You raise a question that I'm sure others face, Anne. Indeed, even in the
literacy-level class scenario that we sketched as a discussion starter, two
of the learners have far more oral proficiency than the others.  

Let me ask you this: Would your program consider a different form of intake
assessment, so that you weighed students' reading and writing skills -- as
well as their listening and speaking skills -- in your placement decision? 

With this in mind, let's return to our original scenario: Imagine that the
two learners with strong oral proficiency (Maria and Rena) were placed in a
beginner-level class due to their literacy needs. They would be acquiring
literacy skills at the same time that others, who could already read and
write fluently in their native language, were acquiring basic English
vocabulary, pronunciation, grammar, etc.

Put yourself in the teacher's shoes. With such a diverse class, how would
you determine students' individual language-learning needs? 

And what activities or techniques would you use to meet the literacy needs
of students like Maria and Rena while also meeting the needs of learners
without basic profiency in English?

Betsy Lindeman Wong
Lead ESL Teacher
Alexandria Adult and Community Education

-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Anne Ventrello
Sent: Monday, December 10, 2007 12:52 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 1959] Re: Practical Strategies forWorking
withLiteracy-Level Adult English Langua

We don't have the resources or teachers to have a separate literacy
class.  So what I want to know is how to deal with literacy students
when I'm teaching an English class?  We place students according to
their listening skills in English.  I often have students who can
communicate well orally with little ability to read and write, but they
are in my class with those who can communicate orally on the same level
AND read and write.  

Anne Ventrello, Program Coordinator
Montrose Adult Basic Education Program
P. O. Box 10,000
Montrose, CO  81402
970-249-2028
aventrello at mcsd.k12.co.us
 
-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Mona Curtis
Sent: Monday, December 10, 2007 10:23 AM
To: 'The Adult English Language Learners Discussion List'
Subject: [EnglishLanguage 1958] Re: Practical Strategies for Working
withLiteracy-Level Adult English Langua

My biggest challenge is when there are both literacy level students and
students with intermediate to high literacy levels in the same class.  

Mona Curtis
ESL Coordinator
Treasure Valley Community College
650 College Blvd. 
Ontario, OR 97914
www.tvcc.cc
541-881-8822 x 316
fax 541-881-2747

Ever since the morning Time came and sat on the world, men have been on
the run as fast as they can go, with beauty flung over their shoulders.
Eudora Welty 


>>> "Betsy Wong" <betsywong at comcast.net> 12/10/2007 6:56 AM >>>

Happy Monday, Everyone!  And welcome to this discussion on working
with
literacy level learners. As teachers and mentors to adult ESL teachers,
one
of the questions that we frequently hear is, "What can I do with my
literacy
learners?"  We hope that the discussion that we will all have this week
will
address that question and more. 

 

Where to start?  How about the way we start a class, by activating
prior
knowledge and experiences and clarifying some of the expectations and
goals
of our discussions over the next few days?  Following is the
description of
a representative adult ESL literacy level class.  We offer it as a
discussion starter.  Take a look at it and think about what questions
and
comments it brings to your minds.  For example: 

 

- What would be running through your mind, as the teacher walking into
this
class?  

- What pieces of information do you think are important here?  

- How would you find out the students' needs and goals?  

- What would you do the first night? 

- What would you do to make students feel comfortable and secure? 

- How similar or different is this from your experiences with literacy
level
classes?  

- What other points would you add or revise in a scenario like this,
based
on your experiences?

 

The Class/Classroom

The class is offered as part of a lifeskills-based curriculum.  It
meets in
a high school classroom two nights a week for two hours each night for
a
total of twelve weeks.  Learners buy a textbook and workbook at the
"literacy" level of an integrated textbook series used by the program. 
They
have access to class sets of picture dictionaries and the teacher has
access
to a variety of reproducible literacy materials and flashcards. The
classroom walls have a lot of high school-oriented print, so much so
that
the adult ESL teacher often uses flipchart paper to cover it up, so
students
don't experience overload.

 

The Students

The students all tested as literacy level students, but still exhibit
important differences.  For example, Amina has never been to school in
her
native Somalia, does not speak any English, and does not read or write
in
any language. Gustavo went to school for three years in El Salvador.
He
speaks almost no English and has minimal literacy skills in Spanish. 
Maria
also went to school for three years in El Salvador, but she converses
easily
in English and has a wide vocabulary. She can sight-read some
high-frequency
words in English and Spanish but cannot sound out words in either
language
that she does not know. Laxmi is a professional from Nepal who speaks
and
writes Bengali, but she doesn't know the Roman alphabet and speaks
very
little English. Alemseged is a senior citizen from Ethiopia and while
he
says he studied English among other subjects in his native Ethiopia, he
was
unable to read or write responses to even the simplest placement test
questions. Rena was a language teacher in her native Tunisia. She has
strong
oral English language skills and is very comfortable and happy using
her
speaking and listening skills with her less accomplished classmates.
However, when asked to read or write, she becomes more hesitant and
less
confident.

 

As we said at the beginning, this is a way to get the conversation
started.
Think of it as that picture that starts out most units in ESL
textbooks---there are all sorts of possibilities!

 

Looking forward to our discussion.

 

MaryAnn Florez

and

Betsy Lindeman Wong

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Email delivered to betsywong at comcast.net