[EnglishLanguage 1929] Re: [English Language 1925] Re: English Language Digest, Vol 26, Issue 10

Anderson, Philip Philip.Anderson at fldoe.org
Tue Nov 13 12:36:28 EST 2007

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This post is in response to the comment by Yvonne Socha that the Spanish translation is poor. I would be interested in knowing more about this. I'm wondering in what ways would programs have sufficient access to the wording of the Spanish and French GED tests in order to conduct an analysis regarding the quality of the translation? Has the GED test developer put out sample Spanish and French GED tests that would give a window on the type of wording that is on the actual test? Also, on what criteria would the quality of the translation based?

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________________________________

From: yvonne socha [mailto:ysocha at hotmail.com]
Sent: Friday, November 09, 2007 6:51 PM
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 1925] Re: EnglishLanguage Digest, Vol 26, Issue 10

Hello,
This post is in response to taking the GED in Spanish.
While we offer the Spanish version of the GED at our Adult Ed. site, we typically do not encourage it because the translation is so poor. I agree that it does take some time to acquire enough of the language to pass the GED. However, I still feel there is a possibility there for students that want to further their education. Unfortunately, I work for a district who does not support ESL students because the majority of their funding comes from GED numbers. I find this ironic, as I teach mostly high intermediate students who want to eventually take the GED and go to college! I am curious if anyone else has experienced this, and what solutions they may suggest. I live in a state that is just beginning to address its ESL population. If anyone else out there has been through this and successfully changed the the system I would love to hear your thoughts. Thank you!~
Yvonne Socha

> From: englishlanguage-request at nifl.gov
> Subject: EnglishLanguage Digest, Vol 26, Issue 10
> To: englishlanguage at nifl.gov
> Date: Fri, 9 Nov 2007 09:59:52 -0500
>
> Send EnglishLanguage mailing list submissions to
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> Today's Topics:
>
> 1. [EnglishLanguage 1917] Re: Native Language Literacy
> (Ujwala Samant)
> 2. [EnglishLanguage 1918] Re: Native Language Literacy
> (dtaylor at buffalo.edu)
> 3. [EnglishLanguage 1919] Re: Native Language Literacy
> (Steve Kaufmann)
> 4. [EnglishLanguage 1920] Re: free Rosetta Stone (Mresqui at aol.com)
> 5. [EnglishLanguage 1921] English For Action: Job Opportunity!
> (Alicia Pantoja)
> 6. [EnglishLanguage 1922] Re: Native Language Literacy
> (Michelle Ueland)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Thu, 8 Nov 2007 23:01:55 -0800 (PST)
> From: Ujwala Samant <lalumineuse at yahoo.com>
> Subject: [EnglishLanguage 1917] Re: Native Language Literacy
> To: The Adult English Language Learners Discussion List
> <englishlanguage at nifl.gov>
> Message-ID: <907878.73119.qm at web55110.mail.re4.yahoo.com>
> Content-Type: text/plain; charset=iso-8859-1
>
> Hello everyone,
>
> American institutions of higher learning such as
> colleges and universities, all accept foreigners, who
> don't have either an American high school diploma or
> the GED. What they do ask for, as Debra rightly
> pointed out is a TOEFL score. All of us (even those
> from Anglophone countries) were asked for it. Once in
> the US, some of my Indian, Chinese, Spanish-speaking,
> Japanese colleagues took advantage of the (used to be
> free) English language classes offered to bring their
> spoken and written English up to speed.
>
> I would be surprised if the Spanish GED were
> discriminated against for entry into higher education.
> Best wishes,
> Ujwala
>
>
> --- Debra Smith <dlmsmith at sbcglobal.net> wrote:
>
> > I'm curious to know why you think the
> > foreign-language versions of the GED
> > aren't accepted for higher ed or employment, Marie.
> > I was so concerned that
> > my program could be leading our Spanish-GED seekers
> > astray that I phoned ACE
> > in Washington, D.C., to find out. The woman who
> > spoke with me from ACE's GED
> > department said that American institutions of higher
> > education that accept
> > the GED as the equivalent of a high school diploma
> > would accept it in any of
> > the three languages. Likewise for employment
> > opportunities, the French,
> > Spanish, and English GEDs are all accepted equally.
> > Of course a college is
> > very likely to require some demonstration of English
> > proficiency, like
> > TOEFL, from a nonnative speaker, and an employer can
> > often hire at will and
> > therefore might discriminate on the basis of
> > language, but officially the
> > GED is equally useful regardless of the language in
> > which one takes it. If
> > there's something more that you or other members of
> > the list know about this
> > issue, I would be interested in hearing it.
> > Thanks,
> > Debra Morris Smith
> > St. Louis, MO
> >
> >
> > On 11/7/07, Marie Cora
> > <marie.cora at hotspurpartners.com> wrote:
> > >
> > > Hi Bonnita and everyone,
> > >
> > >
> > >
> > > Just curious: what do people think is the worth
> > of studying/preparing to
> > > take a GED in a language other than English? You
> > cannot use Spanish GED
> > > test results, for example, for entrance to higher
> > ed or to get a job. So
> > > what is the purpose of having people study for
> > this test in another language
> > > (unless you live in PR or parts of Canada)?
> > >
> > >
> > >
> > > Marie Cora
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > > -----Original Message-----
> > > *From:* englishlanguage-bounces at nifl.gov [mailto:
> > > englishlanguage-bounces at nifl.gov] *On Behalf Of
> > *Bonnita Solberg
> > > *Sent:* Wednesday, November 07, 2007 2:18 PM
> > > *To:* The Adult English Language Learners
> > Discussion List
> > > *Subject:* [EnglishLanguage 1904] Re: Native
> > Language Literacy
> > >
> > >
> > >
> > > In the Oakland Adult and Career Education program,
> > which is part of the
> > > K12 Oakland Unified School District, we also offer
> > a GED in Spanish. We
> > > have not conducted follow up studies to determine
> > if this program increases
> > > retention in ESL classes or improves achievement
> > at the Community Colleges.
> > > Most of our students are working parents who want
> > to learn as much English
> > > on their off hours as possible: they work
> > sometimes 10-12 hours a day and
> > > have child care and family responsibilities. The
> > Spanish GED works well for
> > > younger students who come from Latin American
> > countries with some (or a lot)
> > > of schooling and who will continue their education
> > at the Community
> > > Colleges. What is of concern to those of us who
> > are sensitive to such issues
> > > is that we do not offer a GED in Arabic, Farsi,
> > Cantonese/Mandarin,
> > > Cambodian, Laotian, Vietnamese, Mangolian or any
> > of the languages spoken in
> > > Africa including Ethiopia and Eritrea or the
> > Eastern European countries.
> > > Here are my concerns and questions:
> > >
> > > ? Is there a truly multilingual GED
> > program in the U.S. that
> > > addresses the issue of literacy in any language
> > other than Spanish.
> > >
> > > ? Has any research been conducted
> > concerning GEDs in languages
> > > other than Spanish. Admittedly, Spanish as a
> > first language is spoken by a
> > > majority of our students, but the discrimination
> > against other languages
> > > must be taken into consideration. I would say the
> > results of the study
> > > below are pertinent to Spanish speakers, but
> > cannot be generalized to
> > > speakers of other languages.
> > >
> > > ? For comparison purposes, at what rate do
> > students drop out if
> > > they are not given a GED in Spanish, or do they
> > "Stop Out" and return when
> > > their lives allow. All students, whether ESL or
> > not, do better at Community
> > > Colleges if they have a GED or HS diploma, so
> > research that does not
> > > differentiate on some level between ESL students
> > with or without a GED may
> > > not be yielding useful information.
> > >
> > > ? Was this an adult ESL population that
> > was studied? What are the
> > > population characteristics?
> > >
> > > ? To have even a short introduction to
> > literacy or to have
> > > bilingual teachers in the ESL Adult classroom
> > would be an impossible task to
> > > attain, given the 87 languages spoken in Oakland.
> > This model has inherently
> > > preferential treatment for Spanish speakers.
> > >
> > > Bonnita Solberg
> > > ESL Teacher on Special Assignment
> > > Oakland Adult and Career Education
> > >
> > >
> > > *"Muro, Andres" <amuro5 at epcc.edu>* wrote:
> > >
> > > In our program we went from doing mostly ESL many
> > years ago, to doing
> > > pretty much mostly Spanish literacy and GED. We
> > have very good retention
> > > and completion in our Spanish literacy and GED
> > programs. Once students
> > > have a Spanish GED, we refer them to other ESL
> > programs such as the
> > > local college's credit ESL program. They tend to
> > do better in that
> > > program if they have a high school diploma or GED
> > in their native
> > > language, than if they don't.
> > >
> > > I also believe that the length of time for people
> > to acquire a second
> > > language if they go through the native language
> > literacy model is still
> > > shorter. The students with the lowest literacy
> > that we've had, had a
> > > second to fourth grade education in Mexico. The
> > longest it has taken
> > > students to pass the GED in Spanish has been two
> > and one half years.
> > >
> > > If these students would have gone the ESL route,
> > they would have gone to
> > > a program for several months and then dropped out.
> > They would have
> > > started again and dropped out again several times.
> > This is a typical
> > > pattern for people who have low native language
> > literacy and enter an
> > > ESL program. They start and drop out many times in
> > various programs in a
> > > community.
> > >
> > > Andres
> > >
> > > -----Original Message-----
> > > From: englishlanguage-bounces at nifl.gov
> > > [mailto:englishlanguage-bounces at nifl.gov] On
> > Behalf Of Paul Rogers
> > > Sent: Wednesday, November 07, 2007 6:36 AM
> > > To: The Adult English Language Learners Discussion
> > List
> > > Subject: [EnglishLanguage 1898] Native Language
> > Literacy
> > >
> > > Below is an article that discusses the importance
> > of
> > > Native Language Literacy vis a vis ESL.
> > > I would like to hear from anyone who combines
> > first
> >
> === message truncated ===>
> ----------------------------------------------------
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> > Adult English Language Learners mailing list
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> ------------------------------
>
> Message: 2
> Date: Thu, 08 Nov 2007 17:41:10 -0500
> From: dtaylor at buffalo.edu
> Subject: [EnglishLanguage 1918] Re: Native Language Literacy
> To: The Adult English Language Learners Discussion List
> <englishlanguage at nifl.gov>
> Message-ID: <1194561670.473390866b581 at mail2.buffalo.edu>
> Content-Type: text/plain
>
> Many of our refugee students who take the GED in French have completed
> high school in their countries but were not able to bring diplomas with
> them and do not have access to them now because of war or other
> political disruptions. Some students were just short of completing high
> school by a few months when their education was interrupted because of
> war or other political situations. By successfully completing the GED
> in French, they are able to demonstrate that they have academic skills
> equal to the high school diplomas that they were not able to obtain or
> bring with them because of political reasons. The GED allows them to
> get jobs and enter educational programs that require a high school
> diploma or GED. Educational institutions and employers may very well
> ask them to demonstrate their ability to use English - through taking
> the TOEFL, the ESL companion to the Spanish and French GED exams, or
> other measures that they used with non-native or native-English
> speakers. Similarly, if I were to seek employment or apply to a college
> in a country where English is not used, I wouldn't expect to take a GED
> equivalent to prove my academic skills, but would expect to demonstrate
> my language skills appropriate for the position to which I was applying.
>
> Dorothy Taylor
> Associate Professor
> Educational Opportunity Center
> University at Buffalo/SUNY
>
> Quoting Marie Cora <marie.cora at hotspurpartners.com>:
>
> > This is a multi-part message in MIME format.
> >
> > ------=_NextPart_000_01B7_01C8220F.EFEC3E30
> > Content-Type: text/plain;
> > charset="us-ascii"
> > Content-Transfer-Encoding: 7bit
> >
> > Hi Debra, Bonnita, and everyone, thanks for your thoughts.
> >
> > I don't know more than my question - but I do know that one must
> > demonstrate their English abilities for both school and work (your
> > point
> > about TOEFL). So I guess I wonder why it's important to spend so
> > much
> > time on a test in a language other than English, only to have to
> > shift
> > to another set of tests or measures. That's really the point of my
> > query.
> >
> > There is also growing debate on the worth of the GED in English (see
> > NCSALL, GED Impact papers at http://www.ncsall.net/index.php?id=23),
> > so
> > I just wanted to understand why some folks believe that this is
> > productive and useful in the long-term.
> >
> > Marie Cora
> >
> >
> > -----Original Message-----
> > From: englishlanguage-bounces at nifl.gov
> > [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Debra Smith
> > Sent: Thursday, November 08, 2007 11:56 AM
> > To: The Adult English Language Learners Discussion List
> > Subject: [EnglishLanguage 1913] Re: Native Language Literacy
> >
> > I'm curious to know why you think the foreign-language versions of
> > the
> > GED aren't accepted for higher ed or employment, Marie. I was so
> > concerned that my program could be leading our Spanish-GED seekers
> > astray that I phoned ACE in Washington, D.C., to find out. The woman
> > who
> > spoke with me from ACE's GED department said that American
> > institutions
> > of higher education that accept the GED as the equivalent of a high
> > school diploma would accept it in any of the three languages.
> > Likewise
> > for employment opportunities, the French, Spanish, and English GEDs
> > are
> > all accepted equally. Of course a college is very likely to require
> > some
> > demonstration of English proficiency, like TOEFL, from a nonnative
> > speaker, and an employer can often hire at will and therefore might
> > discriminate on the basis of language, but officially the GED is
> > equally
> > useful regardless of the language in which one takes it. If there's
> > something more that you or other members of the list know about this
> > issue, I would be interested in hearing it.
> > Thanks,
> > Debra Morris Smith
> > St. Louis, MO
> >
> >
> > On 11/7/07, Marie Cora <marie.cora at hotspurpartners.com> wrote:
> > Hi Bonnita and everyone,
> >
> > Just curious: what do people think is the worth of
> > studying/preparing
> > to take a GED in a language other than English? You cannot use
> > Spanish
> > GED test results, for example, for entrance to higher ed or to get a
> > job. So what is the purpose of having people study for this test in
> > another language (unless you live in PR or parts of Canada)?
> >
> > Marie Cora
> >
> >
> >
> > -----Original Message-----
> > From: englishlanguage-bounces at nifl.gov
> > [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Bonnita
> > Solberg
> > Sent: Wednesday, November 07, 2007 2:18 PM
> > To: The Adult English Language Learners Discussion List
> > Subject: [EnglishLanguage 1904] Re: Native Language Literacy
> >
> > In the Oakland Adult and Career Education program, which is part of
> > the
> > K12 Oakland Unified School District, we also offer a GED in Spanish.
> > We
> > have not conducted follow up studies to determine if this program
> > increases retention in ESL classes or improves achievement at the
> > Community Colleges. Most of our students are working parents who
> > want
> > to learn as much English on their off hours as possible: they work
> > sometimes 10-12 hours a day and have child care and family
> > responsibilities. The Spanish GED works well for younger students
> > who
> > come from Latin American countries with some (or a lot) of schooling
> > and
> > who will continue their education at the Community Colleges. What is
> > of
> > concern to those of us who are sensitive to such issues is that we
> > do
> > not offer a GED in Arabic, Farsi, Cantonese/Mandarin, Cambodian,
> > Laotian, Vietnamese, Mangolian or any of the languages spoken in
> > Africa
> > including Ethiopia and Eritrea or the Eastern European countries.
> > Here
> > are my concerns and questions:
> > * Is there a truly multilingual GED program in the U.S. that
> > addresses the issue of literacy in any language other than Spanish.
> >
> > * Has any research been conducted concerning GEDs in
> > languages
> > other than Spanish. Admittedly, Spanish as a first language is
> > spoken
> > by a majority of our students, but the discrimination against other
> > languages must be taken into consideration. I would say the results
> > of
> > the study below are pertinent to Spanish speakers, but cannot be
> > generalized to speakers of other languages.
> > * For comparison purposes, at what rate do students drop out
> > if
> > they are not given a GED in Spanish, or do they "Stop Out" and
> > return
> > when their lives allow. All students, whether ESL or not, do better
> > at
> > Community Colleges if they have a GED or HS diploma, so research
> > that
> > does not differentiate on some level between ESL students with or
> > without a GED may not be yielding useful information.
> > * Was this an adult ESL population that was studied? What
> > are
> > the population characteristics?
> > * To have even a short introduction to literacy or to have
> > bilingual teachers in the ESL Adult classroom would be an impossible
> > task to attain, given the 87 languages spoken in Oakland. This
> > model
> > has inherently preferential treatment for Spanish speakers.
> > Bonnita Solberg
> > ESL Teacher on Special Assignment
> > Oakland Adult and Career Education
> >
> >
> > "Muro, Andres" <amuro5 at epcc.edu> wrote:
> > In our program we went from doing mostly ESL many years ago, to
> > doing
> > pretty much mostly Spanish literacy and GED. We have very good
> > retention
> >
> > and completion in our Spanish literacy and GED programs. Once
> > students
> > have a Spanish GED, we refer them to other ESL programs such as the
> > local college's credit ESL program. They tend to do better in that
> > program if they have a high school diploma or GED in their native
> > language, than if they don't.
> >
> > I also believe that the length of time for people to acquire a
> > second
> > language if they go through the native language literacy model is
> > still
> > shorter. The students with the lowest literacy that we've had, had a
> > second to fourth grade education in Mexico. The longest it has taken
> > students to pass the GED in Spanish has been two and one half years.
> >
> >
> > If these students would have gone the ESL route, they would have gone
> > to
> > a program for several months and then dropped out. They would have
> > started again and dropped out again several times. This is a typical
> >
> > pattern for people who have low native language literacy and enter
> > an
> > ESL program. They start and drop out many times in various programs
> > in a
> > community.
> >
> > Andres
> >
> > -----Original Message-----
> > From: englishlanguage-bounces at nifl.gov
> > [mailto: <mailto:englishlanguage-bounces at nifl.gov>
> > englishlanguage-bounces at nifl.gov] On Behalf Of Paul Rogers
> > Sent: Wednesday, November 07, 2007 6:36 AM
> > To: The Adult English Language Learners Discussion List
> > Subject: [EnglishLanguage 1898] Native Language Literacy
> >
> > Below is an article that discusses the importance of
> > Native Language Literacy vis a vis ESL.
> > I would like to hear from anyone who combines first
> > language literacy with ESL, and how, with what
> > programs, texts, etc.
> > Paul Rogers
> > pumarosa21 at yahoo.com
> >
> > N A T I O N A L C E N T E R O N A D U L T L I T E R A
> > C Y
> >
> > Native Language Literacy Instruction for Adults:
> > Patterns, Issues, and Promises
> >
> > Marilyn K. Gillespie
> >
> > Center for Applied Linguistics
> >
> > Washington, DC
> >
> > Based on a paper co-published by NCAL (Technical
> > Report TR94-03) and NCLE (Issue Paper No. 1 in Issues
> > in ESL Literacy Education)
> >
> > FEBRUARY 1995
> >
> > 36 pages, $5.00
> >
> > BP94-04 March 13, 1995
> >
> > KEY FINDINGS:
> >
> > q Native language literacy instruction has
> > dramatically decreased the high dropout rate in some
> > ESL classes, and may play an important role in
> > facilitating subsequent English language acquisition.
> >
> > q Students' self-confidence in their ability to learn
> > is bolstered by success in the native language
> > literacy classes, and this self-confidence is carried
> > over into ESL classes.
> >
> > q Native language literacy instruction remains
> > entangled in the political and ideological controversy
> > surrounding the bilingualism issue in the United
> > States.
> >
> > KEY RECOMMENDATIONS:
> >
> > q ESL instructors should experiment with a short
> > introduction to literacy in the native language of the
> > learners, either concurrently with oral/aural classes
> > in English or as a more comprehensive introduction
> > with the goal of achieving a higher degree of literacy
> > in the native language before making the transition to
> > regular ESL classes.
> >
> > q Researchers need to design and implement a study
> > that measures the effects over time of native language
> > literacy instruction on the acquisition of oral
> > communication and literacy in English by adult
> > immigrant students.
> >
> > q Policymakers should know about the improvements in
> > ESL instructional outcomes and student retention that
> > are witnessed when the curriculum includes native
> > language literacy instruction for non-English-speaking
> > adults.
> >
> > INTRODUCTION
> >
> > Increasing numbers of students in ESL classes have low
> > literacy levels in their native languages. These
> > people have great difficulty in typical ESL classes
> >
> > (which use English as the medium of instruction for
> > basic reading and writing), and a high student dropout
> > rate results. A small but growing number of
> >
> > ESL programs have responded to this problem by
> > offering literacy classes in the native languages of
> > the learners, often with positive results. Some
> >
> > programs offer native language (or mother tongue)
> > literacy classes concurrently with oral/aural classes
> > in English. Others utilize bilingual teachers to
> > integrate both languages within the same classroom.
> >
> > Still others wait until learners have achieved some
> > degree of basic literacy in the native language before
> > asking them to make the transition into regular ESL
> >
> > classes.
> >
> > METHODOLOGY
> >
> > The characteristics of adult native language literacy
> > programs discussed in this report were synthesized
> > from data provided by a national survey conducted in
> >
> > the early 1980s by Solidaridad Humana (a
> > community-based educational program in New York City)
> > and a 1991 survey conducted by the Center for
> >
> > Applied Linguistics. This recent survey covered
> > programs that offered some form of native language
> > literacy instruction or combination of native
> >
> > language and ESL instruction to adults and
> > out-ofschool youth. The reasons most often suggested
> > for offering native language literacy instruction
> > revolve
> >
> > around (a) the role minority languages can or should
> > play in our society, (b) research related to the role
> > of the first language in facilitating acquisition of
> > the
> >
> > second language, (c) the role of native language
> > literacy in fostering a sense of sociocultural
> > identity vital to the learning process, (d) issues
> > related to the
> >
> > social context of adult learning, and (e) the role of
> > the native language in acquiring knowledge and skills
> > in the content area. These reasons were based
> >
> > on information gathered from the available research
> > literature, interviews with expert practitioners, and
> > current research.
> >
> > IMPLICATIONS
> >
> > Demographic trends predict steadily increasing numbers
> > of non-English-speaking people in the United States.
> > Native language literacy instruction
> >
> > suggests a more efficient way to boost the general
> > knowledge levels of these people about American life
> > skills and job training, as well as to facilitate the
> >
> > cross-over into English literacy classes.
> > Practitioners offering native language literacy
> > instruction believe that students are helped by (a)
> > acquiring basic
> >
> > strategies and processes for learning to read (which
> > they then transfer to English learning), (b) exploring
> > issues associated with adjusting to life in the United
> > States with a teacher of their own culture and their
> > own language, and (c) having a positive first
> > experience with adult education.
> >
> > FURTHER READING
> >
> > Rivera, K. M. (1990). Developing native language
> >
> > literacy in language minority adults. ERIC
> >
> > D i g e s t . Washington, DC: National
> >
> > Clearinghouse for ESL Literacy Education.
> >
> > (ERIC Document Reproduction Service No.
> >
> > ED 358 747)
> >
> > Robson, B. (1982). Hmong literacy, formal
> >
> > education and their effects on performance in an
> >
> > ESL class. In B. Downing & O. Douglas
> >
> > (Eds.), The Hmong in the West (pp. 201-215).
> >
> > Minneapolis: University of Minnesota, Center
> >
> > for Urban and Regional Affairs. (ERIC
> >
> > Document Reproduction Service No. ED 299
> >
> > 829)
> >
> > Spener, D. (1994). Adult biliteracy in the United
> >
> > States. McHenry, IL & Washington, DC:
> >
> > Delta Systems & the Center for Applied
> >
> > Linguistics.
> >
> > Wrigley, H., & Guth, G. J. A. (1992). Bringing
> >
> > literacy to life: Issues and options in adult ESL
> >
> > l i t e r a c y . San Mateo, CA: Aguirre
> >
> > International. (ERIC Document Reproduction
> >
> > Service No. ED 348 896)
> >
> > To order hard copy of the full report, please specify
> > report number, title, and price
> >
> > as listed on the front page of this Brief.
> >
> > Payment: All orders must be prepaid (U.S.
> >
> > Dollars only, please). Make check or money
> >
> > orders PAYABLE TO "NCAL/UNIVERSITY OF
> >
> > PENNSYLVANIA." All sales are final. For
> >
> > further information, call NCAL Dissemination
> >
> > at 215-898-2100, (FAX) 215-898-9804, or (Email)
> >
> > ncal at literacy.upenn.edu.
> >
> > Please allow 3 weeks for delivery. For foreign
> >
> > mail and special handling, contact NCAL
> >
> > Dissemination.
> >
> > Send check and shipping
> >
> > information to:
> >
> > NATIONAL CENTER ON ADULT LITERACY
> >
> > Dissemination
> >
> > 3910 Chestnut Street
> >
> > University of Pennsylvania
> >
> > Philadelphia, PA 19104-3111
> >
> > To acquire an electronic copy of this report
> >
> > free of charge via NCAL's Internet Gopher,
> >
> > point your client at
> >
> > litserver.literacy.upenn.edu <http://litserver.literacy.upenn.edu/>
> > --- Andrea Wilder wrote:
> >
> > > Hi everyone,
> > >
> > > I am just (Saturday) back from a conference in Fort
> > > Worth--The
> > > International Mind Brain and Education Society
> > > (imbes) I was able to
> > > follow up on what some workers in this field are
> > > doing. In brief, one
> > > ruler is used to measure both the individual and the
> > > curriculum, in
> > > terms of levels of development. This is Piaget
> > > taken many steps
> > > further, and the same with Kohlberg. The levels
> > > have names: reflexes,
> > > actions, representations, abstractions. Not
> > > everyone will get to
> > > abstractions, say, because their environment does
> > > not require them to
> > > develop in this area. Also, different domains will
> > > show at different
> > > skill levels, according to how much time a person
> > > puts into learning in
> > > a specific domain, e.g., mathematics. Yes, there is
> > > interaction between
> > > the individual and the environment--notice too that
> > > in this context
> > > "environment" means other people, also. The levels
> > > can be mapped and
> > > charted. The same "ruler" can be applied to
> > > curriculum. The most
> > > solid learning takes place when it is constructed by
> > > the individual,
> > > that is, the individual learns through direct
> > > experience. Direct
> > > experience is reflected in the growth of synapses in
> > > the brain. The
> > > brain is plastic and develops through experience.
> > > This is directly
> > > contrary to the learning that Freire called
> > > "banking,." or the modern
> > > idea that the child just down downloads the world
> > > outside into the
> > > brain. For more information and a short but useful
> > > bibliography,
> > > google "Useful Metaphors for Tackling Problems in
> > > Teaching and
> > > Learning." This article does describe college
> > > experience, but the
> > > overview is useful, I think
> > >
> > > Andrea>
> > ----------------------------------------------------
> > > National Institute for Literacy
> > > Adult English Language Learners mailing list
> > > EnglishLanguage at nifl.gov
> > > To unsubscribe or change your subscription settings,
> > > please go to
> > > http://www.nifl.gov/mailman/listinfo/englishlanguage
> > > Email delivered to pumarosa21 at yahoo.com
> >
> >
> > __________________________________________________
> > Do You Yahoo!?
> > Tired of spam? Yahoo! Mail has the best spam protection around
> > http://mail.yahoo.com <http://mail.yahoo.com/>
> > ----------------------------------------------------
> > National Institute for Literacy
> > Adult English Language Learners mailing list
> > EnglishLanguage at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/englishlanguage
> > Email delivered to andresm at epcc.edu
> > ----------------------------------------------------
> > National Institute for Literacy
> > Adult English Language Learners mailing list
> > EnglishLanguage at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/englishlanguage
> > Email delivered to bdsunmt at sbcglobal.net
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Adult English Language Learners mailing list
> > EnglishLanguage at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/englishlanguage
> > Email delivered to dlmsmith at sbcglobal.net
> >
> >
> > ------=_NextPart_000_01B7_01C8220F.EFEC3E30
> > Content-Type: text/html;
> > charset="us-ascii"
> > Content-Transfer-Encoding: quoted-printable
> >
> > <html xmlns:o=3D"urn:schemas-microsoft-com:office:office" =
> > xmlns:w=3D"urn:schemas-microsoft-com:office:word" =
> > xmlns:st1=3D"urn:schemas-microsoft-com:office:smarttags" =
> > xmlns=3D"http://www.w3.org/TR/REC-html40">
> >
> > <head>
> > <META HTTP-EQUIV=3D"Content-Type" CONTENT=3D"text/html; =
> > charset=3Dus-ascii">
> >
> >
> > <meta name=3DProgId content=3DWord.Document>
> > <meta name=3DGenerator content=3D"Microsoft Word 10">
> > <meta name=3DOriginator content=3D"Microsoft Word 10">
> > <link rel=3DFile-List href=3D"cid:filelist.xml at 01C8220F.EF09CD70">
> > <o:SmartTagType =
> > namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags"
> > name=3D"PersonName" downloadurl=3D"http://www.microsoft.com"/>
> > 
> > <style>
> > 
> > </style>
> > 
> > </head>
> >
> > <body lang=3DEN-US link=3Dblue vlink=3Dblue
> > style=3D'tab-interval:.5in'>
> >
> > <div class=3DSection1>
> >
> > > =
> > style=3D'font-size:
> > 10.0pt;font-family:Arial;color:navy'>Hi Debra, Bonnita, and everyone,
> > =
> > thanks
> > for your thoughts.<o:p></o:p>
> >
> > > =
> > style=3D'font-size:
> > 10.0pt;font-
> family:Arial;color:navy'><o:p> </o:p>
> >
> > > =
> > style=3D'font-size:
> > 10.0pt;font-family:Arial;color:navy'>I don’t know more than my
> > =
> > question –
> > but I do know that one must demonstrate their English abilities for
> > both =
> > school
> > and work (your point about TOEFL). > style=3D'mso-spacerun:yes'> So I guess I wonder why =
> > it’s
> > important to spend so much time on a test in a language other than =
> > English,
> > only to have to shift to another set of tests or measures. > style=3D'mso-spacerun:yes'> That’s really the point
> > of =
> > my
> > query.<o:p></o:p>
> >
> > > =
> > style=3D'font-size:
> > 10.0pt;font-
> family:Arial;color:navy'><o:p> </o:p>
> >
> > > =
> > style=3D'font-size:
> > 10.0pt;font-family:Arial;color:navy'>There is also growing debate on
> > the =
> > worth
> > of the GED in English (see NCS<st1:PersonName> > size=3D2
> > color=3Dnavy face=3DArial> > style=3D'font-size:10.0pt;font-family:Arial;
> > color:navy'>AL</st1:PersonName> > color=3Dnavy
> > face=3DArial> > style=3D'font-size:10.0pt;font-family:Arial;color:navy'>L, GED
> > Impact
> > papers at http://www.ncsall.net/index.php?id=3D23), so I just wanted
> > to
> > understand why some folks believe that this is productive and useful
> > in =
> > the
> > long-term.  =
> > <o:p></o:p>
> >
> > > =
> > style=3D'font-size:
> > 10.0pt;font-
> family:Arial;color:navy'><o:p> </o:p>
> >
> > <st1:PersonName> > face=3DArial> > style=3D'font-size:10.0pt;font-family:Arial;color:navy'>Marie =
> > Cora</st1:PersonName> > size=3D2 color=3Dnavy face=3DArial> > style=3D'font-size:10.0pt;font-family:Arial;
> > color:navy'><o:p></o:p>
> >
> > > =
> > style=3D'font-size:
> > 10.0pt;font-
> family:Arial;color:navy'><o:p> </o:p>
> >
> > > =
> > style=3D'font-size:
> > 10.0pt;font-
> family:Arial;color:navy'><o:p> </o:p>
> >
> > > face=3DTahoma> > style=3D'font-size:10.0pt;font-family:Tahoma'>-----Original =
> > Message----- 
> > From:
> > englishlanguage-bounces at nifl.gov =
> > [mailto:englishlanguage-bounces at nifl.gov] > style=3D'font-weight:bold'>On Behalf Of Debra Smith 
> > Sent: Thursday,
> > November =
> > 08, 2007
> > 11:56 AM 
> > To: The Adult English
> > =
> > Language
> > Learners Discussion List 
> > Subject:
> > [EnglishLanguage =
> > 1913]
> > Re: Native Language Literacy
> >
> > > face=3D"Times New Roman"> > style=3D'font-size:12.0pt'><o:p> </o:p>
> >
> > <div>
> >
> > > face=3D"Times New Roman"> > style=3D'font-size:12.0pt'>I'm curious to know why you think the =
> > foreign-language
> > versions of the GED aren't accepted for higher ed or employment,
> > Marie. =
> > I was
> > so concerned that my program could be leading our Spanish-GED seekers
> > =
> > astray
> > that I phoned ACE in Washington, D.C., to find out. The woman who
> > spoke =
> > with me
> > from ACE's GED department said that American institutions of higher
> > =
> > education
> > that accept the GED as the equivalent of a high school diploma would
> > =
> > accept it
> > in any of the three languages. Likewise for employment opportunities,
> > =
> > the
> > French, Spanish, and English GEDs are all accepted equally. Of course
> > a =
> > college
> > is very likely to require some demonstration of English proficiency,
> > =
> > like
> > TOEFL, from a nonnative speaker, and an employer can often hire
> > at =
> > will
> > and therefore might discriminate on the basis of language, but =
> > officially the
> > GED is equally useful regardless of the language in which one takes
> > it. =
> > If
> > there's something more that you or other members of the list know
> > about =
> > this
> > issue, I would be interested in hearing it. =
> > <o:p></o:p>
> >
> > </div>
> >
> > <div>
> >
> > > face=3D"Times New Roman"> > style=3D'font-size:12.0pt'>Thanks,<o:p></o:p>
> >
> > </div>
> >
> > <div>
> >
> > > face=3D"Times New Roman"> > style=3D'font-size:12.0pt'>Debra Morris =
> > Smith<o:p></o:p>
> >
> > </div>
> >
> > <div>
> >
> > > face=3D"Times New Roman"> > style=3D'font-size:12.0pt'>St. Louis, MO 
> > 
> >  <o:p></o:p>
> >
> > </div>
> >
> > <div>
> >
> > > class=3Dgmailquote> > size=3D3 face=3D"Times New Roman">On
> > =
> > 11/7/07, > style=3D'font-weight:bold'>Marie Cora <<a
> >
> href=3D"mailto:marie.cora at hotspurpartners.com">marie.cora at hotspurpartner
> s=
> > .com</a>>
> > wrote: <o:p></o:p>
> >
> > <div vlink=3Dpurple link=3Dblue>
> >
> > <div>
> >
> > > face=3DArial> > style=3D'font-size:10.0pt;font-family:Arial;color:navy'>Hi Bonnita
> > and =
> > everyone,<o:p></o:p>
> >
> > > face=3DArial> > style=3D'font-size:10.0pt;font-
> family:Arial;color:navy'> </fo=
> > nt><o:p></o:p>
> >
> > > face=3DArial> > style=3D'font-size:10.0pt;font-family:Arial;color:navy'>Just =
> > curious:  what
> > do people think is the worth of studying/preparing to take a GED in a
> > =
> > language
> > other than English?   You cannot use Spanish GED test results,
> > for
> > example, for entrance to higher ed or to get a job.  So what is
> > the
> > purpose of having people study for this test in another language
> > (unless =
> > you live
> > in PR or parts of Canada)? <o:p></o:p>
> >
> > > face=3DArial> > style=3D'font-size:10.0pt;font-
> family:Arial;color:navy'> </fo=
> > nt><o:p></o:p>
> >
> > > face=3DArial> > style=3D'font-size:10.0pt;font-family:Arial;color:navy'>Marie Cora =
> > <o:p></o:p>
> >
> > > face=3DArial> > style=3D'font-size:10.0pt;font-
> family:Arial;color:navy'> </fo=
> > nt><o:p></o:p>
> >
> > > face=3DArial> > style=3D'font-size:10.0pt;font-
> family:Arial;color:navy'> </fo=
> > nt><o:p></o:p>
> >
> > > face=3DArial> > style=3D'font-size:10.0pt;font-
> family:Arial;color:navy'> </fo=
> > nt><o:p></o:p>
> >
> > > face=3DTahoma> > style=3D'font-size:10.0pt;font-family:Tahoma'>-----Original =
> > Message----- > size=3D2 face=3DTahoma> > style=3D'font-size:10.0pt;font-family:Tahoma'> 
> > From:
> > <a
> > href=3D"mailto:englishlanguage-bounces at nifl.gov" target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink(window,event,this)">englishlanguage-
> bounces at nifl.gov</=
> > a>
> > [mailto:<a href=3D"mailto:englishlanguage-bounces at nifl.gov" =
> > target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink(window,event,this)">englishlanguage-
> bounces at nifl.gov</=
> > a>]
> > On Behalf Of Bonnita
> > =
> > Solberg 
> > Sent:
> > =
> > Wednesday,
> > November 07, 2007 2:18 PM 
> > To:
> > The =
> > Adult
> > English Language Learners Discussion List =
> > <o:p></o:p>
> >
> > <div>
> >
> > > class=3De> > size=3D2
> > face=3DTahoma> > style=3D'font-size:10.0pt;font-family:Tahoma;font-
> weight:bold'>Subject:</=
> > span> > class=3De> > style=3D'font-size:10.0pt;font-family:
> > Tahoma'> [EnglishLanguage 1904] Re: Native Language =
> > Literacy > size=3D2 face=3DTahoma> > style=3D'font-size:10.0pt;font-
> family:Tahoma'><o:p></o:p></=
> > p>
> >
> > </div>
> >
> > <div>
> >
> > > Roman"> > style=3D'font-size:12.0pt'> <o:p></o:p>
> >
> > > Roman"> > style=3D'font-size:12.0pt'>In the Oakland Adult and Career Education
> > =
> > program,
> > which is part of the K12 Oakland Unified School District, we also
> > offer =
> > a GED
> > in Spanish.  We have not conducted  follow up studies to =
> > determine if
> > this program increases retention in ESL classes or improves
> > achievement =
> > at the
> > Community Colleges.  Most of our students are working parents
> > who =
> > want to
> > learn as much English on their off hours as possible: they work =
> > sometimes 10-12
> > hours a day and have child care and family responsibilities. 
> > The =
> > Spanish
> > GED works well for younger students who come from Latin American =
> > countries with
> > some (or a lot) of schooling and who will continue their education at
> > =
> > the
> > Community Colleges. What is of concern to those of us who are
> > sensitive =
> > to such
> > issues is that we do not offer a GED in Arabic, Farsi, =
> > Cantonese/Mandarin,
> > Cambodian, Laotian, Vietnamese, Mangolian or any of the languages
> > spoken =
> > in
> > Africa including Ethiopia and Eritrea or the Eastern European =
> > countries. 
> > Here are my concerns and questions: <o:p></o:p>
> >
> > > face=3DSymbol> > style=3D'font-size:10.0pt;font-
> family:Symbol'>·<font=
> > size=3D1> > style=3D'font-
> size:7.5pt'>       &nbsp=
> > ; Is
> > there a truly multilingual GED program in the U.S. that addresses the
> > =
> > issue of
> > literacy in any language other than Spanish.  <o:p></o:p>
> >
> > > face=3DSymbol> > style=3D'font-size:10.0pt;font-
> family:Symbol'>·<font=
> > size=3D1> > style=3D'font-
> size:7.5pt'>       &nbsp=
> > ; Has
> > any research been conducted concerning GEDs in languages other than
> > Spanish.  Admittedly, Spanish as a first language is spoken by a
> > =
> > majority
> > of our students, but the discrimination against other languages must
> > be =
> > taken
> > into consideration.  I would say the results of the study below
> > are
> > pertinent to Spanish speakers, but cannot be generalized to speakers
> > of =
> > other
> > languages.  <o:p></o:p>
> >
> > > face=3DSymbol> > style=3D'font-size:10.0pt;font-
> family:Symbol'>·<font=
> > size=3D1> > style=3D'font-
> size:7.5pt'>       &nbsp=
> > ; For
> > comparison purposes, at what rate do students drop out if they are
> > not =
> > given a
> > GED in Spanish, or do they "Stop Out" and return when their
> > =
> > lives
> > allow.  All students, whether ESL or not, do better at Community
> > =
> > Colleges
> > if they have a GED or HS diploma, so research that does not =
> > differentiate on
> > some level between ESL students with or without a GED may not be =
> > yielding
> > useful information. <o:p></o:p>
> >
> > > face=3DSymbol> > style=3D'font-size:10.0pt;font-
> family:Symbol'>·<font=
> > size=3D1> > style=3D'font-
> size:7.5pt'>       &nbsp=
> > ; Was
> > this an adult ESL population that was studied?  What are the =
> > population
> > characteristics?<o:p></o:p>
> >
> > > face=3DSymbol> > style=3D'font-size:10.0pt;font-
> family:Symbol'>·<font=
> > size=3D1> > style=3D'font-
> size:7.5pt'>       &nbsp=
> > ; To
> > have even a short introduction to literacy or to have bilingual
> > teachers =
> > in the
> > ESL Adult classroom would be an impossible task to attain, given the
> > 87
> > languages spoken in Oakland.  This model has inherently =
> > preferential
> > treatment for Spanish speakers. <o:p></o:p>
> >
> > > Roman"> > style=3D'font-size:12.0pt'>Bonnita Solberg 
> > ESL Teacher on Special Assignment 
> > Oakland Adult and Career Education 
> > 
> > 
> > "Muro,
> > =
> > Andres"
> > <<a href=3D"mailto:amuro5 at epcc.edu" target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink
> (window,event,this)">amuro5 at epcc.edu</a>>=
> > 
> > wrote:<o:p></o:p>
> >
> > > style=3D'mso-margin-top-alt:5.0pt;margin-right:0in;margin-
> bottom:12.0pt;
> > margin-left:1.0in'> > style=3D'font-size:
> > 12.0pt'>In our program we went from doing mostly ESL many years ago,
> > to =
> > doing 
> > pretty much mostly Spanish literacy and GED. We have very good
> > retention =
> > 
> > and completion in our Spanish literacy and GED programs. Once =
> > students 
> > have a Spanish GED, we refer them to other ESL programs such as
> > the 
> > local college's credit ESL program. They tend to do better in
> > that 
> > program if they have a high school diploma or GED in their
> > native 
> > language, than if they don't. 
> > 
> > I also believe that the length of time for people to acquire a =
> > second 
> > language if they go through the native language literacy model is
> > still =
> > 
> > shorter. The students with the lowest literacy that we've had, had
> > a 
> > second to fourth grade education in Mexico. The longest it has
> > taken 
> > students to pass the GED in Spanish has been two and one half years.
> > =
> > 
> > 
> > If these students would have gone the ESL route, they would have gone
> > =
> > to 
> > a program for several months and then dropped out. They would
> > have 
> > started again and dropped out again several times. This is a typical
> > =
> > 
> > pattern for people who have low native language literacy and enter =
> > an 
> > ESL program. They start and drop out many times in various programs
> > in =
> > a 
> > community. 
> > 
> > Andres 
> > 
> > -----Original Message----- 
> > From: <a href=3D"mailto:englishlanguage-bounces at nifl.gov" =
> > target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink(window,event,this)">englishlanguage-
> bounces at nifl.gov</=
> > a> 
> > [mailto:<a href=3D"mailto:englishlanguage-bounces at nifl.gov" =
> > target=3D"_blank"
> > onclick=3D"return top.js.OpenExtLink(window,event,this)">
> > englishlanguage-bounces at nifl.gov</a>] On Behalf Of Paul Rogers 
> > Sent: Wednesday, November 07, 2007 6:36 AM 
> > To: The Adult English Language Learners Discussion List 
> > Subject: [EnglishLanguage 1898] Native Language Literacy 
> > 
> > Below is an article that discusses the importance of 
> > Native Language Literacy vis a vis ESL. 
> > I would like to hear from anyone who combines first 
> > language literacy with ESL, and how, with what 
> > programs, texts, etc. 
> > Paul Rogers 
> > <a href=3D"mailto:pumarosa21 at yahoo.com" target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink(window,event,this)">pumarosa21 at yahoo.com</a> 
> > 
> > N A T I O N A L C E N T E R O N A D U L T L I T E R A 
> > C Y 
> > 
> > Native Language Literacy Instruction for Adults: 
> > Patterns, Issues, and Promises 
> > 
> > Marilyn K. Gillespie 
> > 
> > Center for Applied Linguistics 
> > 
> > Washington, DC 
> > 
> > Based on a paper co-published by NCAL (Technical 
> > Report TR94-03) and NCLE (Issue Paper No. 1 in Issues 
> > in ESL Literacy Education) 
> > 
> > FEBRUARY 1995 
> > 
> > 36 pages, $5.00 
> > 
> > BP94-04 March 13, 1995 
> > 
> > KEY FINDINGS: 
> > 
> > q Native language literacy instruction has 
> > dramatically decreased the high dropout rate in some 
> > ESL classes, and may play an important role in 
> > facilitating subsequent English language acquisition. 
> > 
> > q Students' self-confidence in their ability to learn 
> > is bolstered by success in the native language 
> > literacy classes, and this self-confidence is carried 
> > over into ESL classes. 
> > 
> > q Native language literacy instruction remains 
> > entangled in the political and ideological controversy 
> > surrounding the bilingualism issue in the United 
> > States. 
> > 
> > KEY RECOMMENDATIONS: 
> > 
> > q ESL instructors should experiment with a short 
> > introduction to literacy in the native language of the 
> > learners, either concurrently with oral/aural classes 
> > in English or as a more comprehensive introduction 
> > with the goal of achieving a higher degree of literacy 
> > in the native language before making the transition to 
> > regular ESL classes. 
> > 
> > q Researchers need to design and implement a study 
> > that measures the effects over time of native language 
> > literacy instruction on the acquisition of oral 
> > communication and literacy in English by adult 
> > immigrant students. 
> > 
> > q Policymakers should know about the improvements in 
> > ESL instructional outcomes and student retention that 
> > are witnessed when the curriculum includes native 
> > language literacy instruction for non-English-speaking 
> > adults. 
> > 
> > INTRODUCTION 
> > 
> > Increasing numbers of students in ESL classes have low 
> > literacy levels in their native languages. These 
> > people have great difficulty in typical ESL classes 
> > 
> > (which use English as the medium of instruction for 
> > basic reading and writing), and a high student dropout 
> > rate results. A small but growing number of 
> > 
> > ESL programs have responded to this problem by 
> > offering literacy classes in the native languages of 
> > the learners, often with positive results. Some 
> > 
> > programs offer native language (or mother tongue) 
> > literacy classes concurrently with oral/aural classes 
> > in English. Others utilize bilingual teachers to 
> > integrate both languages within the same classroom. 
> > 
> > Still others wait until learners have achieved some 
> > degree of basic literacy in the native language before 
> > asking them to make the transition into regular ESL 
> > 
> > classes. 
> > 
> > METHODOLOGY 
> > 
> > The characteristics of adult native language literacy 
> > programs discussed in this report were synthesized 
> > from data provided by a national survey conducted in 
> > 
> > the early 1980s by Solidaridad Humana (a 
> > community-based educational program in New York City) 
> > and a 1991 survey conducted by the Center for 
> > 
> > Applied Linguistics. This recent survey covered 
> > programs that offered some form of native language 
> > literacy instruction or combination of native 
> > 
> > language and ESL instruction to adults and 
> > out-ofschool youth. The reasons most often suggested 
> > for offering native language literacy instruction 
> > revolve 
> > 
> > around (a) the role minority languages can or should 
> > play in our society, (b) research related to the role 
> > of the first language in facilitating acquisition of 
> > the 
> > 
> > second language, (c) the role of native language 
> > literacy in fostering a sense of sociocultural 
> > identity vital to the learning process, (d) issues 
> > related to the 
> > 
> > social context of adult learning, and (e) the role of 
> > the native language in acquiring knowledge and skills 
> > in the content area. These reasons were based 
> > 
> > on information gathered from the available research 
> > literature, interviews with expert practitioners, and 
> > current research. 
> > 
> > IMPLICATIONS 
> > 
> > Demographic trends predict steadily increasing numbers 
> > of non-English-speaking people in the United States. 
> > Native language literacy instruction 
> > 
> > suggests a more efficient way to boost the general 
> > knowledge levels of these people about American life 
> > skills and job training, as well as to facilitate the 
> > 
> > cross-over into English literacy classes. 
> > Practitioners offering native language literacy 
> > instruction believe that students are helped by (a) 
> > acquiring basic 
> > 
> > strategies and processes for learning to read (which 
> > they then transfer to English learning), (b) exploring 
> > issues associated with adjusting to life in the United 
> > States with a teacher of their own culture and their 
> > own language, and (c) having a positive first 
> > experience with adult education. 
> > 
> > FURTHER READING 
> > 
> > Rivera, K. M. (1990). Developing native language 
> > 
> > literacy in language minority adults. ERIC 
> > 
> > D i g e s t . Washington, DC: National 
> > 
> > Clearinghouse for ESL Literacy Education. 
> > 
> > (ERIC Document Reproduction Service No. 
> > 
> > ED 358 747) 
> > 
> > Robson, B. (1982). Hmong literacy, formal 
> > 
> > education and their effects on performance in an 
> > 
> > ESL class. In B. Downing & O. Douglas 
> > 
> > (Eds.), The Hmong in the West (pp. 201-215). 
> > 
> > Minneapolis: University of Minnesota, Center 
> > 
> > for Urban and Regional Affairs. (ERIC 
> > 
> > Document Reproduction Service No. ED 299 
> > 
> > 829) 
> > 
> > Spener, D. (1994). Adult biliteracy in the United 
> > 
> > States. McHenry, IL & Washington, DC: 
> > 
> > Delta Systems & the Center for Applied 
> > 
> > Linguistics. 
> > 
> > Wrigley, H., & Guth, G. J. A. (1992). Bringing 
> > 
> > literacy to life: Issues and options in adult ESL 
> > 
> > l i t e r a c y . San Mateo, CA: Aguirre 
> > 
> > International. (ERIC Document Reproduction 
> > 
> > Service No. ED 348 896) 
> > 
> > To order hard copy of the full report, please specify 
> > report number, title, and price 
> > 
> > as listed on the front page of this Brief. 
> > 
> > Payment: All orders must be prepaid (U.S. 
> > 
> > Dollars only, please). Make check or money 
> > 
> > orders PAYABLE TO "NCAL/UNIVERSITY OF 
> > 
> > PENNSYLVANIA." All sales are final. For 
> > 
> > further information, call NCAL Dissemination 
> > 
> > at 215-898-2100, (FAX) 215-898-9804, or (Email) 
> > 
> > <a href=3D"mailto:ncal at literacy.upenn.edu" target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink
> (window,event,this)">ncal at literacy.upenn.edu</a>. 
> > 
> > Please allow 3 weeks for delivery. For foreign 
> > 
> > mail and special handling, contact NCAL 
> > 
> > Dissemination. 
> > 
> > Send check and shipping 
> > 
> > information to: 
> > 
> > NATIONAL CENTER ON ADULT LITERACY 
> > 
> > Dissemination 
> > 
> > 3910 Chestnut Street 
> > 
> > University of Pennsylvania 
> > 
> > Philadelphia, PA 19104-3111 
> > 
> > To acquire an electronic copy of this report 
> > 
> > free of charge via NCAL's Internet Gopher, 
> > 
> > point your client at 
> > 
> > <a href=3D"http://litserver.literacy.upenn.edu/" target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink
> (window,event,this)">litserver.literacy.upenn.edu</a><b=
> > r>
> > --- Andrea Wilder wrote: 
> > 
> > > Hi everyone, 
> > > 
> > > I am just (Saturday) back from a conference in Fort 
> > > Worth--The 
> > > International Mind Brain and Education Society 
> > > (imbes) I was able to 
> > > follow up on what some workers in this field are 
> > > doing. In brief, one 
> > > ruler is used to measure both the individual and the 
> > > curriculum, in 
> > > terms of levels of development. This is Piaget 
> > > taken many steps 
> > > further, and the same with Kohlberg. The levels 
> > > have names: reflexes, 
> > > actions, representations, abstractions. Not 
> > > everyone will get to 
> > > abstractions, say, because their environment does 
> > > not require them to 
> > > develop in this area. Also, different domains will 
> > > show at different 
> > > skill levels, according to how much time a person 
> > > puts into learning in 
> > > a specific domain, e.g., mathematics. Yes, there is 
> > > interaction between 
> > > the individual and the environment--notice too that 
> > > in this context 
> > > "environment" means other people, also. The
> > levels 
> > > can be mapped and 
> > > charted. The same "ruler" can be applied to 
> > > curriculum. The most 
> > > solid learning takes place when it is constructed by 
> > > the individual, 
> > > that is, the individual learns through direct 
> > > experience. Direct 
> > > experience is reflected in the growth of synapses in 
> > > the brain. The 
> > > brain is plastic and develops through experience. 
> > > This is directly 
> > > contrary to the learning that Freire called 
> > > "banking,." or the modern 
> > > idea that the child just down downloads the world 
> > > outside into the 
> > > brain. For more information and a short but useful 
> > > bibliography, 
> > > google "Useful Metaphors for Tackling Problems in 
> > > Teaching and 
> > > Learning." This article does describe college 
> > > experience, but the 
> > > overview is useful, I think 
> > > 
> > > Andrea> 
> > ---------------------------------------------------- 
> > > National Institute for Literacy 
> > > Adult English Language Learners mailing list 
> > > <a href=3D"mailto:EnglishLanguage at nifl.gov" target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink
> (window,event,this)">EnglishLanguage at nifl.gov</a> 
> > > To unsubscribe or change your subscription settings, 
> > > please go to 
> > > <a
> > href=3D"http://www.nifl.gov/mailman/listinfo/englishlanguage"
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> (window,event,this)">http://www.nifl.gov/mailman/listin=
> > fo/englishlanguage</a> 
> > > Email delivered to <a href=3D"mailto:pumarosa21 at yahoo.com" =
> > target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink(window,event,this)">pumarosa21 at yahoo.com</a> 
> > 
> > 
> > __________________________________________________ 
> > Do You Yahoo!? 
> > Tired of spam? Yahoo! Mail has the best spam protection around 
> > <a href=3D"http://mail.yahoo.com/" target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink(window,event,this)">http://mail.yahoo.com</a>
> > 
> > ---------------------------------------------------- 
> > National Institute for Literacy 
> > Adult English Language Learners mailing list 
> > <a href=3D"mailto:EnglishLanguage at nifl.gov" target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink
> (window,event,this)">EnglishLanguage at nifl.gov</a> 
> > To unsubscribe or change your subscription settings, please go
> > to 
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> > fo/englishlanguage</a> 
> > Email delivered to <a href=3D"mailto:andresm at epcc.edu"
> > target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink(window,event,this)">andresm at epcc.edu</a> 
> > ---------------------------------------------------- 
> > National Institute for Literacy 
> > Adult English Language Learners mailing list 
> > <a href=3D"mailto:EnglishLanguage at nifl.gov" target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink(window,event,this)">EnglishLanguage at nifl.gov
> > </a> 
> > To unsubscribe or change your subscription settings, please go to <a
> > href=3D"http://www.nifl.gov/mailman/listinfo/englishlanguage" =
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> (window,event,this)">http://www.nifl.gov/mailman/listin=
> > fo/englishlanguage
> > </a> 
> > Email delivered to <a href=3D"mailto:bdsunmt at sbcglobal.net" =
> > target=3D"_blank"
> > onclick=3D"return =
> > top.js.OpenExtLink
> (window,event,this)">bdsunmt at sbcglobal.net</a><o:p></o:=
> > p>
> >
> > > Roman"> > style=3D'font-size:12.0pt'> <o:p></o:p>
> >
> > </div>
> >
> > </div>
> >
> > </div>
> >
> > 
> >
> > > face=3D"Times New Roman"> > style=3D'font-size:12.0pt'> 
> > ---------------------------------------------------- 
> > National Institute for Literacy 
> > Adult English Language Learners mailing list 
> > <a href=3D"mailto:EnglishLanguage at nifl.gov"
> > onclick=3D"return =
> > top.js.OpenExtLink
> (window,event,this)">EnglishLanguage at nifl.gov</a> 
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> (window,event,this)">http://www.nifl.gov/mailman/listin=
> > fo/englishlanguage</a> 
> > Email delivered to <a href=3D"mailto:dlmsmith at sbcglobal.net"
> > onclick=3D"return =
> > top.js.OpenExtLink
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> > :p>
> >
> > </div>
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> > </body>
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> > </html>
> >
> > ------=_NextPart_000_01B7_01C8220F.EFEC3E30--
> >
> >
>
>
> ------------------------------
>
> Message: 3
> Date: Thu, 8 Nov 2007 16:34:16 -0800
> From: "Steve Kaufmann" <steve at thelinguist.com>
> Subject: [EnglishLanguage 1919] Re: Native Language Literacy
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Message-ID: <f1a6e820711081634j692662dw9b743d9d27d8e16 at mail.gmail.com>
> Content-Type: text/plain; charset="iso-8859-1"
>
> I doubt if many in Canada have heard of a GED and therefore I doubt if
> French GED's are used here.
>
> Literacy in the dominant language is usually the best indicator of income
> level and professional success in a society, more so than years of formal
> schooling. This is probably for two reasons. First, because most learning
> takes place outside of the classroom and literacy skills are essential to
> continued learning and, second, because strong literacy skills are important
> to communicating effectively with co-workers and customers etc., most of
> whom speak the dominant language. Literacy skills in the dominant language
> are not usually picked up on the job, as was suggested here. Instead the
> person with poor literacy in the dominant language is often the most
> vulnerable employee, the first to be let go in a downturn.
>
> In certain situations like Quebec, bilingual literacy can provide additional
> benefits, but the dominant language speakers are still usually ahead of the
> minority language speakers. Francophone bilinguals in Quebec now earn more
> than Anglophone bilinguals, although this was not the case when Francophones
> generally had an inferior socio-economic status( which is no longer the
> case.) I suspect that in places like Catalonia (Spain) and the Spanish
> Basque countries, bilinguals do better than Spanish-only speakers because
> they are better educated, better connected and possibly more literate, even
> in Spanish, than immigrants from elsewhere in Spain.
>
> In Canada, bilingualism in important world languages like Spanish or
> Chinese, is of little value in the job market, since these languages are
> simply not used very much, and the supply of speakers far outstrips the
> demand. I can well imagine that there are areas of the US where Spanish
> bilingualism is beneficial to a person's job prospects, however, I would
> assume that English language literacy would track to higher incomes, based
> on the experience in other countries. I imagine most employers would
> probably prefer to see a high school certificate or equivalent (GED) in
> English rather than Spanish or French, since that would imply better
> communication skills in English. Colleges and universities, motivated to
> recruit students, may take a different approach.
>
> The highest possible literacy in English will probably provide young ESL
> students with the best possible job outcomes. Whether this is best achieved
> through Spanish (or other language) literacy education, or focusing on
> English literacy education, will probably depend on many factors, and
> surveys can probably be contrived to produce the result desired by the
> persons setting the survey.
>
>
>
> --
> Steve Kaufmann
> www.thelinguist.com
> 1-604-922-8514
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> ------------------------------
>
> Message: 4
> Date: Fri, 9 Nov 2007 00:22:41 EST
> From: Mresqui at aol.com
> Subject: [EnglishLanguage 1920] Re: free Rosetta Stone
> To: englishlanguage at nifl.gov
> Message-ID: <d4e.1724af3a.346548a1 at aol.com>
> Content-Type: text/plain; charset="us-ascii"
>
> How can I get a copy of it please?
> MaryE
>
>
>
> ************************************** See what's new at http://www.aol.com
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> ------------------------------
>
> Message: 5
> Date: Fri, 9 Nov 2007 01:13:59 -0500
> From: "Alicia Pantoja" <alicia.pantoja at gmail.com>
> Subject: [EnglishLanguage 1921] English For Action: Job Opportunity!
> To: englishlanguage at nifl.gov
> Message-ID:
> <8c44c8ef0711082213s4be6a0f2oe726d0d0dc3c1be4 at mail.gmail.com>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Dear friends,
> Please share the attached job description with as many passionate, talented,
> and experienced friends, as possible.
> EFA is growing in beautiful ways and we are in great need of an executive
> director.
>
> THANK YOU for taking the time to forward this.
> Much love and appreciation,
> Alicia
> *
>
> English for Action*
>
> * Executive Director Job Description*
>
>
>
> * Organizational Background*
> English for Action (EFA) is a grassroots non-profit organization
> pursuing a mission to create participatory educational programs for Latino
> immigrant families and community members with the goal of achieving
> meaningful and community-based social change. Rooted in the Providence, RI
> neighborhood of Olneyville, EFA is committed to positive social change in
> the greater Providence community.
>
> EFA's participatory philosophy drives both its organizational
> structure and its teaching methodologies. In the classroom, EFA facilitators
> and learners are equal partners, working collaboratively to develop
> curriculum that reflect learners' issues and life experiences. EFA's
> programs utilize innovative tools- such as the visual arts, theater of the
> oppressed and action projects - to link language learning, leadership
> development, community-building and to engage adults and younger learners in
> dialogue, reflection and collaboration.
>
> Founded in 1999 by two Brown University students and 10
> immigrant families, EFA has grown and today operates five educational
> programs that engage more than 100 immigrant families and residents and more
> than 35 volunteers each year.
>
> * Job Description*
> English for Action seeks a passionate, energetic and creative full-time
> executive director to provide leadership to the organization as it seeks to
> increase sustainability and community impact. The responsibilities of the
> executive director include the following:
>
> * * Program Management and Support :* Oversee all programs, services and
> activities. Work with staff to ensure that EFA's mission is being carried
> out in accordance with the strategic plan. Promote an organizational
> culture that is participatory, inclusive and open. Ensure the highest
> levels of quality and service by inspiring staff to perform at their peak.
> *
> * Fiscal Management :* Ensure that EFA is fiscally sound and that the budget
> supports programs. Present and interpret budgets to the board. Maintain
> records that allow for accuracy and ease of applying for grants and
> reporting expenses appropriately. Provide timely and accurate fiscal
> reports to funders.
> *
> * Administrative Management : * Recruit talented, qualified, and energetic
> staff. Manage, mentor and supervise full- and part-time program staff and
> ensure they are fulfilling their work plans and receiving appropriate
> professional development support through regular staff meetings, staff
> retreats, trainings and individual check-ins around their professional
> development plans.
>
> * * Relationship Building: *Build on EFA's reputation as a grass roots,
> innovative and professional organization. Work with individuals and
> organizations within the community and to develop and foster meaningful
> collaborations to better serve our learners. Build on vital relationships
> with foundations, government and corporate partners, and major individual
> donors. Develop and lead the implementation of the organization's public
> relations plan. Be an advocate for EFA's mission, model, and programs.
>
> * * Fund Development: * Develop and sustain a diverse funding base to
> support the organization's programs and to provide for growth. Continue to
> seek opportunities for obtaining new grants, foundation relationships, and
> for increasing corporate and individual giving.
> *
> * Board Development: *Work with the Board of Directors to develop an
> engaged, effective, informed and energized board. Serve ex-officio on board
> committees. Provide opportunities to board members to contribute creatively
> to the goals of the organization. Provide the board appropriate program and
> fiscal reports. Assist in identifying and recruiting new candidates to
> create a balanced and actively involved team. Foster regular communication
> between board and staff.
>
> * Minimum Qualifications:*
> ? Minimum of a Bachelor's Degree in education, social work, nonprofit
> management, or related field.
> ? Bilingual in English and Spanish.
> ? At least 3 years work experience in a leadership position,
> preferably for a non-profit organization, including management of staff and
> volunteers. Ability to lead people, set goals, establish priorities,
> maintain focus and get results, while working to engage others in
> participatory decision making.
> ? Proven success in resource development, including experience in
> grant writing, event planning, and working with individual donors.
> ? A proven commitment to adult education, literacy, immigration, and
> other social justice issues as they relate to the Latino community.
> ? Ability to work in a team oriented, highly participatory
> environment with a sense of inclusiveness in decision making. Ability to be
> flexible and be available for evening and weekend work as appropriate.
> Ability to work with a minimum amount of privacy in an environment where
> interruptions may be frequent.
> *
> Additional Preferred Qualifications*
> ? Experience in adult education and familiarity with popular
> education strongly preferred.
> ? Experience with effective evaluation systems for grant-funded
> programs.
> ? Experience in social activism.
> ? Demonstrated experience building strong relationships with a
> variety of people, including clients, staff members, community leaders,
> donors, board members, funders and the community at large.
> ? Experience with managing budgets and preparing fiscal reports for
> the board and funders.
> ? Excellent communications skills including written, inter-personal,
> and public speaking
>
> * Reporting: *The executive director reports to the Board of Directors.
>
> * Salary:* Commensurate with experience. Medical benefits and 4 weeks paid
> vacation.
>
> * Start Date:* January 21st, 2008
> *
> Process: *Applications accepted on a rolling basis. Interviews will begin
> on/around December 4th, 2007.
>
> Interested candidates should forward their resume and cover letter to: *
> EFA.Search at gmail.com* or Search Committee, English for Action, P.O. Box
> 29405, Providence, RI, 02909.
>
> * Please note, in preparing their application materials, candidates are
> strongly encouraged to learn more about EFA's mission, philosophy, programs,
> staff, history, and the Olneyville community by visiting EFA's Web site,*
> www.englishforaction.org <*http://www.englishforaction.org/ *> .
>
> Please direct all inquiries to *EFA.Search at gmail.com*.
>
>
> --
> Alicia Pantoja
> Education Director
> English for Action
> P.O. Box 29405
> Providence, RI 02909
> 401.421.3181
> www.englishforaction.org
>
> "Washing one's hands of the conflict between the powerful and the powerless
> means to side with the powerful, not to be neutral." -Paulo Freire, Pedagogy
> of Freedom
>
> "El lavarse las manos del conflicto entre el poderoso y el despoderado
> significa aliarse con el poderoso y no significa permanecer
> neutral" --Paulo Freire, Pedagogia de la Libertad
>
> "it's a matter of discipline," the little prince told me, "when you've
> finished washing and dressing each morning, you must tend to your planet" --
> little prince, Antoine de Saint Exup?ry
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> ------------------------------
>
> Message: 6
> Date: Fri, 9 Nov 2007 09:50:13 -0500
> From: "Michelle Ueland" <mueland at cal.org>
> Subject: [EnglishLanguage 1922] Re: Native Language Literacy
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Message-ID: <7E0B624DDF68104F92C38648A4D93D8F02F33852 at MAIL.cal.local>
> Content-Type: text/plain; charset="us-ascii"
>
> Hi Marie,
>
> For immigrant adults, having to "go back" to get a high school
> credential when they may already have one from their home country, or
> for those whose combination of prior education + life experiences may
> put them in a good position to pass the GED in their first language is a
> definite advantage to "making progress" towards other goals, i.e.
> English proficiency. Someone with a high school equivalency is eligible
> for other programs and scholarships in higher education. Someone without
> it is not.
>
> The point being that in some cases, these adults would actually spend
> less time on the test if they were to take it in their first language
> than if they had to master content and reading comprehension in a second
> language. If we put ourselves in their position, passing the GED is not
> easy, and in a second language under time constraints, it is only more
> difficult. Even for many highly educated adults in the U.S., passing the
> GED in any language other than English might be nearly impossible. If
> the test exists in a learner's first language, why not allow them the
> opportunity to prove mastery of content on the GED and to prove English
> proficiency by other means? The GED was not specifically designed as a
> measure of English ability and using it for that purpose whether overtly
> or covertly seems problematic to me.
>
> The GED is a minimal credential, and much like other similar tests, the
> first hurdle is often the most difficult. There are many people (native
> and non-native speakers of English) who have college degrees and are
> successful professionals who struggled with "gate-keeping" exams like
> the GED, SAT, ACT, GRE, etc etc.
>
> Michelle Ueland
> University of New Mexico
> Albuquerque, NM
> mmus at unm.edu
>
> ________________________________
>
> From: englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Marie Cora
> Sent: Thursday, November 08, 2007 2:02 PM
> To: 'The Adult English Language Learners Discussion List'
> Subject: [EnglishLanguage 1916] Re: Native Language Literacy
> Importance: Low
>
>
> Hi Debra, Bonnita, and everyone, thanks for your thoughts.
>
> I don't know more than my question - but I do know that one must
> demonstrate their English abilities for both school and work (your point
> about TOEFL). So I guess I wonder why it's important to spend so much
> time on a test in a language other than English, only to have to shift
> to another set of tests or measures. That's really the point of my
> query.
>
> There is also growing debate on the worth of the GED in English
> (see NCSALL, GED Impact papers at
> http://www.ncsall.net/index.php?id=23), so I just wanted to understand
> why some folks believe that this is productive and useful in the
> long-term.
>
> Marie Cora
>
>
> -----Original Message-----
> From: englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Debra Smith
> Sent: Thursday, November 08, 2007 11:56 AM
> To: The Adult English Language Learners Discussion List
> Subject: [EnglishLanguage 1913] Re: Native Language Literacy
>
> I'm curious to know why you think the foreign-language versions
> of the GED aren't accepted for higher ed or employment, Marie. I was so
> concerned that my program could be leading our Spanish-GED seekers
> astray that I phoned ACE in Washington, D.C., to find out. The woman who
> spoke with me from ACE's GED department said that American institutions
> of higher education that accept the GED as the equivalent of a high
> school diploma would accept it in any of the three languages. Likewi