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<p class=MsoNormal><font size=3 color=blue face=Garamond><span
style='font-size:12.0pt;font-family:Garamond;color:blue'>Thanks for the very
interesting discussion.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 color=blue face=Garamond><span
style='font-size:12.0pt;font-family:Garamond;color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 color=blue face=Garamond><span
style='font-size:12.0pt;font-family:Garamond;color:blue'>I’d like to give some
feedback about fonts which may or may not be relevant to the discussion of
language development among low literate learners. I find Ariel font to be
extremely hard to read on the screen and on paper. Perhaps it’s a function of
my (early) baby boomer eyes; I have read that there has been research showing that
eyes respond better to the serif fonts although I can’t quote you the source.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 color=blue face=Garamond><span
style='font-size:12.0pt;font-family:Garamond;color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 color=blue face=Garamond><span
style='font-size:12.0pt;font-family:Garamond;color:blue'>Thanks.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 color=blue face=Garamond><span
style='font-size:12.0pt;font-family:Garamond;color:blue'><o:p> </o:p></span></font></p>
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<p class=MsoNormal><st1:PersonName w:st="on"><em><i><font size=2 color=navy
face=Verdana><span style='font-size:10.0pt;font-family:Verdana;color:navy'>Donna
Weitz</span></font></i></em></st1:PersonName><font color=blue><span
style='color:blue'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=1 color=navy face=Verdana><span style='font-size:
7.5pt;font-family:Verdana;color:navy'>Manager, Community Adult Learning Program</span></font><font
color=blue><span style='color:blue'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=1 color=navy face=Verdana><span style='font-size:
7.5pt;font-family:Verdana;color:navy'>Community Programs</span></font><font
color=blue><span style='color:blue'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=1 color=navy face=Verdana><span style='font-size:
7.5pt;font-family:Verdana;color:navy'>Advanced Education and Technology</span></font><font
color=blue><span style='color:blue'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=1 color=navy face=Verdana><span style='font-size:
7.5pt;font-family:Verdana;color:navy'>8th floor, <st1:Street w:st="on"><st1:address
w:st="on">Commerce Place</st1:address></st1:Street></span></font><font
color=blue><span style='color:blue'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=1 color=navy face=Verdana><span style='font-size:
7.5pt;font-family:Verdana;color:navy'>10155 102 Street NW</span></font><font
color=blue><span style='color:blue'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=1 color=navy face=Verdana><span lang=FR
style='font-size:7.5pt;font-family:Verdana;color:navy'>Edmonton, AB T5J
4L5</span></font><font color=blue><span lang=FR style='color:blue'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=1 color=navy face=Verdana><span lang=FR
style='font-size:7.5pt;font-family:Verdana;color:navy'>780-427-7514</span></font><font
color=blue><span lang=FR style='color:blue'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=1 color=navy face=Verdana><span lang=FR
style='font-size:7.5pt;font-family:Verdana;color:navy'>Fax: 780-422-1297</span></font><font
color=blue><span lang=FR style='color:blue'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 color=blue face="Times New Roman"><span
lang=FR style='font-size:12.0pt;color:blue'> <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=1 color=blue face="Lucida Calligraphy"><span
style='font-size:7.5pt;font-family:"Lucida Calligraphy";color:blue'>"Education
is not the filling of a pail, but the lighting of a fire."<br>
-- William Butler Yeats</span></font><o:p></o:p></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'>
focusonbasics-bounces@nifl.gov [mailto:focusonbasics-bounces@nifl.gov] <b><span
style='font-weight:bold'>On Behalf Of </span></b>robinschwarz1@aol.com<br>
<b><span style='font-weight:bold'>Sent:</span></b> Wednesday, <st1:date
Year="2008" Day="20" Month="2" ls="trans" w:st="on">February 20, 2008</st1:date>
<st1:time Minute="55" Hour="22" w:st="on">10:55 PM</st1:time><br>
<b><span style='font-weight:bold'>To:</span></b> focusonbasics@nifl.gov<br>
<b><span style='font-weight:bold'>Subject:</span></b> [FocusOnBasics 1097] More
on language of low literate learners</span></font><o:p></o:p></p>
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<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face=Arial><span style='font-size:12.0pt;
font-family:Arial'>I just wanted to share some thoughts of a couple of
researchers who have worked aggressively to reduce the bias against ELLS in
testing situations in K-12. These researchers examine the many ways that
language gets in the way of reliable and accurate testing of learners on
standardized tests, and they also object strongly to the practice of first
language proficiency testing for ELLS suspected of having LD or RD ( reading
disability). I think the following quotes apply very strongly to
attitudes towards the language of non- or low literate ADULT learners as well
as young ones-- attitudes reflected in statements such as "teaching
correct English" or "low oral proficiency": <br>
<br>
"...language of the less educated, whether first or additional, may be seen
as deficient when “…the language of the educated classes…[is seen as]
inherently more complex and richer and …[as] plac[ing] greater demand on
cognitive resources,”(McSwan & Rolstad, 2006, p. 2310). When this
happens, there is an assumption that school language is somehow “an improved
version of the language of other contexts, a claim that is not adequately
supported” by research or other evidence, (p.2310). Language proficiency
measures, even in monolinguals, reflect this bias: “…CALP and Bloom’s Taxonomy
are usually defined to reflect language used in academic contexts so that the
language of the educated classes is again privileged as developmentally
superior,” (McSwan & Rolstad, 2006, p.2321). The significant lesson
here is that in thinking about how learners with limited education
are different from educated learners, we must acknowledge that the oral English
proficiency skills of the two groups will necessarily be different, especially
as the oral skills emerge, and skills of the two groups should not be compared
nor should the skills of the less educated learners be compared to standards of
monolingual speakers, " ( Schwarz, in progress) <br>
<br>
Robin </span></font><o:p></o:p></p>
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<p class=MsoNormal style='margin-top:6.8pt'><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'>More new features than ever. Check out the new <a
href="http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/text.htm?ncid=aolcmp00050000000003"
target="_blank">AOL Mail</a>!<o:p></o:p></span></font></p>
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