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<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><a
href="http://www1.pgcps.org/uploadedFiles/Offices/Library_Media_Services/pdf/Write_A_Book__Literary_Competition_Guide.pdf">http://www1.pgcps.org/uploadedFiles/Offices/Library_Media_Services/pdf/Write_A_Book__Literary_Competition_Guide.pdf</a>
<o:p></o:p></span></font></p>
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<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>This is the link to the <i><span
style='font-style:italic'>Write-A-Book: Literary Competition Guide</span></i>,
but it may split to two lines when it shows up in your email. If so, you have
to take the two parts and splice them together to get the whole address in the
address window of your browser.<o:p></o:p></span></font></p>
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<p class=MsoAutoSig><em><i><font size=3 color=navy face="Times New Roman"><span
style='font-size:12.0pt;color:navy'>Donna Brian</span></font></i></em><font
color=navy><span style='color:navy'><o:p></o:p></span></font></p>
<p class=MsoAutoSig><em><i><font size=3 color=navy face="Times New Roman"><span
style='font-size:12.0pt;color:navy'>Moderator, LINCS Workplace Literacy
Discussion List</span></font></i></em><font color=navy><span style='color:navy'><o:p></o:p></span></font></p>
<p class=MsoAutoSig><em><i><font size=3 color=navy face="Times New Roman"><span
style='font-size:12.0pt;color:navy'>Off-list contact <b><span style='font-weight:
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<p class=MsoNormal><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;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> Sunday, December 07, 2008
11:10 AM<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 3263]
Re: Idon'tunderstandthecurrentthinkingbehind teaching reading toadults!</span></font><o:p></o:p></p>
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<div>
<p class=MsoNormal><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>What is the correct link?<o:p></o:p></span></font></p>
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font-family:Arial'><o:p> </o:p></span></font></p>
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<p class=MsoNormal><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'> Judy Frost
<jfrost@everettcc.edu><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, December 5, 2008
11:30:43 AM<br>
<b><span style='font-weight:bold'>Subject:</span></b> [EnglishLanguage 3255]
Re:Idon't understandthecurrentthinkingbehind teaching reading toadults!<br>
</span></font><font size=2 face=Arial><span style='font-size:10.0pt;font-family:
Arial'><br>
Thank you! I got it. I think it is a wonderful idea!<br>
Judy<br>
<br>
>>> "Brian, Dr Donna J G" <<a
href="mailto:djgbrian@utk.edu" ymailto="mailto:djgbrian@utk.edu">djgbrian@utk.edu</a>>
12/5/2008 7:09 AM >>><br>
Hi Judy and all,<br>
This is one of those times when the URL that was given has gotten split<br>
between two lines of the message, and all you need to do to access the<br>
page is put both of the two lines back together again in the URL window<br>
of your browser. I just tried it, and I get the page we were told<br>
about, so the URL that was given is not a dead link.<br>
<br>
Donna Brian<br>
Moderator, LINCS Workplace Literacy Discussion List<br>
Off-list contact <a href="mailto:djgbrian@utk.edu"
ymailto="mailto:djgbrian@utk.edu">djgbrian@utk.edu</a> <br>
<br>
To post a message:<br>
<a href="mailto:workplace@nifl.gov" ymailto="mailto:workplace@nifl.gov">workplace@nifl.gov</a>
<br>
<br>
To subscribe/unsubscribe/change options/access archives:<br>
<a href="http://www.nifl.gov/mailman/listinfo/workplace" target="_blank">http://www.nifl.gov/mailman/listinfo/workplace</a>
<br>
<br>
-----Original Message-----<br>
From: <a href="mailto:englishlanguage-bounces@nifl.gov"
ymailto="mailto:englishlanguage-bounces@nifl.gov">englishlanguage-bounces@nifl.gov</a>
<br>
[mailto:<a href="mailto:englishlanguage-bounces@nifl.gov"
ymailto="mailto:englishlanguage-bounces@nifl.gov">englishlanguage-bounces@nifl.gov</a>]
On Behalf Of Judy Frost<br>
Sent: Thursday, December 04, 2008 12:18 PM<br>
To: The Adult English Language Learners Discussion List<br>
Subject: [EnglishLanguage 3243] Re: Idon't understandthecurrent<br>
thinkingbehind teaching reading toadults!<br>
<br>
I would like to see this, but my browser said "page cannot be found",
is<br>
there some other way I can access the information?<br>
<br>
<br>
Program Coordinator<br>
Adult Education Tutorial Center<br>
Volunteer Tutor Program<br>
Everett Community College<br>
425-388-9524 or<br>
425 388 9085<br>
<a href="mailto:jfrost@everettcc.edu" ymailto="mailto:jfrost@everettcc.edu">jfrost@everettcc.edu</a>
<br>
<br>
"Be not the slave of your own past. Plunge into the sublime seas,
dive<br>
deep and swim far, so you shall come back with self-respect, with new<br>
power, with an advanced experience that shall explain and overlook the<br>
old." Ralph Waldo Emerson<br>
<br>
Everett Community College complies with all state and federal rules and<br>
regulations and does not discriminate on the basis of age, race, color,<br>
national origin, age, gender or disability.<br>
<br>
<br>
>>> "White, Maria E (HRSA)" <<a
href="mailto:MEWhite@hrsa.gov" ymailto="mailto:MEWhite@hrsa.gov">MEWhite@hrsa.gov</a>>
12/4/2008 7:25 AM >>><br>
That is a very cool idea and possibly have them take it to Office Depot<br>
and have it bound for about $7.00 to $10.00 or have them bound their own<br>
book. Please see the process in link below because about two years ago,<br>
my children participated in Prince Georges County , MD write a book<br>
literacy competition and maybe this idea can be adopted to the Adult<br>
Learners and generate the students competing and sharing their stories,<br>
poems or plays. Please review link to possibly adopt: <br>
<a
href="http://www1.pgcps.org/uploadedFiles/Offices/Library_Media_Services/pdf/W"
target="_blank">http://www1.pgcps.org/uploadedFiles/Offices/Library_Media_Services/pdf/W</a>
<br>
<br>
rite_A_Book__Literary_Competition_Guide.pdf<br>
<br>
<br>
<br>
"A love affair with knowledge will never end in heartbreak."<br>
(Michael Garrett Marino) <br>
<br>
Maria E. White<br>
<br>
Maria E. White<br>
<br>
Senior Civil Rights Analyst<br>
<br>
Office of Equal Opportunity and Civil Rights<br>
<br>
Health Resources and Services Administration<br>
<br>
Health and Human Services<br>
<br>
Parklawn Building 6-105<br>
<br>
5600 Fishers Lane<br>
<br>
Rockville, MD 20857<br>
<br>
Office: 301-443-0363<br>
<br>
Fax: 301-443-7898<br>
<br>
<a href="mailto:mewhite@hrsa.gov" ymailto="mailto:mewhite@hrsa.gov">mewhite@hrsa.gov</a>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
From: MaKeever Clarke [mailto:<a href="mailto:mclarke@lvgs.org"
ymailto="mailto:mclarke@lvgs.org">mclarke@lvgs.org</a>] <br>
Sent: Thursday, December 04, 2008 9:37 AM<br>
To: 'Wheeler, Tamela'; 'The Adult English Language Learners Discussion<br>
List'<br>
Subject: [EnglishLanguage 3235] Re: I don't understand thecurrent<br>
thinkingbehind teaching reading to adults!<br>
<br>
<br>
<br>
Tamela,<br>
<br>
<br>
<br>
What a fabulous idea! I never thought of having my adult learners write<br>
a children's book based on their cultures. That is such a wonderful way<br>
to show that you respect and honor their culture and heritage, and yet<br>
all the while have them working on their target language skills. THANK<br>
YOU for this idea. I am going to add it to my list of favorite<br>
techniques (and give you full credit for it).<br>
<br>
<br>
<br>
MaKeever Clarke<br>
<br>
Program Coordinator of Customized Workplace English<br>
<br>
Literacy Volunteers of Greater Syracuse, Inc.<br>
<br>
PO Box 27, 2111 South Salina Street<br>
<br>
Syracuse, NY 13205<br>
<br>
<a href="mailto:mclarke@lvgs.org" ymailto="mailto:mclarke@lvgs.org">mclarke@lvgs.org</a>
<br>
<br>
(315) 471-1300 Ext. 14<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
From: <a href="mailto:englishlanguage-bounces@nifl.gov"
ymailto="mailto:englishlanguage-bounces@nifl.gov">englishlanguage-bounces@nifl.gov</a>
<br>
[mailto:<a href="mailto:englishlanguage-bounces@nifl.gov"
ymailto="mailto:englishlanguage-bounces@nifl.gov">englishlanguage-bounces@nifl.gov</a>]
On Behalf Of Wheeler, Tamela<br>
Sent: Wednesday, December 03, 2008 10:19 AM<br>
To: The Adult English Language Learners Discussion List<br>
Subject: [EnglishLanguage 3216] Re: I don't understand the current<br>
thinkingbehind teaching reading to adults!<br>
<br>
<br>
<br>
I've used children's books as a TOOL for my ESOL students to write their<br>
own children's book. There's so many stories and folk tales within our<br>
students and this is a good avenue for them to share their stories from<br>
their cultures of their lives. <br>
<br>
<br>
<br>
When I do this project, I require them to read up to 5 children's books<br>
(I have a collection of children's books that I provide). They fill out<br>
a form on each book (giving a summary, main characters, etc). They<br>
really like this project. I've have some beautiful children's books<br>
written and illustrated by my ESOL students. This helps with reading<br>
and writing.<br>
<br>
<br>
<br>
Tamela Wheeler, MA<br>
<br>
Pellissippi State Adult Education<br>
<br>
<br>
<br>
________________________________<br>
<br>
From: <a href="mailto:englishlanguage-bounces@nifl.gov"
ymailto="mailto:englishlanguage-bounces@nifl.gov">englishlanguage-bounces@nifl.gov</a>
<br>
[mailto:<a href="mailto:englishlanguage-bounces@nifl.gov"
ymailto="mailto:englishlanguage-bounces@nifl.gov">englishlanguage-bounces@nifl.gov</a>]
On Behalf Of Glenda Lynn Rose<br>
Sent: Wednesday, December 03, 2008 9:54 AM<br>
To: The Adult English Language Learners Discussion List<br>
Subject: [EnglishLanguage 3215] Re: I don't understand the current<br>
thinkingbehind teaching reading to adults!<br>
<br>
<br>
<br>
I have to admit I"m a little insulted by tone of this response. I
find<br>
it ironic that open-mindedness is appreciated, but the idea of using<br>
children's books is not included in that open-minded attitude. <br>
<br>
<br>
<br>
I do selectively use children's books. I use them because as an adult<br>
some of my favorite books are still children's books and I use them when<br>
I teach English speakers other subjects as well as language arts. As<br>
far as my students being insulted, I have never had a student who<br>
complained. A lot of it may be in the presentation. <br>
<br>
<br>
<br>
The use of children's books has to be done with an understanding of your<br>
goals and the goals of your students, of course. Some books I present<br>
because they are part of the culture - "I do not like them Sam I am"<br>
and "It's fun to have fun but you have to know how" are phrases from
Dr.<br>
Seuss, used outside their original storybook context, for example. <br>
<br>
Alexander and the Terrible Horrible No Good Very Bad Day is one of my<br>
and my students' favorite books, because it reminds us that bad days<br>
happen and happen regardless of where you live ("even in Australia")<br>
(and how your attitude is in the morning really affects how you see the<br>
rest of the day.)<br>
<br>
Some bilingual books, like The Upside Down Boy and I Love Saturdays y<br>
Domingos I use because my students are mainly parents, and these books<br>
address issues that their children may be experiencing.<br>
<br>
<br>
<br>
David Schwarzer said that if the teacher likes to dance, everyone<br>
dances. Maybe that's part of the key. I love children's
books. I<br>
continue to read them as an adult. I have a large personal collection<br>
of books from which my students voluntarily (ie., ASK) to borrow. If<br>
the teacher, however, dislikes children's books, then clearly he or she<br>
should not use them, because that dislike will be transmitted to the<br>
students and clearly will not be an effective teaching tool.<br>
<br>
<br>
<br>
In short, I respect your decision to not use children's books and your<br>
reasons, but I also ask that you consider the possiblity that the use of<br>
children's books is not as "insulting" or degrading as you might
think,<br>
depending on how and why they are used.<br>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
Grace and Peace!<br>
Glenda Lynn Rose, PhD<br>
<br>
512-789-5131 (cell)<br>
<br>
<a href="mailto:glyndalin@yahoo.com" ymailto="mailto:glyndalin@yahoo.com">glyndalin@yahoo.com</a>
<br>
<br>
<br>
<br>
<br>
<br>
<br>
--- On Tue, 12/2/08, Jose Perez <<a href="mailto:joseperez3338@gmail.com"
ymailto="mailto:joseperez3338@gmail.com">joseperez3338@gmail.com</a>> wrote:<br>
<br>
From: Jose Perez <<a href="mailto:joseperez3338@gmail.com"
ymailto="mailto:joseperez3338@gmail.com">joseperez3338@gmail.com</a>><br>
Subject: [EnglishLanguage 3214] Re: I don't understand the current<br>
thinking behind teaching reading to adults!<br>
To: "The Adult English Language Learners Discussion List"<br>
<<a href="mailto:englishlanguage@nifl.gov"
ymailto="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a>><br>
Date: Tuesday, December 2, 2008, 9:19 PM<br>
<br>
Ali,<br>
<br>
Thank goodness for young, innovative, open-minded, "thinking outside<br>
the box" individuals like you. We need more future educators like you,<br>
so I want to thank you for your very astute observations and comments.<br>
<br>
In my humble opinion, there is no place for children's books in an<br>
adult class--whether it's an ESL class or an ABE class. It is<br>
insulting, degrading and humiliating for adults, males especially, to<br>
be handed children's books. It is a mistake many educators make. Maybe<br>
it's because they don't realize the stigma and unfortunate humialition<br>
these adults go through just admitting that they can't read, or how<br>
hard it is to learn the (complicated) English language when your<br>
native language is, say, Spanish. So I applaud you for not stooping to<br>
giving your adult students children's books.<br>
<br>
I know I've said this before, but I am most likely one of their<br>
biggest fans. Have you tried the Junkyard Dan series by Nox Press?<br>
These are books written on a first-grade reading level, but are for<br>
adults and are not the typical condescending, dated, boring books that<br>
we usually give these students. They are crime dramas. I use these<br>
books with great success, and my students can't get enough of them. I<br>
think that as a young, innovative educator, who seems to have a full<br>
understanding on why our current ways are, on a whole, not effective<br>
and not working very well for our adult students, if you visit the Nox<br>
Press website, you will see what I am talking about. Your students<br>
will thank you. But don't take my word for it. Check 'em out yourself!<br>
<br>
Good luck in your future teaching carreer, and may you make many great<br>
changes in your lifetime.<br>
<br>
Jose Perez<br>
<br>
On Tue, Dec 2, 2008 at 2:56 PM, Ali Hesami <<a
href="mailto:hesamiar@gmail.com" ymailto="mailto:hesamiar@gmail.com">hesamiar@gmail.com</a>>
wrote:<br>
> That's a great point, and exactly what I'm talking about. If we as<br>
educators<br>
> keep extrapolating on teaching methods for children because there are<br>
not<br>
> many adult-specific methods, how can we ever hope to develop an<br>
> adult-specific method? I think we can agree that adults of varying<br>
ages do<br>
> not learn as children do, and have drastically different literacy<br>
needs.<br>
> <br>
> On Tue, Dec 2, 2008 at 1:45 PM, Bonnie Odiorne<br>
<<a href="mailto:bonniesophia@sbcglobal.net"
ymailto="mailto:bonniesophia@sbcglobal.net">bonniesophia@sbcglobal.net</a>><br>
> wrote:<br>
>> <br>
>> I don't know a lot about adult reading acquisition theories, but I<br>
do know<br>
>> that many researchers take what works for children and extrapolate,<br>
since<br>
>> little work has been done with adults. The most important issue would<br>
be<br>
>> content, as folks have mentioned, and how the brain works, added to<br>
the<br>
>> adult's experience (possible trauma from illiteracy) and passive<br>
oral<br>
>> vocabulary. I've been taught a combination of choosing key words<br>
to remember<br>
>> initial letters and word patterns to help with sound/letter<br>
correspondence;<br>
>> language experience stories that the learner would dictate and could<br>
then<br>
>> "read" relatively quickly, and a quick development of sight<br>
word vocabulary.<br>
>> Also workplace or other realia that the learner needs to function. In<br>
>> relation to using children's books or techniques (the Wilson<br>
method comes to<br>
>> mind) I'd do it only if reading to children was one of the<br>
adult's goals;<br>
>> otherwise learners can make their own picture books with doodles and<br>
>> accompanying text limited to their level and interest. I do have<br>
direct<br>
>> experience with taking a Methods and Materials ESL class whose<br>
professor's<br>
>> only knowledge of adult learners was of graduate assistants in her<br>
>> University, though she claimed adult learning as her specialty;<br>
otherwise<br>
>> her materials came right out of chldren's contexts and K-12<br>
methodology; she<br>
>> didn't appreciate my more "practical" methods and<br>
materials that didn't have<br>
>> communicative language games....<br>
>> Bonnie Odiorne, Post University Writing Center, Waterbury, CT<br>
>> <br>
>> --- On Tue, 12/2/08, Ali Hesami <<a href="mailto:hesamiar@gmail.com"
ymailto="mailto:hesamiar@gmail.com">hesamiar@gmail.com</a>> wrote:<br>
>> <br>
>> From: Ali Hesami <<a href="mailto:hesamiar@gmail.com"
ymailto="mailto:hesamiar@gmail.com">hesamiar@gmail.com</a>><br>
>> Subject: [EnglishLanguage 3184] I don't understand the current<br>
thinking<br>
>> behind teaching reading to adults!<br>
>> To: <a href="mailto:englishlanguage@nifl.gov"
ymailto="mailto:englishlanguage@nifl.gov">englishlanguage@nifl.gov</a> <br>
>> Date: Tuesday, December 2, 2008, 12:29 AM<br>
>> <br>
>> Hello all.<br>
>> My name is Ali Hesami, and I am currently a graduate student in the<br>
adult<br>
>> literacy program at Virginia Commonwealth University in Richmond,<br>
Virginia.<br>
>> I've been attending a class called "Teaching Reading to<br>
Adults" as part of<br>
>> my required curriculum, and I have been wondering about the current<br>
methods<br>
>> used to teach reading to adults. It seems to me that the teacher<br>
teach<br>
>> adults just as they would teach children, often even using research<br>
and<br>
>> writing on teaching reading to children as guidelines.<br>
>> While I understand the usefulness of phonics, phonetics, etc. by<br>
>> themselves, I firmly believe that an adult can better benefit from<br>
learning<br>
>> to read by simply reading in a classroom environment, guided by<br>
teachers,<br>
>> tutors, etc. An adult in his or her 40s or even 50s simply should not<br>
have<br>
>> to sit through long sessions of syllable by syllable instruction if<br>
all they<br>
>> desire id to be better able to communicate with others and better<br>
express<br>
>> their opinions about the world surrounding them.<br>
>> I speak from experience here. I began learning English as a 14 year<br>
old in<br>
>> an international school in Tanzania. I placed into the 9th grade to<br>
start;<br>
>> no one ever even approached phonics, phonemes, etc. I read and<br>
listened, all<br>
>> the while guided by teachers who helped me with the material at hand.<br>
I<br>
>> became conversational in about three months or so, while I worked on<br>
my<br>
>> writing, also with guidance from my teachers. Conversely, while in<br>
school in<br>
>> my native Tehran, Iran, I was taught English in a similar manner as<br>
here,<br>
>> and I spoke a grand total of three phrases when I left Iran for<br>
Tanzania:<br>
>> Hello, Fine thank you, and Beg your pardon? I'm not even joking<br>
here!<br>
>> I admit as a 14 year old I had an advantage over adults here, but I<br>
can't<br>
>> help but wonder if what worked for me would help adults much more<br>
than<br>
>> playing word games and reading children's books.<br>
>> Let's have them read material they can identify with in some way,<br>
and keep<br>
>> them reading, while slowly working on their writing skill alongside.<br>
>> Let me know any thoughts, ideas, criticisms, etc. It has been eating<br>
away<br>
>> at me for a few months now.<br>
>> Thanks in advance,<br>
>> Ali Hesami<br>
>> <a href="mailto:hesamiar@gmail.com" ymailto="mailto:hesamiar@gmail.com">hesamiar@gmail.com</a>
<br>
>> <br>
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>> Email delivered to <a href="mailto:hesamiar@gmail.com"
ymailto="mailto:hesamiar@gmail.com">hesamiar@gmail.com</a> <br>
> <br>
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Email delivered to <a href="mailto:jlin29@yahoo.com"
ymailto="mailto:jlin29@yahoo.com">jlin29@yahoo.com</a><o:p></o:p></span></font></p>
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