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[EnglishLanguage 3197] Text that delineates L1 characteristics
SARA PACKER
sarapac at msn.comTue Dec 2 11:03:01 EST 2008
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For a text that delineates L1 characteristics, try "Learner English: A Teacher's Guide to Interferences and Other Problems" by Michael Swan and Bernard Smith, Eds., Cambridge University Press, ISBN 0 521 77939 1.
Sara Packer, ESOL Instructor
Portland Community College
Portland, Oregon
sara.packer at pcc.edu
> From: englishlanguage-request at nifl.gov
> Subject: EnglishLanguage Digest, Vol 39, Issue 4
> To: englishlanguage at nifl.gov
> Date: Tue, 2 Dec 2008 10:50:04 -0500
>
> ------------------------------------------------ When replying, please
> edit your Subject line so it is more specific than "Re: Contents of
> EnglishLanguage digest..."
> ------------------------------------------------
>
>
> Today's Topics:
>
> 1. [EnglishLanguage 3186] Re: ESL Teacher Training (Bonnie Odiorne)
> 2. [EnglishLanguage 3187] Re: I don't understand the current
> thinking behind teaching reading to adults! (Steve Kaufmann)
> 3. [EnglishLanguage 3188] Re: ESL Teacher Training (Rebeca Fernandez)
> 4. [EnglishLanguage 3189] Re: I don't understand the current
> thinking behind teaching reading to adults! (Glenda Lynn Rose)
> 5. [EnglishLanguage 3190] Re: ESL Teacher Training (Steve Kaufmann)
> 6. [EnglishLanguage 3191] Re: ESL Teacher Training (Martin Senger)
> 7. [EnglishLanguage 3192] Re: I don't understand the current
> thinking behind teaching reading to adults! (Holly Dilatush)
> 8. [EnglishLanguage 3193] Re: ESL Teacher Training (Teresa Durkin)
> 9. [EnglishLanguage 3194] Re: ESL Teacher Training (Rebeca Fernandez)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Mon, 1 Dec 2008 13:57:51 -0800 (PST)
> From: Bonnie Odiorne <bonniesophia at sbcglobal.net>
> Subject: [EnglishLanguage 3186] Re: ESL Teacher Training
> To: The Adult English Language Learners Discussion List
> <englishlanguage at nifl.gov>
> Message-ID: <14348.42833.qm at web83304.mail.sp1.yahoo.com>
> Content-Type: text/plain; charset="us-ascii"
>
> Is there a text that delineates L1 characteristics and suggests teaching strategies based on or related to them?
> Bonnie Odiorne
> Writing Center, Post University
> Waterbury, CT
>
> --- On Mon, 12/1/08, Barber, Jennifer <jbarber at ghc.edu> wrote:
>
> From: Barber, Jennifer <jbarber at ghc.edu>
> Subject: [EnglishLanguage 3172] Re: ESL Teacher Training
> To: "The Adult English Language Learners Discussion List" <englishlanguage at nifl.gov>
> Date: Monday, December 1, 2008, 2:18 PM
>
> TESOL training is for an immersion process not a bilingual process, preparing
> teachers to teach students whose first languages the teacher may not know. As
> some already pointed out, it's possible to have several language groups in
> one class. Few of us have the time or talent to learn even the basics of each
> language.
>
> That said, it is helpful for ESL teachers to have the experience of learning a
> second language just to be able to sympathize with students.
>
> It is also helpful to learn some basic concepts of languages - does the
> language have 3rd person singular? a past tense? Is there a written language?
> This is a great opportunity for students to teach each other and the teacher.
>
> Jennifer Barber
> English as a Second Language
>
> Grays Harbor College
> 1620 Edward P. Smith Drive
> Office: 2214
> Aberdeen, WA 98520
> 360-538-2516
> jbarber at ghc.edu
> www.ghc.edu/faculty/barber
>
>
> ________________________________
>
> From: englishlanguage-bounces at nifl.gov on behalf of Teresa Durkin
> Sent: Mon 12/1/2008 8:08 AM
> To: The Adult English Language Learners Discussion List
> Subject: [EnglishLanguage 3168] Re: ESL Teacher Training
>
>
> I totally agree with you, Lynda, that having some understanding of a
> student's native language helps us to teach them more effectively. I also
> speak Spanish. My work with adults from different language backgrounds has shown
> me how much my knowledge of the Spanish language and culture has been beneficial
> in conveying English language concepts to my Spanish speaking students.
> However, it has been much more difficult to convey those same concepts to
> students whose language is totally unknown to me.
>
> I have also been called upon to teach English to elementary children during the
> summer prior to their first exposure to school in the USA. Again, my knowledge
> of Spanish has been extremely helpful in communicating concepts to those who
> spoke Spanish.
>
> I think it would be great to have a source to go to where we could at least
> learn about the basic sentence structure of different languages. It might help
> us explain some concepts better.
>
> Teresa Durkin
> Adult Education Coordinator
> Special Programs Coordinator
> Lake County ESD
> tdurkin at lakeesd.k12.or.us
>
> On 11/28/08, LYNDA OSBORNE <lyndaosborne at att.net> wrote:
>
> Greetings, everyone.
>
> Quick query. I'm an elementary school teacher and have wondered, "Are
> ESL teachers required to learn the linguistic frameworks of their students'
> primary languages?" My current school does not have an ESL program, but I
> did work at a school several years ago that had one. I had about 33%
> Mexican-American Spanish-speaking students and found that their learning and use
> of English improved during my time with them. This may be because I speak
> Spanish and know the basics of the language's grammatical/conversational
> structure. I feel this knowledge helped me to better support English learning
> and conceptual understandings with these students. I know that there are some
> ESL courses that prepare teachers in this field over a 6-week summer course,
> which I'm not certain would be quite enough time to expose teachers to a
> variety of linguistic constucts [languages] if they didn't already have such
> knowledge.
>
> My success with those students may also be attributed to their level of
> comfort with me knowing that I respected them [and their language enough to
> learn and practice, etc.]. Since language is so intricately tied to the thinking
> process, a teacher's ability to "understand where a student is coming
> from" in terms of how they think and speak [and culture] can serve to
> motivate student learning and help the teacher to access gaps, needs, strengths,
> etc. I suppose that my final question rounds out to be, "What is the
> general focus for ESL training and do you think that ESL teachers are prepared
> adequately in these training programs?
>
> Thanks for your input!
>
> Lynda Lee
>
> Lynda Lee Osborne
> Teacher of the Year 2008-9
> FLL Robotics Coach
> Global Economics Project Coordinator
> A. Philip Randolph Elementary
> Fulton County Schools
> lyndaosborne at att.net <mailto:lyndaosborne at att.net>
>
>
>
>
> ________________________________
>
> From: "Liden, Astrid" <Astrid.Liden at state.mn.us>
> To: englishlanguage at nifl.gov
> Sent: Tuesday, November 25, 2008 12:17:02 PM
> Subject: [EnglishLanguage 3158] ESL Learners with Low Levels of Literacy
>
>
>
> Special Topic: Research and Best Practice Concerning the Instruction of ESL
> Learners with Low Levels of Literacy
>
> We are pleased to announce that the 25th anniversary volume of the
> MinneWITESOL Journal is now available online at www.minnewitesoljournal.org
> <http://www.minnewitesoljournal.org/> . The first section of this volume
> includes articles that concentrate on our special topic: research and best
> practice concerning the instruction of ESL learners with low levels of literacy.
> Articles include an overview of research-based methods for teaching ESL
> students with low levels of literacy, a report on a year-long research study on
> teaching learning strategies to students with low levels of literacy, and
> several reviews of materials for low-literacy students.
>
> Astrid Liden
> ABE Professional Development Coordinator
> Minnesota Department of Education
> Adult Basic Education (ABE)
> 1500 Highway 36 West
> Roseville, MN 55113-4266
> Phone: 651-582-8424
> Fax: 651-634-5154
> Email: astrid.liden at state.mn.us
>
>
>
>
> ----------------------------------------------------
> 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 tdurkin at lakeesd.k12.or.us
>
>
>
>
>
> --
>
> ----------------------------------------------------
> 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 bonniesophia at sbcglobal.net
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> ------------------------------
>
> Message: 2
> Date: Tue, 2 Dec 2008 06:37:25 -0800
> From: "Steve Kaufmann" <steve at thelinguist.com>
> Subject: [EnglishLanguage 3187] Re: I don't understand the current
> thinking behind teaching reading to adults!
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Message-ID:
> <f1a6e820812020637n70ad18e7s830c2d9b1dff780b at mail.gmail.com>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Ali,
>
> No doubt you are right. Many adults, as well as children, are better off
> reading and listening. This need not even take place in a class room. Audio
> books and books will do the job. The important thing is that the reading and
> listening content be chosen by the learner and be enjoyable.
>
> I recommend that as a part of your studies you read "The Reading Zone" by
> Nancie Atwell, or if you understand Portuguese, the works of Brazilian
> educator Rubem Alves, who wrote that nothing spoils the enjoyment of reading
> as much as being asked to analyze or explain what you have read.
>
> --
> Regards,
>
> Steve Kaufmann
> www.LingQ.com
> 1-604-922-8514
> [image: LingQ]
>
>
>
>
> The future of language
> -------------- next part --------------
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>
> ------------------------------
>
> Message: 3
> Date: Tue, 2 Dec 2008 09:03:11 -0500
> From: "Rebeca Fernandez" <Rebeca.Fernandez at cpcc.edu>
> Subject: [EnglishLanguage 3188] Re: ESL Teacher Training
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Message-ID:
> <02B49BF72ED97F40B077CE5048C21088E8E0EF at CEVS6-CENTRAL.cpcc.edu>
> Content-Type: text/plain; charset="us-ascii"
>
> Learner English by Swan and Smith, ed. (2001) is a teacher's guide to
> interference problems caused by learners' L1.
>
>
>
> Rebeca Fernandez
>
>
>
> From: englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Bonnie Odiorne
> Sent: Monday, December 01, 2008 4:58 PM
> To: The Adult English Language Learners Discussion List
> Subject: [EnglishLanguage 3186] Re: ESL Teacher Training
>
>
>
> Is there a text that delineates L1 characteristics and suggests teaching
> strategies based on or related to them?
>
> Bonnie Odiorne
>
> Writing Center, Post University
>
> Waterbury, CT
>
> --- On Mon, 12/1/08, Barber, Jennifer <jbarber at ghc.edu> wrote:
>
> From: Barber, Jennifer <jbarber at ghc.edu>
> Subject: [EnglishLanguage 3172] Re: ESL Teacher Training
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Date: Monday, December 1, 2008, 2:18 PM
>
> TESOL training is for an immersion process not a bilingual
> process, preparing
> teachers to teach students whose first languages the teacher may
> not know. As
> some already pointed out, it's possible to have several language
> groups in
> one class. Few of us have the time or talent to learn even the
> basics of each
> language.
>
> That said, it is helpful for ESL teachers to have the experience
> of learning a
> second language just to be able to sympathize with students.
>
> It is also helpful to learn some basic concepts of languages -
> does the
> language have 3rd person singular? a past tense? Is there a
> written language?
> This is a great opportunity for students to teach each other and
> the teacher.
>
> Jennifer Barber
> English as a Second Language
>
> Grays Harbor College
> 1620 Edward P. Smith Drive
> Office: 2214
> Aberdeen, WA 98520
> 360-538-2516
> jbarber at ghc.edu
> www.ghc.edu/faculty/barber
>
>
> ________________________________
>
> From: englishlanguage-bounces at nifl.gov on behalf of Teresa
> Durkin
> Sent: Mon 12/1/2008 8:08 AM
> To: The Adult English Language Learners Discussion List
> Subject: [EnglishLanguage 3168] Re: ESL Teacher Training
>
>
> I totally agree with you, Lynda, that having some understanding
> of a
> student's native language helps us to teach them more
> effectively. I also
> speak Spanish. My work with adults from different language
> backgrounds has shown
> me how much my knowledge of the Spanish language and culture has
> been beneficial
> in conveying English language concepts to my Spanish speaking
> students.
> However, it has been much more difficult to convey those same
> concepts to
> students whose language is totally unknown to me.
>
> I have also been called upon to teach English to elementary
> children during the
> summer prior to their first exposure to school in the USA.
> Again, my knowledge
> of Spanish has been extremely helpful in communicating concepts
> to those who
> spoke Spanish.
>
> I think it would be great to have a source to go to where we
> could at least
> learn about the basic sentence structure of different languages.
> It might help
> us explain some concepts better.
>
> Teresa Durkin
> Adult Education Coordinator
> Special Programs Coordinator
> Lake County ESD
> tdurkin at lakeesd.k12.or.us
>
> On 11/28/08, LYNDA OSBORNE <lyndaosborne at att.net> wrote:
>
> Greetings, everyone.
>
> Quick query. I'm an elementary school teacher and have
> wondered, "Are
> ESL teachers required to learn the linguistic frameworks of
> their students'
> primary languages?" My current school does not have an ESL
> program, but I
> did work at a school several years ago that had one. I had about
> 33%
> Mexican-American Spanish-speaking students and found that their
> learning and use
> of English improved during my time with them. This may be
> because I speak
> Spanish and know the basics of the language's
> grammatical/conversational
> structure. I feel this knowledge helped me to better support
> English learning
> and conceptual understandings with these students. I know that
> there are some
> ESL courses that prepare teachers in this field over a 6-week
> summer course,
> which I'm not certain would be quite enough time to expose
> teachers to a
> variety of linguistic constucts [languages] if they didn't
> already have such
> knowledge.
>
> My success with those students may also be attributed to
> their level of
> comfort with me knowing that I respected them [and their
> language enough to
> learn and practice, etc.]. Since language is so intricately tied
> to the thinking
> process, a teacher's ability to "understand where a student is
> coming
> from" in terms of how they think and speak [and culture] can
> serve to
> motivate student learning and help the teacher to access gaps,
> needs, strengths,
> etc. I suppose that my final question rounds out to be, "What is
> the
> general focus for ESL training and do you think that ESL
> teachers are prepared
> adequately in these training programs?
>
> Thanks for your input!
>
> Lynda Lee
>
> Lynda Lee Osborne
> Teacher of the Year 2008-9
> FLL Robotics Coach
> Global Economics Project Coordinator
> A. Philip Randolph Elementary
> Fulton County Schools
> lyndaosborne at att.net <mailto:lyndaosborne at att.net>
>
>
>
>
> ________________________________
>
> From: "Liden, Astrid" <Astrid.Liden at state.mn.us>
> To: englishlanguage at nifl.gov
> Sent: Tuesday, November 25, 2008 12:17:02 PM
> Subject: [EnglishLanguage 3158] ESL Learners with Low
> Levels of Literacy
>
>
>
> Special Topic: Research and Best Practice Concerning the
> Instruction of ESL
> Learners with Low Levels of Literacy
>
> We are pleased to announce that the 25th anniversary
> volume of the
> MinneWITESOL Journal is now available online at
> www.minnewitesoljournal.org
> <http://www.minnewitesoljournal.org/> . The first section of
> this volume
> includes articles that concentrate on our special topic:
> research and best
> practice concerning the instruction of ESL learners with low
> levels of literacy.
> Articles include an overview of research-based methods for
> teaching ESL
> students with low levels of literacy, a report on a year-long
> research study on
> teaching learning strategies to students with low levels of
> literacy, and
> several reviews of materials for low-literacy students.
>
> Astrid Liden
> ABE Professional Development Coordinator
> Minnesota Department of Education
> Adult Basic Education (ABE)
> 1500 Highway 36 West
> Roseville, MN 55113-4266
> Phone: 651-582-8424
> Fax: 651-634-5154
> Email: astrid.liden at state.mn.us
>
>
>
>
> ----------------------------------------------------
> 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 tdurkin at lakeesd.k12.or.us
>
>
>
>
>
> --
>
> ----------------------------------------------------
> 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 bonniesophia at sbcglobal.net
>
>
>
> -------------- next part --------------
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> URL: http://www.nifl.gov/pipermail/englishlanguage/attachments/20081202/0ac40738/attachment-0001.html
>
> ------------------------------
>
> Message: 4
> Date: Tue, 2 Dec 2008 07:05:29 -0800 (PST)
> From: Glenda Lynn Rose <glyndalin at yahoo.com>
> Subject: [EnglishLanguage 3189] Re: I don't understand the current
> thinking behind teaching reading to adults!
> To: The Adult English Language Learners Discussion List
> <englishlanguage at nifl.gov>
> Message-ID: <68811.33655.qm at web81901.mail.mud.yahoo.com>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Just a few comments...
> ?
> If in the international school you were immersed in English, and given you were 14, you had a great advantage over the majority of my students who live in Spanish speaking communities, work where they never have to speak English, and?shop where even if they try to use English someone politely switches to Spanish to accomodate them.? They also have a few concerns that 14 year olds don't have - rent, clothing, food for themselves and their families.? They also may or may not have an education in their first language.? Many have less than a primary (6 years) education and few have more than 9 years.? Concepts like nouns, pronouns, verbs, and adjectives are almost as foreign to them as the language.? I agree that reading helps a lot, but reading alone is not sufficient for adults who are more locked in to a phonological system than a 14 year old would be.? They have to be taught to hear the difference between [i] and [I], [e] and [E] or they simply
> don't hear it.?
> ?
> In short, I find that some of my students do well just watching TV.? They pick up the basics quickly although they may have the grammar a bit out of whack.? Others need direct instruction.? Others need just a little guidance and do well on their own.? The danger is assuming that because "I learned English" (or in my case, Spanish) "in such and such a manner" that, in itself, that is enough evidence to conclude that manner is the best or only way to learn.? People's backgrounds, expectations, emotional states, and abilities vary widely.? In small groups, that's pretty easy it's pretty easy to adapt the teaching smile, but, in a large class, we must make sure to use a variety of methods to reach as many as we can where they are.?
>
>
>
> Grace and Peace!
> Glenda Lynn Rose, PhD
>
>
> Austin Learning Academy
> ?
>
> --- On Mon, 12/1/08, Ali Hesami <hesamiar at gmail.com> wrote:
>
> From: Ali Hesami <hesamiar at gmail.com>
> Subject: [EnglishLanguage 3184] I don't understand the current thinking behind teaching reading to adults!
> To: englishlanguage at nifl.gov
> Date: Monday, December 1, 2008, 11:29 PM
>
>
> Hello all.
> My name is Ali Hesami, and I am currently a graduate student in the adult literacy program at Virginia Commonwealth University in Richmond, Virginia.
> I've been attending a class called "Teaching Reading to Adults" as part of my required curriculum, and I have been wondering about the current methods used to teach reading to adults. It seems to me that the teacher teach adults just as they would teach children, often even using research and writing on teaching reading to children as guidelines.
> While I understand the usefulness of phonics, phonetics, etc. by themselves, I firmly believe that an adult can better benefit from learning to read by simply reading in a classroom environment, guided by teachers, tutors, etc. An adult in his or her 40s or even 50s simply should not have to sit through long sessions of syllable by syllable instruction if all they desire id to be better able to communicate with others and better express their opinions about the world surrounding them.
> I speak from experience here. I began learning English as a 14 year old in an international school in Tanzania. I placed into the 9th grade to start; no one ever even approached phonics, phonemes, etc. I read and listened, all the while guided by teachers who helped me with the material at hand. I became conversational in about three months or so, while I worked on my writing, also with guidance from my teachers. Conversely, while in school in my native Tehran, Iran, I was taught English in a similar manner as here, and I spoke a grand total of three phrases when I left Iran for Tanzania: Hello, Fine thank you, and Beg your pardon? I'm not even joking here!
> I admit as a 14 year old I had an advantage over adults here, but I can't help but wonder if what worked for me would help adults much more than playing word games and reading children's books.
> Let's have them read material they can identify with in some way, and keep them reading, while slowly working on their writing skill alongside.
> Let me know any thoughts, ideas, criticisms, etc. It has been eating away at me for a few months now.
> Thanks in advance,
> Ali Hesami
> hesamiar at gmail.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 glyndalin at yahoo.com
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>
> ------------------------------
>
> Message: 5
> Date: Tue, 2 Dec 2008 06:48:20 -0800
> From: "Steve Kaufmann" <steve at thelinguist.com>
> Subject: [EnglishLanguage 3190] Re: ESL Teacher Training
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Message-ID:
> <f1a6e820812020648p366c2518o95d776b2990feabc at mail.gmail.com>
> Content-Type: text/plain; charset="iso-8859-1"
>
> I think an understanding of the structure of the language of the learner is
> less important than an understanding of how the brain works. I heartily
> recommend the following book, which is being widely acclaimed in Germany,
> and will soon be available in English.
> Learning: The Human Brain and the School for Life, by Manfred Spitzer.
> <http://search.barnesandnoble.com/Learning/Manfred-Spitzer/e/9780080446981/?itm=2>
>
> The author, Manfred Spitzer, is a brain researcher and professor at the
> University of Ulm.
>
>
> The four major insights which I gained from this book are:
>
> *1) The human brain is designed to learn, and it learns all the time.
> **2) The brain controls what it is going learn.
> **3) Attentiveness, Enjoyment and Motivation: The three key factors in
> learning.
> **4) When we learn, we change.*
>
> I discuss this further at my
> blog<http://thelinguist.blogs.com/how_to_learn_english_and/2008/12/learning-by-manfred-spitzer.html>
> .
>
> Regards,
>
> Steve Kaufmann
> www.LingQ.com
> 1-604-922-8514
> [image: LingQ]
>
>
>
>
> The future of language
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>
> ------------------------------
>
> Message: 6
> Date: Tue, 2 Dec 2008 08:45:16 -0500
> From: "Martin Senger" <MSenger at GECAC.org>
> Subject: [EnglishLanguage 3191] Re: ESL Teacher Training
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Message-ID:
> <C4FD03B248616142898446F1BE35F9DF02E584A9 at gecacmail.gecac.org>
> Content-Type: text/plain; charset="us-ascii"
>
> Pax all!
>
> Regarding a text on L1s in an ESL classroom, someone on this list (I
> apologize for not giving exact credit, but I belong to a gazillion
> listservs) just put a link to a text by Michael Swan called "Learner
> English." The bn.com synopsis is "A practical guide to help teachers to
> predict and understand the problems their students have." Has anyone
> used this?
>
> Martin E. Senger
> Adult ESL / Civics Teacher,
> G.E.C.A.C. / The R. Banjamin Wiley Learning Center
> Erie, Pa.
> ESL Co-Director,
> Pa. Assoc. for Adult Continuing Education (PAACE)
> -----Original Message-----
> From: englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Bonnie Odiorne
> Sent: Monday, December 01, 2008 4:58 PM
> To: The Adult English Language Learners Discussion List
> Subject: [EnglishLanguage 3186] Re: ESL Teacher Training
>
> Is there a text that delineates L1 characteristics and suggests teaching
> strategies based on or related to them?
> Bonnie Odiorne
> Writing Center, Post University
> Waterbury, CT
>
> --- On Mon, 12/1/08, Barber, Jennifer <jbarber at ghc.edu> wrote:
> From: Barber, Jennifer <jbarber at ghc.edu>
> Subject: [EnglishLanguage 3172] Re: ESL Teacher Training
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Date: Monday, December 1, 2008, 2:18 PM
> TESOL training is for an immersion process not a bilingual
> process, preparing
> teachers to teach students whose first languages the teacher may
> not know. As
> some already pointed out, it's possible to have several language
> groups in
> one class. Few of us have the time or talent to learn even the
> basics of each
> language.
>
> That said, it is helpful for ESL teachers to have the experience
> of learning a
> second language just to be able to sympathize with students.
>
> It is also helpful to learn some basic concepts of languages -
> does the
> language have 3rd person singular? a past tense? Is there a
> written language?
> This is a great opportunity for students to teach each other and
> the teacher.
>
> Jennifer Barber
> English as a Second Language
>
> Grays Harbor College
> 1620 Edward P. Smith Drive
> Office: 2214
> Aberdeen, WA 98520
> 360-538-2516
> jbarber at ghc.edu
> www.ghc.edu/faculty/barber
>
>
> ________________________________
>
> From: englishlanguage-bounces at nifl.gov on behalf of Teresa
> Durkin
> Sent: Mon 12/1/2008 8:08 AM
> To: The Adult English Language Learners Discussion List
> Subject: [EnglishLanguage 3168] Re: ESL Teacher Training
>
>
> I totally agree with you, Lynda, that having some understanding
> of a
> student's native language helps us to teach them more
> effectively. I also
> speak Spanish. My work with adults from different language
> backgrounds has shown
> me how much my knowledge of the Spanish language and culture has
> been beneficial
> in conveying English language concepts to my Spanish speaking
> students.
> However, it has been much more difficult to convey those same
> concepts to
> students whose language is totally unknown to me.
>
> I have also been called upon to teach English to elementary
> children during the
> summer prior to their first exposure to school in the USA.
> Again, my knowledge
> of Spanish has been extremely helpful in communicating concepts
> to those who
> spoke Spanish.
>
> I think it would be great to have a source to go to where we
> could at least
> learn about the basic sentence structure of different languages.
> It might help
> us explain some concepts better.
>
> Teresa Durkin
> Adult Education Coordinator
> Special Programs Coordinator
> Lake County ESD
> tdurkin at lakeesd.k12.or.us
>
> On 11/28/08, LYNDA OSBORNE <lyndaosborne at att.net> wrote:
>
> Greetings, everyone.
>
> Quick query. I'm an elementary school teacher and have
> wondered, "Are
> ESL teachers required to learn the linguistic frameworks of
> their students'
> primary languages?" My current school does not have an ESL
> program, but I
> did work at a school several years ago that had one. I had about
> 33%
> Mexican-American Spanish-speaking students and found that their
> learning and use
> of English improved during my time with them. This may be
> because I speak
> Spanish and know the basics of the language's
> grammatical/conversational
> structure. I feel this knowledge helped me to better support
> English learning
> and conceptual understandings with these students. I know that
> there are some
> ESL courses that prepare teachers in this field over a 6-week
> summer course,
> which I'm not certain would be quite enough time to expose
> teachers to a
> variety of linguistic constucts [languages] if they didn't
> already have such
> knowledge.
>
> My success with those students may also be attributed to
> their level of
> comfort with me knowing that I respected them [and their
> language enough to
> learn and practice, etc.]. Since language is so intricately tied
> to the thinking
> process, a teacher's ability to "understand where a student is
> coming
> from" in terms of how they think and speak [and culture] can
> serve to
> motivate student learning and help the teacher to access gaps,
> needs, strengths,
> etc. I suppose that my final question rounds out to be, "What is
> the
> general focus for ESL training and do you think that ESL
> teachers are prepared
> adequately in these training programs?
>
> Thanks for your input!
>
> Lynda Lee
>
> Lynda Lee Osborne
> Teacher of the Year 2008-9
> FLL Robotics Coach
> Global Economics Project Coordinator
> A. Philip Randolph Elementary
> Fulton County Schools
> lyndaosborne at att.net <mailto:lyndaosborne at att.net>
>
>
>
>
> ________________________________
>
> From: "Liden, Astrid" <Astrid.Liden at state.mn.us>
> To: englishlanguage at nifl.gov
> Sent: Tuesday, November 25, 2008 12:17:02 PM
> Subject: [EnglishLanguage 3158] ESL Learners with Low
> Levels of Literacy
>
>
>
> Special Topic: Research and Best Practice Concerning the
> Instruction of ESL
> Learners with Low Levels of Literacy
>
> We are pleased to announce that the 25th anniversary
> volume of the
> MinneWITESOL Journal is now available online at
> www.minnewitesoljournal.org
> <http://www.minnewitesoljournal.org/> . The first section of
> this volume
> includes articles that concentrate on our special topic:
> research and best
> practice concerning the instruction of ESL learners with low
> levels of literacy.
> Articles include an overview of research-based methods for
> teaching ESL
> students with low levels of literacy, a report on a year-long
> research study on
> teaching learning strategies to students with low levels of
> literacy, and
> several reviews of materials for low-literacy students.
>
> Astrid Liden
> ABE Professional Development Coordinator
> Minnesota Department of Education
> Adult Basic Education (ABE)
> 1500 Highway 36 West
> Roseville, MN 55113-4266
> Phone: 651-582-8424
> Fax: 651-634-5154
> Email: astrid.liden at state.mn.us
>
>
>
>
> ----------------------------------------------------
> 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 tdurkin at lakeesd.k12.or.us
>
>
>
>
>
> --
>
> ----------------------------------------------------
> 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 bonniesophia at sbcglobal.net
>
> -------------- next part --------------
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>
> ------------------------------
>
> Message: 7
> Date: Tue, 2 Dec 2008 10:13:36 -0500
> From: "Holly Dilatush" <holly at dilatush.com>
> Subject: [EnglishLanguage 3192] Re: I don't understand the current
> thinking behind teaching reading to adults!
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Message-ID:
> <a305dbd10812020713p14750186k1299ac7845335cc3 at mail.gmail.com>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Hello Ali, all,
>
> I certainly agree with most of what Ali has shared here. In my years in
> adult education, I often meet well-intentioned adult educators who have not
> deeply reflected upon the differences between teaching adults and teaching
> children. However, in the field now there seems to be a growing awareness
> of the differences between andragogy and pedagogy [ ]. With specific
> regard to reading, I highly recommend Susan McShane's work:
> http://www.nifl.gov/partnershipforreading/publications/html/mcshane/index.html
> as well as collaborative trainings discussing specific examples.
>
> One last note, however, I am also an advocate for so-called 'children's'
> books -- many, many 'children's' books are beautifully illustrated,
> poignant, and contain excellent vocabulary builders, conversation and
> writing prompts. And, many adults learning to read are doing so partially
> to enable themselves to be able to read to their grandchildren. Practicing
> in the safe confines of adult education classes has led to many heartwarming
> stories of success retold to me over the years.
>
> I love children's books.
>
> I do believe there is often a "time and place for everything" -- and
> sometimes phonics work and syllable emphasis is helpful, too [my opinion].
>
> Best,
> Always a great conversation topic,
> Holly
> On Tue, Dec 2, 2008 at 12:29 AM, Ali Hesami <hesamiar at gmail.com> wrote:
>
> > Hello all.
> > My name is Ali Hesami, and I am currently a graduate student in the adult
> > literacy program at Virginia Commonwealth University in Richmond, Virginia.
> > I've been attending a class called "Teaching Reading to Adults" as part of
> > my required curriculum, and I have been wondering about the current methods
> > used to teach reading to adults. It seems to me that the teacher teach
> > adults just as they would teach children, often even using research and
> > writing on teaching reading to children as guidelines.
> > While I understand the usefulness of phonics, phonetics, etc. by
> > themselves, I firmly believe that an adult can better benefit from learning
> > to read by simply reading in a classroom environment, guided by teachers,
> > tutors, etc. An adult in his or her 40s or even 50s simply should not have
> > to sit through long sessions of syllable by syllable instruction if all they
> > desire id to be better able to communicate with others and better express
> > their opinions about the world surrounding them.
> > I speak from experience here. I began learning English as a 14 year old in
> > an international school in Tanzania. I placed into the 9th grade to start;
> > no one ever even approached phonics, phonemes, etc. I read and listened, all
> > the while guided by teachers who helped me with the material at hand. I
> > became conversational in about three months or so, while I worked on my
> > writing, also with guidance from my teachers. Conversely, while in school in
> > my native Tehran, Iran, I was taught English in a similar manner as here,
> > and I spoke a grand total of three phrases when I left Iran for Tanzania:
> > Hello, Fine thank you, and Beg your pardon? I'm not even joking here!
> > I admit as a 14 year old I had an advantage over adults here, but I can't
> > help but wonder if what worked for me would help adults much more than
> > playing word games and reading children's books.
> > Let's have them read material they can identify with in some way, and keep
> > them reading, while slowly working on their writing skill alongside.
> > Let me know any thoughts, ideas, criticisms, etc. It has been eating away
> > at me for a few months now.
> > Thanks in advance,
> > Ali Hesami
> > hesamiar at gmail.com
> >
> >
> > --
> > Holly (Dilatush)
> > ESOL Coordinator/Facilitator/Instructor
> > ABA Virtual Learning Center
> > Charlottesville, VA USA
> > holly at dilatush.com
> > (434) 960.7177 cell phone
> > (434) 295.9716 home phone
> > [OK to call 7:30 a.m. to 9:30 p.m. EST / GMT -5 time]
> >
> > "Live with intention. Share inside~out smiles, inspire hope, seek awe and
> > nurture in nature." (original by Holly)
> >
> > Plan to attend TESOL 2009! http://www.tesol.org/s_tesol/convention2009/
> >
> > My presentation: Exploring Intercultural Communication and Conflict
> > Resolution Through Drama; Reflecting Online:
> > 3/28/2009 at 12:30 PM in room 603 at the Colorado Convention Center.
> >
> > http://tales-around-the-world.blogspot.com
> > http://abavirtual-learningcenter.org
> > http://blogblossoms.edublogs.org
> > *Twitter and Skype IDs = smilin7
> >
> -------------- next part --------------
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> ------------------------------
>
> Message: 8
> Date: Tue, 2 Dec 2008 07:48:43 -0800
> From: "Teresa Durkin" <tdurkin at lakeesd.k12.or.us>
> Subject: [EnglishLanguage 3193] Re: ESL Teacher Training
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Message-ID:
> <3c5bd5e30812020748g6e2d3256p6224bd4315c59365 at mail.gmail.com>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Thanks, Joyce!
>
> On 12/1/08, Joyce Bogdan <jlin29 at yahoo.com> wrote:
> >
> > Teresa,
> > I agree with the amount of time needed in a day. Between lesson plans,
> > testing, scoring, monthly records, files etc.. .
> > We all know that.
> > I will check on websites tomorrow at work but one good one is
> > Englishpage.com It has grammar and scroll to the bottom and you can type in
> > topics--so far I have just typed in Thanksgiving and used some of that.
> > Joyce
> >
> >
> > ------------------------------
> > *From:* Teresa Durkin <tdurkin at lakeesd.k12.or.us>
> > *To:* The Adult English Language Learners Discussion List <
> > englishlanguage at nifl.gov>
> > *Sent:* Monday, December 1, 2008 12:03:11 PM
> > *Subject:* [EnglishLanguage 3173] Re: ESL Teacher Training
> >
> > Points well taken, Alison! I agree that we need to research on our own.
> > However, I find that on my 8 hours allotted time per week to prepare for *
> > and* teach 4 ESL classes, I don't have much time for research. I do
> > understand that is not the case for most ESL teachers though. I am in a
> > situation where the grant money has been the same for over 20 years (I'm
> > going into my 7th year here) and I've been told our program will never get
> > another penny because of our remote location and the fact that we are not
> > included in a community college tax base. The need is here for expansion,
> > but funding is an issue - which I'm sure is not new to any of you!
> >
> > I also agree that there is a misconception that you have to speak the
> > language to effectively teach English. I don't agree with that at all.
> > It's just that at times, knowing the language or about the language
> > certainly helps.
> >
> > If you know of any websites which are good resources I'd appreciate knowing
> > about them.
> >
> > Thanks,
> >
> > --
> > Teresa Durkin
> > Adult Education Coordinator
> > Special Programs Coordinator
> > Lake County ESD
> > tdurkin at lakeesd.k12.or.us
> >
> >
> > On 12/1/08, heehee0617 at aol.com <heehee0617 at aol.com> wrote:
> >>
> >> I too have my MS in TESOL and took a course in the frameworks of different
> >> languages as well as acquiring first and second languages. However, I think
> >> as all professionals do when they want to better their learning for their
> >> students, they research on their own. I constantly try to find out the
> >> linguistic structure and the culture of any new student group I come
> >> across. As teachers, we must model what we teach - that learning never
> >> ends. It is impossible to be taught all the different dialectical
> >> structures in any language; hence, in my opinion, it is our job to research
> >> it on our own when encountered with a dialect or language with which we are
> >> unfamiliar. What is troubling to me is a recent trend I am witnessing and
> >> that is in ESL programs, many schools want bilingual teachers. I can
> >> understand if it were dual language programs; however, I think many people
> >> are under this misconception that in order to teach English as a Second
> >> Langu age, you have to speak the language of your students. This is an
> >> unfair bias.
> >>
> >> Alison Cochrane
> >> Queenborough Community College
> >> ESL Instructor
> >> New York, NY
> >>
> >>
> >> -----Original Message-----
> >> From: Joyce Bogdan <jlin29 at yahoo.com>
> >> To: The Adult English Language Learners Discussion List <
> >> englishlanguage at nifl.gov>
> >> Sent: Sat, 29 Nov 2008 1:48 pm
> >> Subject: [EnglishLanguage 3164] Re: ESL Teacher Training
> >>
> >> Lynda,
> >> Yes, I think that the ESOL English for Speakers of Other Languages
> >> programs do adequately prepare teachers. Mine is a MA in education from
> >> UConn, Univ. of Connecticut-the certification is bilingual/bicultural ESOL
> >> N, K-12, adults. It is a master program which includes teaching ESOL
> >> students, methods, strategies, materials, practical application, validating
> >> cultures, learning about cultural expectations, linguistics, statistics,
> >> brain studies that relate to language acquisition, additional language
> >> acquistion in the theories and methods. I also have completed a 6th year in
> >> additional coursework with reading, differentiated instruction,etc.
> >>
> >> My students usually are from about 14 different language groups during one
> >> year. Even between Spanish speaking students there is a range of cultural
> >> similarities and differences. I have taught all levels (grade and ESOL
> >> levels). I presently teach middle school, adult beginners and am a
> >> university instructor to mainstream teachers. This year many of my students
> >> are from Nepal and Tibet.
> >>
> >> If you are interested in a 3 credit Independent Studies graduate course
> >> "Teaching English for Speakers of Other Languages (TELLs") that you can
> >> complete at home, e-mail me directly. It is from Chapman University in CA.
> >>
> >> Joyce Bogdan
> >> ESOL teacher
> >>
> >>
> >>
> >> ------------------------------
> >> *From:* LYNDA OSBORNE <lyndaosborne at att.net>
> >> *To:* The Adult English Language Learners Discussion List <
> >> englishlanguage at nifl.gov>
> >> *Sent:* Friday, November 28, 2008 9:49:55 AM
> >> *Subject:* [EnglishLanguage 3161] Re: ESL Teacher Training
> >>
> >> Greetings, everyone.
> >>
> >> Quick query. I'm an elementary school teacher and have wondered, "Are ESL
> >> teachers required to learn the linguistic frameworks of their students'
> >> primary languages?" My current school does not have an ESL program, but I
> >> did work at a school several years ago that had one. I had about 33%
> >> Mexican-American Spanish-speaking students and found that their learning and
> >> use of English improved during my time with them. This may be because
> >> I speak Spanish and know the basics of the language's
> >> grammatical/conversational structure. I feel this knowledge helped me to
> >> better support English learning and conceptual understandings with these
> >> students. I know that there are some ESL courses that prepare teachers in
> >> this field over a 6-week summer course, which I'm not certain would be quite
> >> enough time to expose teachers to a variety of linguistic constucts
> >> [languages] if they didn't already have such knowledge.
> >> My success with those students may also be attributed to their level of
> >> comfort with me knowing that I respected them [and their language enough to
> >> learn and practice, etc.]. Since language is so intricately tied to the
> >> thinking process, a teacher's ability to "understand where a student is
> >> coming from" in terms of how they think and speak [and culture] can serve to
> >> motivate student learning and help the teacher to access gaps, needs,
> >> strengths, etc. I suppose that my final question rounds out to be, "What is
> >> the general focus for ESL training and do you think that ESL teachers are
> >> prepared adequately in these training programs?
> >>
> >> Thanks for your input!
> >>
> >> Lynda Lee
> >>
> >> *Lynda Lee Osborne*
> >> *Teacher of the Year 2008-9 *
> >> *FLL Robotics Coach*
> >> *Global Economics Project Coordinator*
> >> *A. Philip Randolph Elementary *
> >> *Fulton County Schools*
> >> *lyndaosborne at att.net* <lyndaosborne at att.net>
> >>
> >>
> >>
> >> ------------------------------
> >> *From:* "Liden, Astrid" <Astrid.Liden at state.mn.us>
> >> *To:* englishlanguage at nifl.gov
> >> *Sent:* Tuesday, November 25, 2008 12:17:02 PM
> >> *Subject:* [EnglishLanguage 3158] ESL Learners with Low Levels of
> >> Literacy
> >>
> >> *Special Topic:* *Research and Best Practice Concerning the Instruction
> >> of ESL Learners with Low Levels of Literacy*
> >> We are pleased to announce that the 25th anniversary volume of the
> >> MinneWITESOL Journal is now available online at
> >> www.minnewitesoljournal.org. The first section of this volume includes
> >> articles that concentrate on our special topic: research and best practice
> >> concerning the instruction of ESL learners with low levels of literacy.
> >> Articles include an overview of research-based methods for teaching ESL
> >> students with low levels of literacy, a report on a year-long research study
> >> on teaching learning strategies to students with low levels of literacy, and
> >> several reviews of materials for low-literacy students.
> >> Astrid Liden
> >> ABE Professional Development Coordinator
> >> Minnesota Department of Education
> >> Adult Basic Education (ABE)
> >> 1500 Highway 36 West
> >> Roseville, MN 55113-4266
> >> Phone: 651-582-8424
> >> Fax: 651-634-5154
> >> Email: astrid.liden at state.mn.us
> >>
> >>
> >>
> >>
> >> ----------------------------------------------------
> >> 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 heehee0617 at aol.com
> >>
> >>
> >> ------------------------------
> >> Tis the season to save your money! Get the new AOL Holiday Toolbar<http://toolbar.aol.com/holiday/download.html?ncid=emlweusdown00000008>for money saving offers and gift ideas.
> >>
> >> ----------------------------------------------------
> >> 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 tdurkin at lakeesd.k12.or.us
> >>
> >
> >
> >
> >
> >
> >
> > ----------------------------------------------------
> > 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 tdurkin at lakeesd.k12.or.us
> >
>
>
>
> --
> Teresa Durkin
> Adult Education Coordinator
> Special Programs Coordinator
> Lake County ESD
> tdurkin at lakeesd.k12.or.us
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>
> ------------------------------
>
> Message: 9
> Date: Tue, 2 Dec 2008 10:47:17 -0500
> From: "Rebeca Fernandez" <Rebeca.Fernandez at cpcc.edu>
> Subject: [EnglishLanguage 3194] Re: ESL Teacher Training
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Message-ID:
> <02B49BF72ED97F40B077CE5048C21088E8E0F2 at CEVS6-CENTRAL.cpcc.edu>
> Content-Type: text/plain; charset="us-ascii"
>
> I put the Swan reference up because I have referred to it frequently.
> It's not a step-by-step, how-to guide, but it's very useful. It just
> gives you information on 22 different languages and how their structures
> relate to learners' difficulties when learning English. There are a lot
> of grammar analyses and examples. If I know I'm going to have a group of
> Russian students, for example, I will go to the Swan book, learn about
> common transfer errors and plan accordingly. It saves me a lot of time
> in the long run, and students are really appreciative that you took the
> time to customize your instruction.
>
>
>
> Rebeca Fernandez
>
>
>
>
>
> From: englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Martin Senger
> Sent: Tuesday, December 02, 2008 8:45 AM
> To: The Adult English Language Learners Discussion List
> Subject: [EnglishLanguage 3191] Re: ESL Teacher Training
>
>
>
> Pax all!
>
>
>
> Regarding a text on L1s in an ESL classroom, someone on this list (I
> apologize for not giving exact credit, but I belong to a gazillion
> listservs) just put a link to a text by Michael Swan called "Learner
> English." The bn.com synopsis is "A practical guide to help teachers to
> predict and understand the problems their students have." Has anyone
> used this?
>
>
>
> Martin E. Senger
>
> Adult ESL / Civics Teacher,
>
> G.E.C.A.C. / The R. Banjamin Wiley Learning Center
>
> Erie, Pa.
>
> ESL Co-Director,
>
> Pa. Assoc. for Adult Continuing Education (PAACE)
>
> -----Original Message-----
> From: englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Bonnie Odiorne
> Sent: Monday, December 01, 2008 4:58 PM
> To: The Adult English Language Learners Discussion List
> Subject: [EnglishLanguage 3186] Re: ESL Teacher Training
>
>
>
> Is there a text that delineates L1 characteristics and suggests teaching
> strategies based on or related to them?
>
> Bonnie Odiorne
>
> Writing Center, Post University
>
> Waterbury, CT
>
> --- On Mon, 12/1/08, Barber, Jennifer <jbarber at ghc.edu> wrote:
>
> From: Barber, Jennifer <jbarber at ghc.edu>
> Subject: [EnglishLanguage 3172] Re: ESL Teacher Training
> To: "The Adult English Language Learners Discussion List"
> <englishlanguage at nifl.gov>
> Date: Monday, December 1, 2008, 2:18 PM
>
> TESOL training is for an immersion process not a bilingual
> process, preparing
> teachers to teach students whose first languages the teacher may
> not know. As
> some already pointed out, it's possible to have several language
> groups in
> one class. Few of us have the time or talent to learn even the
> basics of each
> language.
>
> That said, it is helpful for ESL teachers to have the experience
> of learning a
> second language just to be able to sympathize with students.
>
> It is also helpful to learn some basic concepts of languages -
> does the
> language have 3rd person singular? a past tense? Is there a
> written language?
> This is a great opportunity for students to teach each other and
> the teacher.
>
> Jennifer Barber
> English as a Second Language
>
> Grays Harbor College
> 1620 Edward P. Smith Drive
> Office: 2214
> Aberdeen, WA 98520
> 360-538-2516
> jbarber at ghc.edu
> www.ghc.edu/faculty/barber
>
>
> ________________________________
>
> From: englishlanguage-bounces at nifl.gov on behalf of Teresa
> Durkin
> Sent: Mon 12/1/2008 8:08 AM
> To: The Adult English Language Learners Discussion List
> Subject: [EnglishLanguage 3168] Re: ESL Teacher Training
>
>
> I totally agree with you, Lynda, that having some understanding
> of a
> student's native language helps us to teach them more
> effectively. I also
> speak Spanish. My work with adults from different language
> backgrounds has shown
> me how much my knowledge of the Spanish language and culture has
> been beneficial
> in conveying English language concepts to my Spanish speaking
> students.
> However, it has been much more difficult to convey those same
> concepts to
> students whose language is totally unknown to me.
>
> I have also been called upon to teach English to elementary
> children during the
> summer prior to their first exposure to school in the USA.
> Again, my knowledge
> of Spanish has been extremely helpful in communicating concepts
> to those who
> spoke Spanish.
>
> I think it would be great to have a source to go to where we
> could at least
> learn about the basic sentence structure of different languages.
> It might help
> us explain some concepts better.
>
> Teresa Durkin
> Adult Education Coordinator
> Special Programs Coordinator
> Lake County ESD
> tdurkin at lakeesd.k12.or.us
>
> On 11/28/08, LYNDA OSBORNE <lyndaosborne at att.net> wrote:
>
> Greetings, everyone.
>
> Quick query. I'm an elementary school teacher and have
> wondered, "Are
> ESL teachers required to learn the linguistic frameworks of
> their students'
> primary languages?" My current school does not have an ESL
> program, but I
> did work at a school several years ago that had one. I had about
> 33%
> Mexican-American Spanish-speaking students and found that their
> learning and use
> of English improved during my time with them. This may be
> because I speak
> Spanish and know the basics of the language's
> grammatical/conversational
> structure. I feel this knowledge helped me to better support
> English learning
> and conceptual understandings with these students. I know that
> there are some
> ESL courses that prepare teachers in this field over a 6-week
> summer course,
> which I'm not certain would be quite enough time to expose
> teachers to a
> variety of linguistic constucts [languages] if they didn't
> already have such
> knowledge.
>
> My success with those students may also be attributed to
> their level of
> comfort with me knowing that I respected them [and their
> language enough to
> learn and practice, etc.]. Since language is so intricately tied
> to the thinking
> process, a teacher's ability to "understand where a student is
> coming
> from" in terms of how they think and speak [and culture] can
> serve to
> motivate student learning and help the teacher to access gaps,
> needs, strengths,
> etc. I suppose that my final question rounds out to be, "What is
> the
> general focus for ESL training and do you think that ESL
> teachers are prepared
> adequately in these training programs?
>
> Thanks for your input!
>
> Lynda Lee
>
> Lynda Lee Osborne
> Teacher of the Year 2008-9
> FLL Robotics Coach
> Global Economics Project Coordinator
> A. Philip Randolph Elementary
> Fulton County Schools
> lyndaosborne at att.net <mailto:lyndaosborne at att.net>
>
>
>
>
> ________________________________
>
> From: "Liden, Astrid" <Astrid.Liden at state.mn.us>
> To: englishlanguage at nifl.gov
> Sent: Tuesday, November 25, 2008 12:17:02 PM
> Subject: [EnglishLanguage 3158] ESL Learners with Low
> Levels of Literacy
>
>
>
> Special Topic: Research and Best Practice Concerning the
> Instruction of ESL
> Learners with Low Levels of Literacy
>
> We are pleased to announce that the 25th anniversary
> volume of the
> MinneWITESOL Journal is now available online at
> www.minnewitesoljournal.org
> <http://www.minnewitesoljournal.org/> . The first section of
> this volume
> includes articles that concentrate on our special topic:
> research and best
> practice concerning the instruction of ESL learners with low
> levels of literacy.
> Articles include an overview of research-based methods for
> teaching ESL
> students with low levels of literacy, a report on a year-long
> research study on
> teaching learning strategies to students with low levels of
> literacy, and
> several reviews of materials for low-literacy students.
>
> Astrid Liden
> ABE Professional Development Coordinator
> Minnesota Department of Education
> Adult Basic Education (ABE)
> 1500 Highway 36 West
> Roseville, MN 55113-4266
> Phone: 651-582-8424
> Fax: 651-634-5154
> Email: astrid.liden at state.mn.us
>
>
>
>
> ----------------------------------------------------
> 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 tdurkin at lakeesd.k12.or.us
>
>
>
>
>
> --
>
> ----------------------------------------------------
> National Institute for Literacy
> Adult English Language Learners mailing list
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> To unsubscribe or change your subscription settings, please go
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>
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