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<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I did my undergrad degree in French, but when I went to live in
France I found that I constantly lacked certain cultural references that people
used daily. I eventually discovered that they were frequently based on things common
to their childhoods, such as nursery rhymes and children’s stories. It wasn’t
until I read those that I came to understand these conversational references. I
also learned a lot of vocabulary that every French person knows, but are never
taught in college classrooms and often don’t appear on high frequency word
corpora. I highly recommend reading children’s books and nursery rhymes to all
of my students now, both ESL and French.<o:p></o:p></span></p>
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color:#1F497D'><o:p> </o:p></span></p>
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color:#365F91'>MaKeever Clarke</span></i></b><b><i><span style='font-size:10.0pt;
font-family:"Script MT Bold";color:#365F91'><o:p></o:p></span></i></b></p>
<p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Maiandra GD","sans-serif";
color:#365F91'>Program Coordinator of Customized Workplace English<o:p></o:p></span></b></p>
<p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Maiandra GD","sans-serif";
color:#365F91'>Literacy Volunteers of Greater Syracuse, Inc.<o:p></o:p></span></b></p>
<p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Maiandra GD","sans-serif";
color:#365F91'>PO Box 27, 2111 South Salina Street<o:p></o:p></span></b></p>
<p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Maiandra GD","sans-serif";
color:#365F91'>Syracuse, NY 13205<o:p></o:p></span></b></p>
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color:#365F91'>mclarke@lvgs.org<o:p></o:p></span></b></p>
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<p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'> englishlanguage-bounces@nifl.gov
[mailto:englishlanguage-bounces@nifl.gov] <b>On Behalf Of </b>Rosemary Dill<br>
<b>Sent:</b> Wednesday, December 03, 2008 1:18 PM<br>
<b>To:</b> englishlanguage@nifl.gov<br>
<b>Subject:</b> [EnglishLanguage 3222] Using Children's Book<o:p></o:p></span></p>
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<p class=MsoNormal>Perhaps using children's books can be insulting to some
students but ones like The Giving Tree have more of an adult theme than a
children's theme.<o:p></o:p></p>
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<p class=MsoNormal>Rosemarydill<br>
<br>
--- On <b>Wed, 12/3/08, englishlanguage-request@nifl.gov <i><englishlanguage-request@nifl.gov></i></b>
wrote:<o:p></o:p></p>
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<blockquote style='border:none;border-left:solid #1010FF 1.5pt;padding:0in 0in 0in 4.0pt;
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<p class=MsoNormal style='margin-bottom:12.0pt'>From:
englishlanguage-request@nifl.gov <englishlanguage-request@nifl.gov><br>
Subject: EnglishLanguage Digest, Vol 39, Issue 10<br>
To: englishlanguage@nifl.gov<br>
Date: Wednesday, December 3, 2008, 12:00 PM<o:p></o:p></p>
<pre>When replying, please edit your Subject line so it is more specific<o:p></o:p></pre><pre>than "Re: Contents of EnglishLanguage digest..."<o:p></o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre>Today's Topics:<o:p></o:p></pre><pre><o:p> </o:p></pre><pre> 1. [EnglishLanguage 3218] Re: I don't understand the current<o:p></o:p></pre><pre> thinking behind teaching reading to adults! (Steve Kaufmann)<o:p></o:p></pre><pre> 2. [EnglishLanguage 3219] Re: I don't understand the current<o:p></o:p></pre><pre> thinkingbehind teaching reading to adults! (Frances Nehme)<o:p></o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre>----------------------------------------------------------------------<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Message: 1<o:p></o:p></pre><pre>Date: Wed, 3 Dec 2008 07:28:53 -0800<o:p></o:p></pre><pre>From: "Steve Kaufmann" <steve@thelinguist.com><o:p></o:p></pre><pre>Subject: [EnglishLanguage 3218] Re: I don't understand the current<o:p></o:p></pre><pre> thinking behind teaching reading to adults!<o:p></o:p></pre><pre>To: "The Adult English Language Learners Discussion List"<o:p></o:p></pre><pre> <englishlanguage@nifl.gov><o:p></o:p></pre><pre>Message-ID:<o:p></o:p></pre><pre> <f1a6e820812030728k516f9e06u686fa167ddbd5047@mail.gmail.com><o:p></o:p></pre><pre>Content-Type: text/plain; charset="iso-8859-1"<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>I do not understand why teachers are deciding which books their students<o:p></o:p></pre><pre>should read and listen to. We know that the brain learns best from<o:p></o:p></pre><pre>meaningful, relevant abd enjoyable content. Only the learner can decide what<o:p></o:p></pre><pre>is meaningful and enjoyable.<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Today, with all of the resources available in libraries and on the internet,<o:p></o:p></pre><pre>it should be possible to help students find content that is of interest to<o:p></o:p></pre><pre>them. That is probably more important than any explicit instruction on how<o:p></o:p></pre><pre>to read, or teacher directed discussions of elements of the culture, that<o:p></o:p></pre><pre>may or may not be of interest to learners.<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>I certainly would never use children's books to learn another language. But<o:p></o:p></pre><pre>for those people who like them, fine. I am also not interested in having a<o:p></o:p></pre><pre>teacher select which elements of the new culture to present to me. As an<o:p></o:p></pre><pre>adult, I prefer to start my learning with audio and text material from<o:p></o:p></pre><pre>normal adult daily life, since that context is familiar to me. From that<o:p></o:p></pre><pre>starting point, I gradually explore the culture on my own terms. In most<o:p></o:p></pre><pre>languages there is no shortage of such material to choose from, and in<o:p></o:p></pre><pre>English such resources are particularly abundant.<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>--<o:p></o:p></pre><pre>> Regards,<o:p></o:p></pre><pre>><o:p> </o:p></pre><pre>> Steve Kaufmann<o:p></o:p></pre><pre>> www.LingQ.com<o:p></o:p></pre><pre>> 1-604-922-8514<o:p></o:p></pre><pre>> [image: LingQ]<o:p></o:p></pre><pre>><o:p> </o:p></pre><pre>><o:p> </o:p></pre><pre>><o:p> </o:p></pre><pre>><o:p> </o:p></pre><pre>> The future of language<o:p></o:p></pre><pre>><o:p> </o:p></pre><pre>><o:p> </o:p></pre><pre>> ----------------------------------------------------<o:p></o:p></pre><pre>> National Institute for Literacy<o:p></o:p></pre><pre>> Adult English Language Learners mailing list<o:p></o:p></pre><pre>> EnglishLanguage@nifl.gov<o:p></o:p></pre><pre>> To unsubscribe or change your subscription settings, please go to<o:p></o:p></pre><pre>> http://www.nifl.gov/mailman/listinfo/englishlanguage<o:p></o:p></pre><pre>> Email delivered to steve@thelinguist.com<o:p></o:p></pre><pre>><o:p> </o:p></pre><pre>-------------- next part --------------<o:p></o:p></pre><pre>An HTML attachment was scrubbed...<o:p></o:p></pre><pre>URL:<o:p></o:p></pre><pre>http://www.nifl.gov/pipermail/englishlanguage/attachments/20081203/9e3b61be/attachment-0001.html<o:p></o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre>------------------------------<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Message: 2<o:p></o:p></pre><pre>Date: Wed, 03 Dec 2008 15:42:05 +0000<o:p></o:p></pre><pre>From: Frances Nehme <frances.nehme@googlemail.com><o:p></o:p></pre><pre>Subject: [EnglishLanguage 3219] Re: I don't understand the current<o:p></o:p></pre><pre> thinkingbehind teaching reading to adults!<o:p></o:p></pre><pre>To: The Adult English Language Learners Discussion List<o:p></o:p></pre><pre> <englishlanguage@nifl.gov><o:p></o:p></pre><pre>Message-ID: <C55C594D.FBA5%frances.nehme@googlemail.com><o:p></o:p></pre><pre>Content-Type: text/plain; charset="iso-8859-1"<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>It seems to me it is all about balance and attitude and what the books are<o:p></o:p></pre><pre>for. In Tamela?s case, the learner is being given a valid reason for<o:p></o:p></pre><pre>children?s texts to be used.<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>We need to be careful sometimes because so many ESOL students already feel<o:p></o:p></pre><pre>infantilised by the system and by their language barriers.<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>If there is any way an adult could feel they were being given a particular<o:p></o:p></pre><pre>text because of a negative attitude on the part of the teacher, this could<o:p></o:p></pre><pre>have a really bad impact.<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>EFL learners used simplified texts with controlled headword count and this<o:p></o:p></pre><pre>may be more appropriate particularly in the case of adults who are already<o:p></o:p></pre><pre>feeling sensitive about their status and the low level of respect they feel<o:p></o:p></pre><pre>they receive on a daily basis.<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>In the case of learners who are illiterate in their first language this may<o:p></o:p></pre><pre>not be so much of an issue, but for adults who are literate in another<o:p></o:p></pre><pre>language and so readily recognise children?s literature sensitivity may be<o:p></o:p></pre><pre>raised. <o:p></o:p></pre><pre><o:p> </o:p></pre><pre>Frances <o:p></o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre>On 3/12/08 15:18, "Wheeler, Tamela" <tmwheeler@pstcc.edu><o:p></o:p></pre><pre>wrote:<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>> I?ve used children?s books as a TOOL for my ESOL students to write their<o:p></o:p></pre><pre>own<o:p></o:p></pre><pre>> children?s book. There?s so many stories and folk tales within our<o:p></o:p></pre><pre>students<o:p></o:p></pre><pre>> and this is a good avenue for them to share their stories from their<o:p></o:p></pre><pre>cultures<o:p></o:p></pre><pre>> of their lives. <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> When I do this project, I require them to read up to 5 children?s books (I<o:p></o:p></pre><pre>> have a collection of children?s books that I provide). They fill out a<o:p></o:p></pre><pre>form<o:p></o:p></pre><pre>> on each book (giving a summary, main characters, etc). They really like<o:p></o:p></pre><pre>this<o:p></o:p></pre><pre>> project. I?ve have some beautiful children?s books written and<o:p></o:p></pre><pre>illustrated by<o:p></o:p></pre><pre>> my ESOL students. This helps with reading and writing.<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> Tamela Wheeler, MA<o:p></o:p></pre><pre>> Pellissippi State Adult Education<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> From: englishlanguage-bounces@nifl.gov<o:p></o:p></pre><pre>> [mailto:englishlanguage-bounces@nifl.gov] On Behalf Of Glenda Lynn Rose<o:p></o:p></pre><pre>> Sent: Wednesday, December 03, 2008 9:54 AM<o:p></o:p></pre><pre>> To: The Adult English Language Learners Discussion List<o:p></o:p></pre><pre>> Subject: [EnglishLanguage 3215] Re: I don't understand the current<o:p></o:p></pre><pre>> thinkingbehind teaching reading to adults!<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> I have to admit I"m a little insulted by tone of this response. I<o:p></o:p></pre><pre>find it<o:p></o:p></pre><pre>> ironic that open-mindedness is appreciated, but the idea of using<o:p></o:p></pre><pre>children's<o:p></o:p></pre><pre>> books is not included in that open-minded attitude.<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> I do selectively use children's books. I use them because as an<o:p></o:p></pre><pre>adult some<o:p></o:p></pre><pre>> of my favorite books are still children's books and I use them when I<o:p></o:p></pre><pre>teach<o:p></o:p></pre><pre>> English speakers other subjects as well as language arts. As far as my<o:p></o:p></pre><pre>> students being insulted, I have never had a student who complained. A lot<o:p></o:p></pre><pre>of<o:p></o:p></pre><pre>> it may be in the presentation.<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> The use of children's books has to be done with an understanding of<o:p></o:p></pre><pre>your<o:p></o:p></pre><pre>> goals and the goals of your students, of course. Some books I present<o:p></o:p></pre><pre>because<o:p></o:p></pre><pre>> they are part of the culture - "I do not like them Sam I am" <o:p></o:p></pre><pre>and "It's fun to<o:p></o:p></pre><pre>> have fun but you have to know how" are phrases from Dr. Seuss, used<o:p></o:p></pre><pre>outside<o:p></o:p></pre><pre>> their original storybook context, for example.<o:p></o:p></pre><pre>> Alexander and the Terrible Horrible No Good Very Bad Day is one of my<o:p></o:p></pre><pre>and my<o:p></o:p></pre><pre>> students' favorite books, because it reminds us that bad days happen<o:p></o:p></pre><pre>and<o:p></o:p></pre><pre>> happen regardless of where you live ("even in Australia") (and<o:p></o:p></pre><pre>how your<o:p></o:p></pre><pre>> attitude is in the morning really affects how you see the rest of the<o:p></o:p></pre><pre>day.)<o:p></o:p></pre><pre>> Some bilingual books, like The Upside Down Boy and I Love Saturdays y<o:p></o:p></pre><pre>> Domingos I use because my students are mainly parents, and these books<o:p></o:p></pre><pre>address<o:p></o:p></pre><pre>> issues that their children may be experiencing.<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> David Schwarzer said that if the teacher likes to dance, everyone<o:p></o:p></pre><pre>dances.<o:p></o:p></pre><pre>> Maybe that's part of the key. I love children's books. I<o:p></o:p></pre><pre>continue to read<o:p></o:p></pre><pre>> them as an adult. I have a large personal collection of books from which<o:p></o:p></pre><pre>my<o:p></o:p></pre><pre>> students voluntarily (ie., ASK) to borrow. If the teacher, however,<o:p></o:p></pre><pre>dislikes<o:p></o:p></pre><pre>> children's books, then clearly he or she should not use them, because<o:p></o:p></pre><pre>that<o:p></o:p></pre><pre>> dislike will be transmitted to the students and clearly will not be an<o:p></o:p></pre><pre>> effective teaching tool.<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> In short, I respect your decision to not use children's books and<o:p></o:p></pre><pre>your<o:p></o:p></pre><pre>> reasons, but I also ask that you consider the possiblity that the use of<o:p></o:p></pre><pre>> children's books is not as "insulting" or degrading as you<o:p></o:p></pre><pre>might think,<o:p></o:p></pre><pre>> depending on how and why they are used.<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> Grace and Peace!<o:p></o:p></pre><pre>> Glenda Lynn Rose, PhD<o:p></o:p></pre><pre>> 512-789-5131 (cell)<o:p></o:p></pre><pre>> glyndalin@yahoo.com<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> --- On Tue, 12/2/08, Jose Perez <joseperez3338@gmail.com> wrote:<o:p></o:p></pre><pre>From: Jose<o:p></o:p></pre><pre>> Perez <joseperez3338@gmail.com><o:p></o:p></pre><pre>> Subject: [EnglishLanguage 3214] Re: I don't understand the current<o:p></o:p></pre><pre>thinking<o:p></o:p></pre><pre>> behind teaching reading to adults!<o:p></o:p></pre><pre>> To: "The Adult English Language Learners Discussion List"<o:p></o:p></pre><pre>> <englishlanguage@nifl.gov><o:p></o:p></pre><pre>> Date: Tuesday, December 2, 2008, 9:19 PM<o:p></o:p></pre><pre>> Ali,<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> Thank goodness for young, innovative, open-minded, "thinking outside<o:p></o:p></pre><pre>> the box" individuals like you. We need more future educators like<o:p></o:p></pre><pre>you,<o:p></o:p></pre><pre>> so I want to thank you for your very astute observations and comments.<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> In my humble opinion, there is no place for children's books in an<o:p></o:p></pre><pre>> adult class--whether it's an ESL class or an ABE class. It is<o:p></o:p></pre><pre>> insulting, degrading and humiliating for adults, males especially, to<o:p></o:p></pre><pre>> be handed children's books. It is a mistake many educators make. Maybe<o:p></o:p></pre><pre>> it's because they don't realize the stigma and unfortunate<o:p></o:p></pre><pre>humialition<o:p></o:p></pre><pre>> these adults go through just admitting that they can't read, or how<o:p></o:p></pre><pre>> hard it is to learn the (complicated) English language when your<o:p></o:p></pre><pre>> native language is, say, Spanish. So I applaud you for not stooping to<o:p></o:p></pre><pre>> giving your adult students children's books.<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> I know I've said this before, but I am most likely one of their<o:p></o:p></pre><pre>> biggest fans. Have you tried the Junkyard Dan series by Nox Press?<o:p></o:p></pre><pre>> These are books written on a first-grade reading level, but are for<o:p></o:p></pre><pre>> adults and are not the typical condescending, dated, boring books that<o:p></o:p></pre><pre>> we usually give these students. They are crime dramas. I use these<o:p></o:p></pre><pre>> books with great success, and my students can't get enough of them. I<o:p></o:p></pre><pre>> think that as a young, innovative educator, who seems to have a full<o:p></o:p></pre><pre>> understanding on why our current ways are, on a whole, not effective<o:p></o:p></pre><pre>> and not working very well for our adult students, if you visit the Nox<o:p></o:p></pre><pre>> Press website, you will see what I am talking about. Your students<o:p></o:p></pre><pre>> will thank you. But don't take my word for it. Check 'em out<o:p></o:p></pre><pre>yourself!<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> Good luck in your future teaching carreer, and may you make many great<o:p></o:p></pre><pre>> changes in your lifetime.<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> Jose Perez<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> On Tue, Dec 2, 2008 at 2:56 PM, Ali Hesami <hesamiar@gmail.com><o:p></o:p></pre><pre>wrote:<o:p></o:p></pre><pre>>> > That's a great point, and exactly what I'm talking about.<o:p></o:p></pre><pre>If we as<o:p></o:p></pre><pre>> educators<o:p></o:p></pre><pre>>> > keep extrapolating on teaching methods for children because there<o:p></o:p></pre><pre>are not<o:p></o:p></pre><pre>>> > many adult-specific methods, how can we ever hope to develop an<o:p></o:p></pre><pre>>> > adult-specific method? I think we can agree that adults of<o:p></o:p></pre><pre>varying ages do<o:p></o:p></pre><pre>>> > not learn as children do, and have drastically different literacy<o:p></o:p></pre><pre>needs.<o:p></o:p></pre><pre>>> > <o:p></o:p></pre><pre>>> > On Tue, Dec 2, 2008 at 1:45 PM, Bonnie Odiorne<o:p></o:p></pre><pre>> <bonniesophia@sbcglobal.net><o:p></o:p></pre><pre>>> > wrote:<o:p></o:p></pre><pre>>>> >> <o:p></o:p></pre><pre>>>> >> I don't know a lot about adult reading acquisition<o:p></o:p></pre><pre>theories, but I<o:p></o:p></pre><pre>> do know<o:p></o:p></pre><pre>>>> >> that many researchers take what works for children and<o:p></o:p></pre><pre>extrapolate,<o:p></o:p></pre><pre>> since<o:p></o:p></pre><pre>>>> >> little work has been done with adults. The most important<o:p></o:p></pre><pre>issue would<o:p></o:p></pre><pre>> be<o:p></o:p></pre><pre>>>> >> content, as folks have mentioned, and how the brain<o:p></o:p></pre><pre>works, added to<o:p></o:p></pre><pre>> the<o:p></o:p></pre><pre>>>> >> adult's experience (possible trauma from illiteracy)<o:p></o:p></pre><pre>and passive<o:p></o:p></pre><pre>> oral<o:p></o:p></pre><pre>>>> >> vocabulary. I've been taught a combination of<o:p></o:p></pre><pre>choosing key words<o:p></o:p></pre><pre>> to remember<o:p></o:p></pre><pre>>>> >> initial letters and word patterns to help with<o:p></o:p></pre><pre>sound/letter<o:p></o:p></pre><pre>> correspondence;<o:p></o:p></pre><pre>>>> >> language experience stories that the learner would<o:p></o:p></pre><pre>dictate and could<o:p></o:p></pre><pre>> then<o:p></o:p></pre><pre>>>> >> "read" relatively quickly, and a quick<o:p></o:p></pre><pre>development of sight<o:p></o:p></pre><pre>> word vocabulary.<o:p></o:p></pre><pre>>>> >> Also workplace or other realia that the learner needs to<o:p></o:p></pre><pre>function. In<o:p></o:p></pre><pre>>>> >> relation to using children's books or techniques (the<o:p></o:p></pre><pre>Wilson<o:p></o:p></pre><pre>> method comes to<o:p></o:p></pre><pre>>>> >> mind) I'd do it only if reading to children was one<o:p></o:p></pre><pre>of the<o:p></o:p></pre><pre>> adult's goals;<o:p></o:p></pre><pre>>>> >> otherwise learners can make their own picture books with<o:p></o:p></pre><pre>doodles and<o:p></o:p></pre><pre>>>> >> accompanying text limited to their level and interest. I<o:p></o:p></pre><pre>do have<o:p></o:p></pre><pre>> direct<o:p></o:p></pre><pre>>>> >> experience with taking a Methods and Materials ESL class<o:p></o:p></pre><pre>whose<o:p></o:p></pre><pre>> professor's<o:p></o:p></pre><pre>>>> >> only knowledge of adult learners was of graduate<o:p></o:p></pre><pre>assistants in her<o:p></o:p></pre><pre>>>> >> University, though she claimed adult learning as her<o:p></o:p></pre><pre>specialty;<o:p></o:p></pre><pre>> otherwise<o:p></o:p></pre><pre>>>> >> her materials came right out of chldren's contexts<o:p></o:p></pre><pre>and K-12<o:p></o:p></pre><pre>> methodology; she<o:p></o:p></pre><pre>>>> >> didn't appreciate my more "practical"<o:p></o:p></pre><pre>methods and<o:p></o:p></pre><pre>> materials that didn't have<o:p></o:p></pre><pre>>>> >> communicative language games....<o:p></o:p></pre><pre>>>> >> Bonnie Odiorne, Post University Writing Center,<o:p></o:p></pre><pre>Waterbury, CT<o:p></o:p></pre><pre>>>> >> <o:p></o:p></pre><pre>>>> >> --- On Tue, 12/2/08, Ali Hesami<o:p></o:p></pre><pre><hesamiar@gmail.com> wrote:<o:p></o:p></pre><pre>>>> >> <o:p></o:p></pre><pre>>>> >> From: Ali Hesami <hesamiar@gmail.com><o:p></o:p></pre><pre>>>> >> Subject: [EnglishLanguage 3184] I don't understand<o:p></o:p></pre><pre>the current<o:p></o:p></pre><pre>> thinking<o:p></o:p></pre><pre>>>> >> behind teaching reading to adults!<o:p></o:p></pre><pre>>>> >> To: englishlanguage@nifl.gov<o:p></o:p></pre><pre>>>> >> Date: Tuesday, December 2, 2008, 12:29 AM<o:p></o:p></pre><pre>>>> >> <o:p></o:p></pre><pre>>>> >> Hello all.<o:p></o:p></pre><pre>>>> >> My name is Ali Hesami, and I am currently a graduate<o:p></o:p></pre><pre>student in the<o:p></o:p></pre><pre>> adult<o:p></o:p></pre><pre>>>> >> literacy program at Virginia Commonwealth University in<o:p></o:p></pre><pre>Richmond,<o:p></o:p></pre><pre>> Virginia.<o:p></o:p></pre><pre>>>> >> I've been attending a class called "Teaching<o:p></o:p></pre><pre>Reading to<o:p></o:p></pre><pre>> Adults" as part of<o:p></o:p></pre><pre>>>> >> my required curriculum, and I have been wondering about<o:p></o:p></pre><pre>the current<o:p></o:p></pre><pre>> methods<o:p></o:p></pre><pre>>>> >> used to teach reading to adults. It seems to me that the<o:p></o:p></pre><pre>teacher teach<o:p></o:p></pre><pre>>>> >> adults just as they would teach children, often even<o:p></o:p></pre><pre>using research<o:p></o:p></pre><pre>> and<o:p></o:p></pre><pre>>>> >> writing on teaching reading to children as guidelines.<o:p></o:p></pre><pre>>>> >> While I understand the usefulness of phonics, phonetics,<o:p></o:p></pre><pre>etc. by<o:p></o:p></pre><pre>>>> >> themselves, I firmly believe that an adult can better<o:p></o:p></pre><pre>benefit from<o:p></o:p></pre><pre>> learning<o:p></o:p></pre><pre>>>> >> to read by simply reading in a classroom environment,<o:p></o:p></pre><pre>guided by<o:p></o:p></pre><pre>> teachers,<o:p></o:p></pre><pre>>>> >> tutors, etc. An adult in his or her 40s or even 50s<o:p></o:p></pre><pre>simply should not<o:p></o:p></pre><pre>> have<o:p></o:p></pre><pre>>>> >> to sit through long sessions of syllable by syllable<o:p></o:p></pre><pre>instruction if<o:p></o:p></pre><pre>> all they<o:p></o:p></pre><pre>>>> >> desire id to be better able to communicate with others<o:p></o:p></pre><pre>and better<o:p></o:p></pre><pre>> express<o:p></o:p></pre><pre>>>> >> their opinions about the world surrounding them.<o:p></o:p></pre><pre>>>> >> I speak from experience here. I began learning English as<o:p></o:p></pre><pre>a 14 year<o:p></o:p></pre><pre>> old in<o:p></o:p></pre><pre>>>> >> an international school in Tanzania. I placed into the<o:p></o:p></pre><pre>9th grade to<o:p></o:p></pre><pre>> start;<o:p></o:p></pre><pre>>>> >> no one ever even approached phonics, phonemes, etc. I<o:p></o:p></pre><pre>read and<o:p></o:p></pre><pre>> listened, all<o:p></o:p></pre><pre>>>> >> the while guided by teachers who helped me with the<o:p></o:p></pre><pre>material at hand.<o:p></o:p></pre><pre>> I<o:p></o:p></pre><pre>>>> >> became conversational in about three months or so, while<o:p></o:p></pre><pre>I worked on<o:p></o:p></pre><pre>> my<o:p></o:p></pre><pre>>>> >> writing, also with guidance from my teachers. Conversely,<o:p></o:p></pre><pre>while in<o:p></o:p></pre><pre>> school in<o:p></o:p></pre><pre>>>> >> my native Tehran, Iran, I was taught English in a similar<o:p></o:p></pre><pre>manner as<o:p></o:p></pre><pre>> here,<o:p></o:p></pre><pre>>>> >> and I spoke a grand total of three phrases when I left<o:p></o:p></pre><pre>Iran for<o:p></o:p></pre><pre>> Tanzania:<o:p></o:p></pre><pre>>>> >> Hello, Fine thank you, and Beg your pardon? I'm not<o:p></o:p></pre><pre>even joking<o:p></o:p></pre><pre>> here!<o:p></o:p></pre><pre>>>> >> I admit as a 14 year old I had an advantage over adults<o:p></o:p></pre><pre>here, but I<o:p></o:p></pre><pre>> can't<o:p></o:p></pre><pre>>>> >> help but wonder if what worked for me would help adults<o:p></o:p></pre><pre>much more than<o:p></o:p></pre><pre>>>> >> playing word games and reading children's books.<o:p></o:p></pre><pre>>>> >> Let's have them read material they can identify with<o:p></o:p></pre><pre>in some way,<o:p></o:p></pre><pre>> and keep<o:p></o:p></pre><pre>>>> >> them reading, while slowly working on their writing skill<o:p></o:p></pre><pre>alongside.<o:p></o:p></pre><pre>>>> >> Let me know any thoughts, ideas, criticisms, etc. It has<o:p></o:p></pre><pre>been eating<o:p></o:p></pre><pre>> away<o:p></o:p></pre><pre>>>> >> at me for a few months now.<o:p></o:p></pre><pre>>>> >> Thanks in advance,<o:p></o:p></pre><pre>>>> >> Ali Hesami<o:p></o:p></pre><pre>>>> >> hesamiar@gmail.com<o:p></o:p></pre><pre>>>> >> <o:p></o:p></pre><pre>>>> >> ----------------------------------------------------<o:p></o:p></pre><pre>>>> >> National Institute for Literacy<o:p></o:p></pre><pre>>>> >> Adult English Language Learners mailing list<o:p></o:p></pre><pre>>>> >> EnglishLanguage@nifl.gov<o:p></o:p></pre><pre>>>> >> To unsubscribe or change your subscription settings,<o:p></o:p></pre><pre>please go to<o:p></o:p></pre><pre>>>> >> http://www.nifl.gov/mailman/listinfo/englishlanguage<o:p></o:p></pre><pre>>>> >> Email delivered to bonniesophia@sbcglobal.net<o:p></o:p></pre><pre>>>> >> <o:p></o:p></pre><pre>>>> >> ----------------------------------------------------<o:p></o:p></pre><pre>>>> >> National Institute for Literacy<o:p></o:p></pre><pre>>>> >> Adult English Language Learners mailing list<o:p></o:p></pre><pre>>>> >> EnglishLanguage@nifl.gov<o:p></o:p></pre><pre>>>> >> To unsubscribe or change your subscription settings,<o:p></o:p></pre><pre>please go to<o:p></o:p></pre><pre>>>> >> http://www.nifl.gov/mailman/listinfo/englishlanguage<o:p></o:p></pre><pre>>>> >> Email delivered to hesamiar@gmail.com<o:p></o:p></pre><pre>>> > <o:p></o:p></pre><pre>>> > <o:p></o:p></pre><pre>>> > ----------------------------------------------------<o:p></o:p></pre><pre>>> > National Institute for Literacy<o:p></o:p></pre><pre>>> > Adult English Language Learners mailing list<o:p></o:p></pre><pre>>> > EnglishLanguage@nifl.gov<o:p></o:p></pre><pre>>> > To unsubscribe or change your subscription settings, please go to<o:p></o:p></pre><pre>>> > http://www.nifl.gov/mailman/listinfo/englishlanguage<o:p></o:p></pre><pre>>> > Email delivered to joseperez3338@gmail.com<o:p></o:p></pre><pre>>> > <o:p></o:p></pre><pre>> ----------------------------------------------------<o:p></o:p></pre><pre>> National Institute for Literacy<o:p></o:p></pre><pre>> Adult English Language Learners mailing list<o:p></o:p></pre><pre>> EnglishLanguage@nifl.gov<o:p></o:p></pre><pre>> To unsubscribe or change your subscription settings, please go to<o:p></o:p></pre><pre>> http://www.nifl.gov/mailman/listinfo/englishlanguage<o:p></o:p></pre><pre>> Email delivered to glyndalin@yahoo.com<o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> <o:p></o:p></pre><pre>> ----------------------------------------------------<o:p></o:p></pre><pre>> National Institute for Literacy<o:p></o:p></pre><pre>> Adult English Language Learners mailing list<o:p></o:p></pre><pre>> EnglishLanguage@nifl.gov<o:p></o:p></pre><pre>> To unsubscribe or change your subscription settings, please go to<o:p></o:p></pre><pre>> http://www.nifl.gov/mailman/listinfo/englishlanguage<o:p></o:p></pre><pre>> Email delivered to frances.nehme@gmail.com<o:p></o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre>-------------- next part --------------<o:p></o:p></pre><pre>An HTML attachment was scrubbed...<o:p></o:p></pre><pre>URL:<o:p></o:p></pre><pre>http://www.nifl.gov/pipermail/englishlanguage/attachments/20081203/2431d4d8/attachment-0001.html<o:p></o:p></pre><pre><o:p> </o:p></pre><pre><o:p> </o:p></pre><pre>------------------------------<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>----------------------------------------------------<o:p></o:p></pre><pre>National Institute for Literacy<o:p></o:p></pre><pre>Adult English Language Learners mailing list<o:p></o:p></pre><pre>EnglishLanguage@nifl.gov<o:p></o:p></pre><pre>To unsubscribe or change your subscription settings, please go to<o:p></o:p></pre><pre>http://www.nifl.gov/mailman/listinfo/englishlanguage<o:p></o:p></pre><pre><o:p> </o:p></pre><pre>End of EnglishLanguage Digest, Vol 39, Issue 10<o:p></o:p></pre><pre>***********************************************<o:p></o:p></pre></blockquote>
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