The out-of-sync part was painfully true for the Sudanese group I was 
well acquainted.   Sometime teachers were quite aware of these 
differences,  but often they were not.  The Sudanese, badly wanting an 
education, were patient with it.   Robin S.

-----Original Message-----
From: Mary Ann Florez <MFlorez at arlington.k12.va.us>
To: englishlanguage at nifl.gov
Sent: Wed, 08 Feb 2006 18:00:28 -0500
Subject: [EnglishLanguage] Adolescents in adult ESOL classes

I think it's interesting to consider that many of these students may
legitimately be caught between adolescence and adulthood.  I have 
encountered
students in the past who are 16 or 17 and have produced documentation 
that shows
that they have completed high school in their countries.  They are 
here, working
with adults, as adults, perhaps living with cousins or friends and 
paying rent,
bills, etc.  Some even have children already.  When they come into our 
classes,
much of what we teach--language and content--seems relevant to them.  
But
developmentally, contextually, they are out of sync.  They aren't at 
the same
place that our adult learners are.  Does anyone have any suggestions of 
how they
work to mediate that?

Thanks!

MaryAnn Florez
Arlington, VA

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