<table cellspacing="0" cellpadding="0" border="0" ><tr><td valign="top" style="font: inherit;"><DIV>On a teacher/student level, our first year students get a college success seminar which combines soft skills with content; when I worked for community-based programs in a WIA-funded ESL/ABE workplace program, <EM>Workplace Essential Skills--at a high intermediate ESL </EM>level, does both as well. I don't think students can successfully approach higher-order thinking skills (critical thinking) without them: or at least some degree of self-reflection and interaction: Gardner's intra- inter-personal intelligences. Just a though.</DIV>
<DIV>Bonnie Odiorne, Writing Center, Post University, Waterbury, CT<BR><BR>--- On <B>Tue, 12/2/08, MaryAnn Florez <I><mflorez@dclearns.org></I></B> wrote:<BR></DIV>
<BLOCKQUOTE style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: rgb(16,16,255) 2px solid">From: MaryAnn Florez <mflorez@dclearns.org><BR>Subject: [EnglishLanguage 3202] Re: ESL Teacher Training<BR>To: "'The Adult English Language Learners Discussion List'" <englishlanguage@nifl.gov><BR>Date: Tuesday, December 2, 2008, 11:48 AM<BR><BR>
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<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Hello Lynda and all:</SPAN></FONT></DIV>
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<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">As I often find on this discussion list, I’m fascinated with the many perspectives and points that are being laid on the table in response to Lynda’s original question. Once again, I am reminded of things that I have forgotten or tucked away, validated in some of the things that I believe and practice, and challenged by points that are poking at my particular paradigm. Oh, if every conversation or exchange could do all those things, I’d be such a better teacher---and person!</SPAN></FONT></DIV>
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<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">One of the things that keeps coming to the forefront for me in many of the comments that have been posted is what I’ll call—for lack of a better term--the “soft skills” that teachers need to have and be able to use. I have been working with teacher preparation and professional development for some time, and while we’re always incorporating and refining the language learning and best practices skills and knowledge that teachers need to better support their learners, I also can’t help but constantly think about where and how the nurturing of soft skills fits in. I’m talking about things like interpersonal skills, not only intercultural skills, but general facility in interacting one-to-one and in groups, and general behaviors like curiosity, openness, empathy, engagement, and personal and professional flexibility
that are very important in an instructional situation. I think a number of people touched on such issues, for example in discussing the many benefits of the experience of living and functioning in another culture and language, as well as learners’ responses to teacher enthusiasm and openness. I have no doubt that everyone sees the value of such skills. But it is a tricky area, so how do we approach it (and I realize some people may even say we can’t really, as it’s beyond our purview)? I try to do it by being mindful when I select case studies or examples to use in trainings. I include prompts around such aspects in analysis of video samples viewed. I laud such behaviors in teacher observation debriefings or incorporate them in suggestions for ways to approach teaching challenges. In preparation courses, I have asked participants to make connections between teacher behaviors and language learning theories and
methods.</SPAN></FONT></DIV>
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<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Does anyone else have any comments or examples of how they approach soft skills?</SPAN></FONT></DIV>
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<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Thanks.</SPAN></FONT></DIV>
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<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">MaryAnn </SPAN></FONT></DIV>
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<P class=MsoNormal><B><FONT face=Tahoma size=2><SPAN style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">From:</SPAN></FONT></B><FONT face=Tahoma size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> englishlanguage-bounces@nifl.gov [mailto:englishlanguage-bounces@nifl.gov] <B><SPAN style="FONT-WEIGHT: bold">On Behalf Of </SPAN></B>Joyce Bogdan<BR><B><SPAN style="FONT-WEIGHT: bold">Sent:</SPAN></B> Saturday, November 29, 2008 1:48 PM<BR><B><SPAN style="FONT-WEIGHT: bold">To:</SPAN></B> The Adult English Language Learners Discussion List<BR><B><SPAN style="FONT-WEIGHT: bold">Subject:</SPAN></B> [EnglishLanguage 3164] Re: ESL Teacher Training</SPAN></FONT></DIV></DIV>
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<P class=MsoNormal style="MARGIN-BOTTOM: 12pt"><FONT face=Arial size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">Lynda,<BR>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. <BR><BR>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. <BR><BR>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. <BR>Joyce Bogdan<BR>ESOL teacher</SPAN></FONT></DIV></DIV>
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<P class=MsoNormal style="MARGIN-BOTTOM: 12pt"><B><FONT face=Tahoma size=2><SPAN style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">From:</SPAN></FONT></B><FONT face=Tahoma size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> LYNDA OSBORNE <lyndaosborne@att.net><BR><B><SPAN style="FONT-WEIGHT: bold">To:</SPAN></B> The Adult English Language Learners Discussion List <englishlanguage@nifl.gov><BR><B><SPAN style="FONT-WEIGHT: bold">Sent:</SPAN></B> Friday, November 28, 2008 9:49:55 AM<BR><B><SPAN style="FONT-WEIGHT: bold">Subject:</SPAN></B> [EnglishLanguage 3161] Re: ESL Teacher Training</SPAN></FONT></DIV>
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<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">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. </SPAN></FONT></DIV></DIV>
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<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">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?</SPAN></FONT></DIV></DIV>
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<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">Thanks for your input!</SPAN></FONT></DIV></DIV>
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<P class=MsoNormal style="MARGIN-BOTTOM: 12pt"><B><FONT face=Tahoma size=2><SPAN style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">From:</SPAN></FONT></B><FONT face=Tahoma size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> "Liden, Astrid" <Astrid.Liden@state.mn.us><BR><B><SPAN style="FONT-WEIGHT: bold">To:</SPAN></B> englishlanguage@nifl.gov<BR><B><SPAN style="FONT-WEIGHT: bold">Sent:</SPAN></B> Tuesday, November 25, 2008 12:17:02 PM<BR><B><SPAN style="FONT-WEIGHT: bold">Subject:</SPAN></B> [EnglishLanguage 3158] ESL Learners with Low Levels of Literacy</SPAN></FONT></DIV>
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<P class=MsoNormal><B><FONT face="Times New Roman" size=3><SPAN style="FONT-WEIGHT: bold; FONT-SIZE: 12pt">Special Topic:</SPAN></FONT></B> <B><SPAN style="FONT-WEIGHT: bold">Research and Best Practice Concerning the Instruction of ESL Learners with Low Levels of Literacy</SPAN></B></DIV>
<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">We are pleased to announce that the 25th anniversary volume of the MinneWITESOL Journal is now available online at <A href="http://www.minnewitesoljournal.org/" target=_blank rel=nofollow>www.minnewitesoljournal.org</A>. 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.</SPAN></FONT></DIV>
<DIV><FONT face=Arial size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">Astrid Liden</SPAN></FONT> <BR><FONT face=Arial size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">ABE Professional Development Coordinator</SPAN></FONT> <BR><FONT face=Arial size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">Minnesota Department of Education</SPAN></FONT> <BR><FONT face=Arial size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">Adult Basic Education (ABE)</SPAN></FONT> <BR><FONT face=Arial size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">1500 Highway 36 West</SPAN></FONT> <BR><FONT face=Arial size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">Roseville, MN 55113-4266</SPAN></FONT> <BR><FONT face=Arial size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">Phone: 651-582-8424</SPAN></FONT> <BR><FONT face=Arial size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">Fax: 651-634-5154</SPAN></FONT> <BR><FONT face=Arial
size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">Email: astrid.liden@state.mn.us</SPAN></FONT> </DIV>
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