This is in response to Ted's suggestion about students filling out a
form with new words.

 

My high-literacy students (college graduates in their first language)
are very hesitant about writing words they don't know. Many are
perfectionists, afraid to make a mistake, so writing would be too
threatening for them. Any way they can save face is important. And my
low-literacy students (completed 2nd grade in native language) can't
write the words if they don't already know the words and have practiced
them. This might seem obvious to everyone, but if we do new vocab, we
talk about it. The tutor may write it and help students practice writing
and using the word in a sentence, but with much sensitivity to their
need to be shielded from embarrassment. I think this helps make the
classroom a safe place for them to learn.

 

When we introduce new words from a book, the tutors ask students how the
words might apply in their lives, and they try to connect it to what
students already know. Sometimes explaining is enough, sometimes they
find synonyms, sometimes we translate, and when the word is really
obscure, or one that would be used in writing instead of everyday life,
we talk about the context and emphasize that they probably won't use it
in conversation. Then we find similar words that we would use in
speaking.

 

Jenny Hubler, Adult Literacy Coordinator

 

The Women's Center

1723 Hemphill

Fort Worth, TX 76110

 

817-927-4040 x262

jhubler at womenscenter.info

 

-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/englishlanguage/attachments/20071213/917dd788/attachment.html