14px;"><br></div>
<div style="">cc</div>
<div style="min-height: 14px;"><br></div>
<div style="">Subject</div>
<div style="min-height: 14px;"><br></div>
<div style="">[Assessment 1108] Re: {Dangerous Content?}
RE: No Questions or <span class="EC_Apple-converted-space"> </span></div>
<div style="">Comments?!</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">Hi Tina,</div>
<div style="min-height: 14px;"><br></div>
<div style="">This has been researched already and is the
basis for the arguement<span class="EC_Apple-converted-space"> </span></div>
<div style="">in favor of bilingual education, a good idea
that was not implemented</div></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<div style="">in the best way. For many years people have
known that a good<span class="EC_Apple-converted-space"> </span></div>
<div style="">foundation in literacy in the first language
will facilitate learning</div></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<div style="">in a second or third language.</div>
<div style="min-height: 14px;"><br></div>
<div style="">Another interesting twist is the existence of
languages that are not<span class="EC_Apple-converted-space"> </span></div>
<div style="">written.</div>
<div style="min-height: 14px;"><br></div>
<div style="">Jackie</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">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:</div>
<blockquote>
<div style="">Hi list members,</div>
<div style="min-height: 14px;"><br></div>
<div style="">My experience teaching ELAA students in the
GED class is similar to</div></blockquote>
<div style="">that</div>
<div style="">of</div>
<blockquote>
<div style="">Gail. If the student has a solid
educational background in the<span class="EC_Apple-converted-space"> </span></div>
<div style="">country</div></blockquote>
<div style="">they</div>
<blockquote>
<div style="">came from in their native language, they
tend to advance rather</div></blockquote>
<div style="">quickly</div>
<div style="">and</div>
<blockquote>
<div style="">get their GED. Those coming with 6th grade
educations from their</div></blockquote>
<div style="">country</div>
<div style="">or</div>
<blockquote>
<div style="">lower tend to stay in the GED class for
years and do not make much<span class="EC_Apple-converted-space"> </span></div>
<div style="">advancement.</div>
<div style="min-height: 14px;"><br></div>
<div style="">This experience relates well to research
done among Native American</div></blockquote>
<div style="">tribes</div>
<blockquote>
<div style="">teaching them English. Those Native
Americans who were first taught</div></blockquote>
<div style="">literacy</div>
<blockquote>
<div style="">skills in their own tongue learned English
much quicker than those<span class="EC_Apple-converted-space"> </span></div>
<div style="">who</div></blockquote>
<div style="">tried</div>
<blockquote>
<div style="">to learn literacy skills in English without
that background in<span class="EC_Apple-converted-space"> </span></div>
<div style="">their</div></blockquote>
<div style="">own</div>
<blockquote>
<div style="">tongue. I also found similar problems when
I was learning Spanish.<span class="EC_Apple-converted-space"> </span></div>
<div style="">The concepts I could mentally translate
from English to Spanish<span class="EC_Apple-converted-space"> </span></div>
<div style="">were much</div></blockquote>
<div style="">easier</div>
<blockquote>
<div style="">to grasp and learn than those I didn't know
in English. Perhaps<span class="EC_Apple-converted-space"> </span></div>
<div style="">this</div></blockquote>
<div style="">is</div>
<blockquote>
<div style="">something deserving more research.</div>
<div style="min-height: 14px;"><br></div>
<div style="">Tina</div>
<div style="">Tina Luffman</div>
<div style="">Coordinator, Developmental Education Verde
Valley Campus</div>
<div style="">928-634-6544</div>
<div style=""><a href="mailto:tina_luffman@yc.edu">tina_luffman@yc.edu</a></div>
<div style="min-height: 14px;"><br></div>
<div style=""><a href="mailto:-----assessment-bounces@nifl.gov">-----assessment-bounces@nifl.gov</a>
wrote: -----</div>
<div style="min-height: 14px;"><br></div>
<div style="">To: "The Assessment Discussion List" <<a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a>></div>
<div style="">From: "Gail Burnett" <<a href="mailto:gburnett@sanford.org">gburnett@sanford.org</a>> Sent
by:<span class="EC_Apple-converted-space"> </span></div>
<div style=""><a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a></div>
<div style="">Date: 02/04/2008 06:34PM</div>
<div style="">Subject: [Assessment 1104] {Dangerous
Content?} RE: No Questions or</div></blockquote></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<blockquote>
<div style="">Comments?!</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">Warning: This message has had one or more
attachments removed</div>
<div style="">Warning: (not named).</div>
<div style="">Warning: Please read the
"AttachmentWarning.txt" attachment(s) for</div></blockquote>
<div style="">more</div>
<blockquote>
<div style="">information.</div>
<div style="min-height: 14px;"><br></div>
<div style="">In our small adult education program, my
experience (just about<span class="EC_Apple-converted-space"> </span></div>
<div style="">three</div></blockquote>
<div style="">years)</div>
<blockquote>
<div style="">is that students with solid educational
backgrounds advance,</div></blockquote>
<div style="">particularly if</div>
<blockquote>
<div style="">they're not working too many hours. Those
who advance the slowest,<span class="EC_Apple-converted-space"> </span></div>
<div style="">if</div></blockquote>
<div style="">at</div>
<blockquote>
<div style="">all, are immigrants who are barely literate
in their first<span class="EC_Apple-converted-space"> </span></div>
<div style="">language. I</div></blockquote>
<div style="">would</div>
<blockquote>
<div style="">say that lack of education is a bigger
factor than lack of time; a</div></blockquote>
<div style="">student</div>
<blockquote>
<div style="">who works full-time and is exhausted often
will still succeed<span class="EC_Apple-converted-space"> </span></div>
<div style="">because</div></blockquote>
<div style="">he/she</div>
<blockquote>
<div style="">is familiar with academic work, and is
goal-oriented. What we do is</div></blockquote>
<div style="">try</div>
<div style="">to</div>
<blockquote>
<div style="">get our low-level students to come up with
goals, but that's a hard</div></blockquote>
<div style="">concept</div>
<blockquote>
<div style="">in a second language.</div>
<div style="min-height: 14px;"><br></div>
<div style="">This does not mean that the factors
mentioned in the research don't</div></blockquote>
<div style="">play</div>
<div style="">a</div>
<blockquote>
<div style="">part, though. I'm one of those
barely-trained teachers<span class="EC_Apple-converted-space"> </span></div>
<div style="">(transitioned</div></blockquote>
<div style="">from</div>
<blockquote>
<div style="">another career, got trained mainly through
workshops rather than</div></blockquote>
<div style="">classes).</div>
<blockquote>
<div style="">My skill level very well may contribute to
students' slow</div></blockquote></blockquote></blockquote>
<div style="">advancement.</div>
<blockquote>
<blockquote>
<div style="">It's</div>
<blockquote>
<div style="">hard for small adult education programs to
get highly skilled ESL</div></blockquote>
<div style="">teachers.</div>
<blockquote>
<div style="">The pay is low and there are no benefits.
But my program is</div></blockquote>
<div style="">encouraging</div>
<div style="">me</div>
<blockquote>
<div style="">to get extra training and has me on a plan
of improvement. I think</div></blockquote>
<div style="">we're</div>
<blockquote>
<div style="">making some progress.</div>
<div style="min-height: 14px;"><br></div>
<div style="">Does this address any of the issues? And am
I submitting it right?</div>
<div style="min-height: 14px;"><br></div>
<div style="">________________________________</div>
<div style="min-height: 14px;"><br></div>
<div style="">From: <a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a>
on behalf of Marie Cora</div>
<div style="">Sent: Mon 2/4/2008 6:50 PM</div>
<div style="">To: <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a></div>
<div style="">Subject: [Assessment 1103] No Questions or
Comments?!</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">Hello everyone,</div>
<div style="min-height: 14px;"><br></div>
<div style="">I'm so surprised!<span class="EC_Apple-converted-space"> </span>No one has anything to
comment on regarding your</div></blockquote></blockquote></blockquote>
<div style="min-height: 14px;"><br></div>
<blockquote>
<blockquote>
<blockquote>
<div style="">program's effectiveness at helping ESL
students advance??<span class="EC_Apple-converted-space"> </span>I
was<span class="EC_Apple-converted-space"> </span></div>
<div style="">very curious to know if subscribers
experience the same types of<span class="EC_Apple-converted-space"> </span></div>
<div style="">issues</div></blockquote>
<div style="">that</div>
<div style="">Dr.</div>
<blockquote>
<div style="">Chisman and Dr. Crandall found in their
research:<span class="EC_Apple-converted-space"> </span>a lack
of<span class="EC_Apple-converted-space"> </span></div>
<div style="">intensity</div></blockquote>
<div style="">of</div>
<blockquote>
<div style="">instruction/few protocols for transitioning
students/few<span class="EC_Apple-converted-space"> </span></div>
<div style="">opportunities</div></blockquote>
<div style="">for</div>
<blockquote>
<div style="">professional development.</div>
<div style="min-height: 14px;"><br></div>
<div style="">What are the issues in your program that
you feel inhibit the ESL</div></blockquote>
<div style="">student</div>
<blockquote>
<div style="">from advancing?<span class="EC_Apple-converted-space"> </span>What do you try to do
about that?</div>
<div style="min-height: 14px;"><br></div>
<div style="">Please post your questions and comments
now.</div>
<div style="min-height: 14px;"><br></div>
<div style="">Thanks!</div>
<div style="min-height: 14px;"><br></div>
<div style="">Marie Cora</div>
<div style="">Assessment Discussion List Moderator</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">Marie Cora</div>
<div style=""><a href="mailto:marie.cora@hotspurpartners.com">marie.cora@hotspurpartners.com</a></div>
<div style=""><<a href="mailto:marie.cora@hotspurpartners.com">mailto:marie.cora@hotspurpartners.com</a>></div>
<div style="">NIFL Assessment Discussion List
Moderator<span class="EC_Apple-converted-space"> </span></div>
<div style=""><<a href="mailto:marie.cora@hotspurpartners.com">marie.cora@hotspurpartners.com</a>></div></blockquote>
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<div style="">To unsubscribe or change your subscription
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<div style="">-------------------------------</div>
<div style="">National Institute for Literacy</div>
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<div style="">To unsubscribe or change your subscription
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<div style="">Email delivered to <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a></div>
<div style="min-height: 14px;"><br></div></blockquote>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">--</div>
<div style="">JoAnn (Jodi) Crandall</div>
<div style="">Professor, Education Department</div>
<div style="">Director, Ph.D. Program in Language, Literacy
& Culture Coordinator,</div>
<div style="">Peace Corps Master's International Program in
ESOL/Bilingual Education</div>
<div style="">University of Maryland, Baltimore County (UMBC)
1000 Hilltop Circle,</div>
<div style="">Baltimore, MD 21250</div>
<div style="">ph:<span class="EC_Apple-converted-space">
</span>410-455-2313/2376<span class="EC_Apple-converted-space">
</span>fax: <span class="EC_Apple-converted-space">
</span>410-455-8947/1880</div>
<div style="">email: <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a></div>
<div style="">www.umbc.edu/llc/</div>
<div style="">www.umbc.edu/esol/</div>
<div style="">www.umbc.edu/esol/peacecorps.html</div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="min-height: 14px;"><br></div>
<div style="">-------------------------------</div>
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settings, please go to</div>
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<div style="">Email delivered to <a href="mailto:noa.sadan@montgomerycollege.edu">noa.sadan@montgomerycollege.edu</a></div>
<div style="">-------------------------------</div>
<div style="">National Institute for Literacy</div>
<div style="">Assessment mailing list</div>
<div style=""><a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a></div>
<div style="">To unsubscribe or change your subscription
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<div style="">Email delivered to <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a></div>
<div style="min-height: 14px;"><br></div></blockquote></div><br>
<div><span class="EC_Apple-style-span" style="word-spacing: 0px; font-family: Helvetica; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal; text-transform: none; color: rgb(0, 0, 0); text-indent: 0px; white-space: normal; letter-spacing: normal; border-collapse: separate;"><span class="EC_Apple-style-span" style="word-spacing: 0px; font-family: Helvetica; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal; text-transform: none; color: rgb(0, 0, 0); text-indent: 0px; white-space: normal; letter-spacing: normal; border-collapse: separate;"><span class="EC_Apple-style-span" style="word-spacing: 0px; font-family: Helvetica; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal; text-transform: none; color: rgb(0, 0, 0); text-indent: 0px; white-space: normal; letter-spacing: normal; border-collapse: separate;"><span class="EC_Apple-style-span" style="word-spacing: 0px; font-family: Helvetica; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal; text-transform: none; color: rgb(0, 0, 0); text-indent: 0px; white-space: normal; letter-spacing: normal; border-collapse: separate;"></span></span></span></span></div><br></div>
<div style="">-------------------------------</div>
<div style="">National Institute for Literacy</div>
<div style="">Assessment mailing list</div>
<div style=""><a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a></div>
<div style="">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></div>
<div style="">Email delivered to <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a></div></blockquote></div><br>
<div><span class="EC_Apple-style-span" style="word-spacing: 0px; font-family: Helvetica; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal; text-transform: none; color: rgb(0, 0, 0); text-indent: 0px; white-space: normal; letter-spacing: normal; border-collapse: separate;"><span class="EC_Apple-style-span" style="word-spacing: 0px; font-family: Helvetica; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal; text-transform: none; color: rgb(0, 0, 0); text-indent: 0px; white-space: normal; letter-spacing: normal; border-collapse: separate;"><span class="EC_Apple-style-span" style="word-spacing: 0px; font-family: Helvetica; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal; text-transform: none; color: rgb(0, 0, 0); text-indent: 0px; white-space: normal; letter-spacing: normal; border-collapse: separate;"><span class="EC_Apple-style-span" style="word-spacing: 0px; font-family: Helvetica; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal; text-transform: none; color: rgb(0, 0, 0); text-indent: 0px; white-space: normal; letter-spacing: normal; border-collapse: separate;">
<div>JoAnn (Jodi) Crandall</div>
<div>Professor and Director</div>
<div>Language, Literacy and Culture Ph.D. Program</div>
<div>Director, Peace Corps Master's Intl Program in ESOL/Bilingual
Education</div>
<div>University of Maryland Baltimore County</div>
<div>1000 Hilltop Circle</div>
<div>Baltimore, MD 21250</div>
<div>tel: 410-455-2313</div>
<div>fax: 410-455-8947</div>
<div>eml: <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a></div>
<div><br class="EC_khtml-block-placeholder"></div>
<div><br class="EC_khtml-block-placeholder"></div><br class="EC_Apple-interchange-newline"></span></span></span></span></div><br></div></blockquote>
</blockquote><br /><hr />Shed those extra pounds with MSN and The Biggest Loser! <a href='http://biggestloser.msn.com/' target='_new'>Learn more.</a></body>
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