[PovertyRaceWomen 170] Re: PovertyRaceWomen Digest, Vol 3, Issue 2 - Response to Gender issue
sjrhodes at tampabay.rr.com
sjrhodes at tampabay.rr.com
Tue Jan 2 10:23:34 EST 2007
I believe that women do care more, because we are not taught to value the same things - be it math, science, repairing a car, or whatever. It is a handicap because we are sortof programmed that way, at least where I come from. For example, little girls are to be seen and not heard. Lots of times I wished that I could do the things that "boys" where allowed to do, but, I was and am a "girl".
However, in a sense, it is a diversity/cultural issue in terms of Status, and that is not a gender issue, but is simply another piece of the pie, so to speak. And, as a young girl, I retreated into a world of reading, but never heard certain words spoken properly. There have been many embarrassing moments when a colleague or co-worker will correct me. See Status is universal, and it may or may not be based on economic situations, although, I think that is the general perception - you are what you are and have to learn that sometimes people get frustrated and don't think before they speak and revert to their roots.
Hain't that right. Don't chew know (that means you agree or both know or wish you did now, but you always shake your head, in a gesture of "no" - At least that's what I've always done, not really knowing what the heck anybody is saying - It's kindof like, "How you doin'" - Just a whole lotta head shaking, but no words are necessary).
And, sometimes there are simply words that we can't say but can write. I was humbled by a European student that explained to me, the instructor, that the most difficult part of going to school was writing and misspell words - I asked her to give me examples and we laughed, and I gave her the online Webster with pronunciation that I use so often. There was understanding and acceptance in that - a common ground, but we easily recognized the differences.
Interesting subject to me, and it humbles me, because I've always spoken "English" - whatever that is!
Shirley
" This, I think, becomes a
> >
> > gender issue as women will more often care about
> what people think,
> > will consider how to be pleasing, and will know
> (or learn) how to adapt
> >
> > to survive or get what they need/want --
> regardless of their economic
> > situation."
----- Original Message -----
From: povertyracewomen-request at nifl.gov
Date: Tuesday, January 2, 2007 8:53 am
Subject: PovertyRaceWomen Digest, Vol 3, Issue 2
To: povertyracewomen at nifl.gov
> Send PovertyRaceWomen mailing list submissions to
> povertyracewomen at nifl.gov
>
> To subscribe or unsubscribe via the World Wide Web, visit
> http://www.nifl.gov/mailman/listinfo/povertyracewomen
> or, via email, send a message with subject or body 'help' to
> povertyracewomen-request at nifl.gov
>
> You can reach the person managing the list at
> povertyracewomen-owner at nifl.gov
>
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of PovertyRaceWomen digest..."
>
>
> Today's Topics:
>
> 1. [PovertyRaceWomen 164] Re: dialect and standard English
> (Ujwala Samant)
> 2. [PovertyRaceWomen 165] Re: dialect and standard English
> (Daphne Greenberg)
> 3. [PovertyRaceWomen 166] The Rights of Persons with
> Disabilities (Daphne Greenberg)
> 4. [PovertyRaceWomen 167] Re: dialect and standard English
> (Andrea Wilder)
> 5. [PovertyRaceWomen 168] CAAL releases Executive Summary from
> its 2-year ESL Study (Gail Spangenberg)
>
>
> -------------------------------------------------------------------
> ---
>
> Message: 1
> Date: Mon, 1 Jan 2007 09:33:16 -0800 (PST)
> From: Ujwala Samant <lalumineuse at yahoo.com>
> Subject: [PovertyRaceWomen 164] Re: dialect and standard English
> To: "The Poverty, Race, Women and Literacy Discussion List"
> <povertyracewomen at nifl.gov>
> Message-ID: <994064.91627.qm at web55101.mail.re4.yahoo.com>
> Content-Type: text/plain; charset=iso-8859-1
>
> Hello everyone,
> Happy 2007,
>
> I always find this sort of discussion interesting,
> being from India and having spoken my mother tongue
> (Marathi), the local language (Hindi) and English
> almost simultaneously. When I came to America, I
> realised that whilst I had been exposed to
> Americanisms and American accents (thanks to American
> literature and Hollywood), 'proper English' thanks to
> the British and having done my GCSEs, that was not the
> case for my American classmates and friends. I would
> get asked questions like, "When did you come over? You
> speak real good." It took me some time to understand
> the regional variations of accents as well as
> expressions; and live with grammatical errors in
> spoken English: "You did real good."
>
> Is it grammar, spelling or speech that we are looking
> at? If it is grammar, then again is it spoken grammar
> or written? Every language I have had to study and
> learn, the argot was for spoken and 'proper' (what
> we'd call Wren and Martin grammar, because of the
> Enlish grammar book we had to use in India in my time)
> English was for written, formal, business
> communication.
>
> Spelling: It still annoys me when the spellcheck dares
> tell me that 'colour''behaviour' and 'programme' are
> incorrect.
>
> Argot: I simply adore argot in all the languages I
> speak; makes for so much more interesting reading and
> conversation. It is even funnier when I hear my
> husband who is French translate French argot and
> expressions into English.
>
> In my experience, standard English (if there is such a
> thing) has a wide range that is acceptable. In that
> bracket fall such a beautiful variety of accents,
> grammar, argot and expressions that, to me English
> really has bloomed wherever it has been planted. To
> believe otherwise, is either to not have experienced
> the range and beauty, or prefer to not accept that
> English is an international language with
> international variations.
>
> Have a great year everyone,
> Ujwala
>
>
>
> --- Andrea Wilder <andreawilder at comcast.net> wrote:
>
> > Daphne--
> >
> > What do you do when your students, or teachers you
> > work with speak
> > improperly--grammar for example? Some are in the
> > student position and
> > some are in the teacher position, so your
> > relationship with each group
> > is different. I correct the students/teachers who
> > live in my home
> > whenever I hear something "off," but I am usually
> > old enough to be
> > their mother, so I figure I am "allowed."
> >
> > Andrea
> >
> > On Dec 29, 2006, at 11:36 AM, Daphne Greenberg
> > wrote:
> >
> > > Mev,
> > > In your group read alouds, do you also read aloud
> > with them? I was
> > > wondering if it would make a difference if you
> > modeled reading the
> > > swear
> > > words, dialect, slang and whether that could free
> > up the group's
> > > comfort
> > > in also doing so.
> > > I have experience reading out loud with women who
> > have very low reading
> > > skills and they appreciate hearing me model how
> > text is read. We have
> > > talked about the various ways of writing, genres,
> > and styles. We talk
> > > about making the characters coming alive by
> > reading their words the way
> > > we think they may sound, given what we know about
> > the characters (for
> > > example, whether they are young or old, from the
> > Caribbean or from
> > > China, etc., etc).
> > > I have run into resistance from teachers who feel
> > uncomfortable reading
> > > swear words, dialect, slang. In terms of the swear
> > words, they don't
> > > think that it is "appropriate" to swear, and in
> > terms of dialect, they
> > > "don't want to reinforce non standard English" I
> > have even come across
> > > a
> > > copy of the book Push where the teacher crossed
> > out all the swear
> > > words!!!!!!!!!! I find it harder to convince these
> > teachers than I have
> > > found it to be convincing students who are
> > struggling readers.
> > > Daphne
> > >
> > >>>> "mev at litwomen.org" <mev at litwomen.org> 12/29/06
> > 8:18 AM >>>
> > > This is an interesting conversation...and I'd like
> > to add a different
> > > spin to it. I am currently facilitating Women
> > Leading Through Reading
> > > Discussion Circles with women in Rhode Island [see
> > WE LEARN Article:
> > > http://www.litwomen.org/news/06nov.pdf] . As women
> > in these groups read
> > >
> > > aloud to each other, I have found 2 things: 1)
> > they often will not read
> > >
> > > aloud any swear words they encounter; and 2) if
> > they see some form of
> > > dialect or slang written for a character's
> > conversation, they often do
> > > not read it aloud that way -- they "translate" it
> > into "correct"
> > > English and read aloud the "corrected" version!
> > This happens more often
> > >
> > > than not.
> > >
> > > even though I encourage students to read it the
> > way it's written, they
> > > clearly have some discomfort in doing this. I
> > find it's not always
> > > clear why ... Do they want to demonstrate that
> > they "know" this is
> > > "improper" English? What level of shame is already
> > operative? Do they
> > > not want to read for a white woman their street
> > language (though I have
> > >
> > > seen them correct the written word with black
> > teachers as well)? When I
> > >
> > > have asked why they don't read what's written,
> > they will often say
> > > "because it's wrong" or "we're not supposed to
> > talk that way."
> > >
> > > I would also wonder how many of us truly stick to
> > proper English in the
> > >
> > > classroom? I have found myself in some situations
> > where we're having
> > > social conversation and my own informal
> > terminologies and
> > > pronunciations, well, slide.... I have lived in
> > several states with
> > > varying dialects and accents...as I age, I carry
> > and combine pieces of
> > > each in a mixed up way -- some I "call up" as
> > needed and others I can
> > > no longer discreetly identify! (I'm a language
> > chameleon and often take
> > >
> > > on what I hear, especially in various regions of
> > the country, even when
> > >
> > > it's not my region of origin.) Also, as someone
> > mentioned, this brings
> > > up an interesting situation when there are English
> > language learners
> > > also present in the room -- as everyone works to
> > "decipher" accents and
> > >
> > > pronunciations.
> > >
> > > So, as we have these discussions with our
> > students, we may want to have
> > >
> > > the "values" conversation as well. What do they
> > value and why? What do
> > > they need (or want) to do to "fit in" -- and how
> > do they know when,
> > > where and why to do this? What's important to
> > "succeed" -- and what
> > > does that mean -(when & where & at what)? Success
> > could mean in the
> > > business world, but it might also mean what they
> > need to do to live
> > > without threat in their neighborhood or home.
> > This, I think, becomes a
> > >
> > > gender issue as women will more often care about
> > what people think,
> > > will consider how to be pleasing, and will know
> > (or learn) how to adapt
> > >
> > > to survive or get what they need/want --
> > regardless of their economic
> > > situation.
> > >
> > > Mev Miller
> > > WE LEARN
> > >
> > >
> > >
> > ----------------------------------------------------
> > > National Institute for Literacy
> > > Poverty, Race, Women and Literacy mailing list
> > > PovertyRaceWomen at nifl.gov
> > > To unsubscribe or change your subscription
> > settings, please go to
> > >
> >
> http://www.nifl.gov/mailman/listinfo/povertyracewomen
> > >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Poverty, Race, Women and Literacy mailing list
> > PovertyRaceWomen at nifl.gov
> > To unsubscribe or change your subscription settings,
> > please go to
> >
> http://www.nifl.gov/mailman/listinfo/povertyracewomen
> >
>
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam? Yahoo! Mail has the best spam protection around
> http://mail.yahoo.com
>
>
> ------------------------------
>
> Message: 2
> Date: Mon, 01 Jan 2007 15:12:50 -0500
> From: "Daphne Greenberg" <alcdgg at langate.gsu.edu>
> Subject: [PovertyRaceWomen 165] Re: dialect and standard English
> To: <povertyracewomen at nifl.gov>
> Message-ID: <459924F3020000310001115F at mailsrv4.gsu.edu>
> Content-Type: text/plain; charset=US-ASCII
>
> When I saw your question, I laughed, because I am often the one
> who has
> to be corrected! I have never corrected other teachers, but I am not
> sure that I have ever been a position where this was an issue. In
> termsof adult students, unless they have told me that they want to be
> corrected, or it is an English language class, I only correct written
> grammar, not oral grammar.
> Daphhne
>
> >>> Andrea Wilder <andreawilder at comcast.net> 01/01/07 11:21 AM >>>
> Daphne--
>
> What do you do when your students, or teachers you work with
> speak
> improperly--grammar for example? Some are in the student position
> and
> some are in the teacher position, so your relationship with each
> group
> is different. I correct the students/teachers who live in my
> home
> whenever I hear something "off," but I am usually old enough to be
> their mother, so I figure I am "allowed."
>
> Andrea
>
> On Dec 29, 2006, at 11:36 AM, Daphne Greenberg wrote:
>
> > Mev,
> > In your group read alouds, do you also read aloud with them? I was
> > wondering if it would make a difference if you modeled reading
> the
> > swear
> > words, dialect, slang and whether that could free up the group's
> > comfort
> > in also doing so.
> > I have experience reading out loud with women who have very low
> reading
> > skills and they appreciate hearing me model how text is read. We
> have> talked about the various ways of writing, genres, and
> styles. We talk
> > about making the characters coming alive by reading their words the
> way
> > we think they may sound, given what we know about the characters
> (for> example, whether they are young or old, from the Caribbean
> or from
> > China, etc., etc).
> > I have run into resistance from teachers who feel uncomfortable
> reading
> > swear words, dialect, slang. In terms of the swear words, they don't
> > think that it is "appropriate" to swear, and in terms of
> dialect, they
> > "don't want to reinforce non standard English" I have even come
> across
> > a
> > copy of the book Push where the teacher crossed out all the swear
> > words!!!!!!!!!! I find it harder to convince these teachers than I
> have
> > found it to be convincing students who are struggling readers.
> > Daphne
> >
> >>>> "mev at litwomen.org" <mev at litwomen.org> 12/29/06 8:18 AM >>>
> > This is an interesting conversation...and I'd like to add a
> different> spin to it. I am currently facilitating Women Leading
> Through Reading
> > Discussion Circles with women in Rhode Island [see WE LEARN Article:
> > http://www.litwomen.org/news/06nov.pdf] . As women in these groups
> read
> >
> > aloud to each other, I have found 2 things: 1) they often will not
> read
> >
> > aloud any swear words they encounter; and 2) if they see some
> form of
> > dialect or slang written for a character's conversation, they
> often do
> > not read it aloud that way -- they "translate" it into "correct"
> > English and read aloud the "corrected" version! This happens more
> often
> >
> > than not.
> >
> > even though I encourage students to read it the way it's
> written, they
> > clearly have some discomfort in doing this. I find it's not always
> > clear why ... Do they want to demonstrate that they "know" this is
> > "improper" English? What level of shame is already operative? Do
> they> not want to read for a white woman their street language
> (though I
> have
> >
> > seen them correct the written word with black teachers as well)?
> WhenI
> >
> > have asked why they don't read what's written, they will often say
> > "because it's wrong" or "we're not supposed to talk that way."
> >
> > I would also wonder how many of us truly stick to proper English in
> the
> >
> > classroom? I have found myself in some situations where we're having
> > social conversation and my own informal terminologies and
> > pronunciations, well, slide.... I have lived in several states with
> > varying dialects and accents...as I age, I carry and combine
> pieces of
> > each in a mixed up way -- some I "call up" as needed and others
> I can
> > no longer discreetly identify! (I'm a language chameleon and often
> take
> >
> > on what I hear, especially in various regions of the country, even
> when
> >
> > it's not my region of origin.) Also, as someone mentioned, this
> brings> up an interesting situation when there are English
> language learners
> > also present in the room -- as everyone works to "decipher" accents
> and
> >
> > pronunciations.
> >
> > So, as we have these discussions with our students, we may want to
> have
> >
> > the "values" conversation as well. What do they value and why?
> What do
> > they need (or want) to do to "fit in" -- and how do they know when,
> > where and why to do this? What's important to "succeed" -- and what
> > does that mean -(when & where & at what)? Success could mean in the
> > business world, but it might also mean what they need to do to live
> > without threat in their neighborhood or home. This, I think,
> becomesa
> >
> > gender issue as women will more often care about what people think,
> > will consider how to be pleasing, and will know (or learn) how to
> adapt
> >
> > to survive or get what they need/want -- regardless of their
> economic> situation.
> >
> > Mev Miller
> > WE LEARN
> >
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Poverty, Race, Women and Literacy mailing list
> > PovertyRaceWomen at nifl.gov
> > To unsubscribe or change your subscription settings, please go
> to
> > http://www.nifl.gov/mailman/listinfo/povertyracewomen
> >
>
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, Women and Literacy mailing list
> PovertyRaceWomen at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyracewomen
>
>
>
> ------------------------------
>
> Message: 3
> Date: Mon, 01 Jan 2007 15:09:58 -0500
> From: "Daphne Greenberg" <alcdgg at langate.gsu.edu>
> Subject: [PovertyRaceWomen 166] The Rights of Persons with
> Disabilities
> To: <povertyracewomen at nifl.gov>
> Message-ID: <45992446020000310001115B at mailsrv4.gsu.edu>
> Content-Type: text/plain; charset=US-ASCII
>
> I thought that some of you may be interested:
>
> The UN General Assembly adopted the Convention on the Rights of
> Personswith Disabilities on December 13, 2006. This was a tremendous
> achievement for all who had worked so hard over the past 5 years and
> even before that, to put disability on the human rights agenda.
>
> It is expected that the U.S. disability movement will campaign for the
> United States to sign and ratify the Convention. While the U.S. had
> announced at the beginning of the process that they would never sign,
> this appears to have changed and they are considering a signature.
>
> The Convention in its final form can be seen at
> http://www.un.org/esa/socdev/enable/rights/convtexte.htm
>
> Daphne
>
>
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
>
>
> ------------------------------
>
> Message: 4
> Date: Mon, 1 Jan 2007 21:29:07 -0500
> From: Andrea Wilder <andreawilder at comcast.net>
> Subject: [PovertyRaceWomen 167] Re: dialect and standard English
> To: "The Poverty, Race, Women and Literacy Discussion List"
> <povertyracewomen at nifl.gov>
> Message-ID: <9acf46f0a68bffc85da72e49f12af3db at comcast.net>
> Content-Type: text/plain; charset=US-ASCII; format=flowed
>
> Oh dear--I forgot to say that the two ladies who live in my home
> now
> come from bilingual families, so "correction" is really OK, i fact
> they
> want to know if they say something incorrect. This is ESPECIALLY
> important for the Japanese teacher, who sometimes stumbles into
> using
> sexual language when she doesn't want to, or doesn't know the
> meaning,
> then she DEMANDS that I correct her!
>
> Andrea
>
> On Jan 1, 2007, at 3:12 PM, Daphne Greenberg wrote:
>
> > When I saw your question, I laughed, because I am often the one
> who has
> > to be corrected! I have never corrected other teachers, but I am not
> > sure that I have ever been a position where this was an issue.
> In terms
> > of adult students, unless they have told me that they want to be
> > corrected, or it is an English language class, I only correct
> written> grammar, not oral grammar.
> > Daphhne
> >
> >>>> Andrea Wilder <andreawilder at comcast.net> 01/01/07 11:21 AM >>>
> > Daphne--
> >
> > What do you do when your students, or teachers you work with speak
> > improperly--grammar for example? Some are in the student
> position and
> > some are in the teacher position, so your relationship with each
> group> is different. I correct the students/teachers who live in
> my home
> > whenever I hear something "off," but I am usually old enough to be
> > their mother, so I figure I am "allowed."
> >
> > Andrea
> >
> > On Dec 29, 2006, at 11:36 AM, Daphne Greenberg wrote:
> >
> >> Mev,
> >> In your group read alouds, do you also read aloud with them? I was
> >> wondering if it would make a difference if you modeled reading the
> >> swear
> >> words, dialect, slang and whether that could free up the group's
> >> comfort
> >> in also doing so.
> >> I have experience reading out loud with women who have very low
> > reading
> >> skills and they appreciate hearing me model how text is read.
> We have
> >> talked about the various ways of writing, genres, and styles.
> We talk
> >> about making the characters coming alive by reading their words the
> > way
> >> we think they may sound, given what we know about the
> characters (for
> >> example, whether they are young or old, from the Caribbean or from
> >> China, etc., etc).
> >> I have run into resistance from teachers who feel uncomfortable
> > reading
> >> swear words, dialect, slang. In terms of the swear words, they
> don't>> think that it is "appropriate" to swear, and in terms of
> dialect, they
> >> "don't want to reinforce non standard English" I have even come
> across>
> >> a
> >> copy of the book Push where the teacher crossed out all the swear
> >> words!!!!!!!!!! I find it harder to convince these teachers
> than I
> > have
> >> found it to be convincing students who are struggling readers.
> >> Daphne
> >>
> >>>>> "mev at litwomen.org" <mev at litwomen.org> 12/29/06 8:18 AM >>>
> >> This is an interesting conversation...and I'd like to add a
> different>> spin to it. I am currently facilitating Women Leading
> Through Reading
> >> Discussion Circles with women in Rhode Island [see WE LEARN
> Article:>> http://www.litwomen.org/news/06nov.pdf] . As women in
> these groups
> > read
> >>
> >> aloud to each other, I have found 2 things: 1) they often will not
> > read
> >>
> >> aloud any swear words they encounter; and 2) if they see some
> form of
> >> dialect or slang written for a character's conversation, they
> often do
> >> not read it aloud that way -- they "translate" it into "correct"
> >> English and read aloud the "corrected" version! This happens more
> > often
> >>
> >> than not.
> >>
> >> even though I encourage students to read it the way it's
> written, they
> >> clearly have some discomfort in doing this. I find it's not
> always>> clear why ... Do they want to demonstrate that they
> "know" this is
> >> "improper" English? What level of shame is already operative?
> Do they
> >> not want to read for a white woman their street language
> (though I
> > have
> >>
> >> seen them correct the written word with black teachers as
> well)? When
> > I
> >>
> >> have asked why they don't read what's written, they will often say
> >> "because it's wrong" or "we're not supposed to talk that way."
> >>
> >> I would also wonder how many of us truly stick to proper
> English in
> > the
> >>
> >> classroom? I have found myself in some situations where we're
> having>> social conversation and my own informal terminologies and
> >> pronunciations, well, slide.... I have lived in several states with
> >> varying dialects and accents...as I age, I carry and combine
> pieces of
> >> each in a mixed up way -- some I "call up" as needed and
> others I can
> >> no longer discreetly identify! (I'm a language chameleon and often
> > take
> >>
> >> on what I hear, especially in various regions of the country, even
> > when
> >>
> >> it's not my region of origin.) Also, as someone mentioned, this
> brings>> up an interesting situation when there are English
> language learners
> >> also present in the room -- as everyone works to "decipher" accents
> > and
> >>
> >> pronunciations.
> >>
> >> So, as we have these discussions with our students, we may want to
> > have
> >>
> >> the "values" conversation as well. What do they value and why?
> What do
> >> they need (or want) to do to "fit in" -- and how do they know when,
> >> where and why to do this? What's important to "succeed" -- and what
> >> does that mean -(when & where & at what)? Success could mean in the
> >> business world, but it might also mean what they need to do to live
> >> without threat in their neighborhood or home. This, I think,
> becomes> a
> >>
> >> gender issue as women will more often care about what people think,
> >> will consider how to be pleasing, and will know (or learn) how to
> > adapt
> >>
> >> to survive or get what they need/want -- regardless of their
> economic>> situation.
> >>
> >> Mev Miller
> >> WE LEARN
> >>
> >>
> >> ----------------------------------------------------
> >> National Institute for Literacy
> >> Poverty, Race, Women and Literacy mailing list
> >> PovertyRaceWomen at nifl.gov
> >> To unsubscribe or change your subscription settings, please go to
> >> http://www.nifl.gov/mailman/listinfo/povertyracewomen
> >>
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Poverty, Race, Women and Literacy mailing list
> > PovertyRaceWomen at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/povertyracewomen
> >
> > ----------------------------------------------------
> > National Institute for Literacy
> > Poverty, Race, Women and Literacy mailing list
> > PovertyRaceWomen at nifl.gov
> > To unsubscribe or change your subscription settings, please go
> to
> > http://www.nifl.gov/mailman/listinfo/povertyracewomen
> >
>
>
>
> ------------------------------
>
> Message: 5
> Date: Tue, 2 Jan 2007 07:54:33 -0500
> From: Gail Spangenberg <gspangenberg at caalusa.org>
> Subject: [PovertyRaceWomen 168] CAAL releases Executive Summary from
> its 2-year ESL Study
> To: assessment at nifl.gov, englishlanguage at nifl.gov,
> familyliteracy at nifl.gov, focusonbasics at nifl.gov,
> healthliteracy at nifl.gov, learningdisabilities at nifl.gov,
> professionaldevelopment at nifl.gov, povertyracewomen at nifl.gov,
> specialtopics at nifl.gov, technology at nifl.gov, workplace at nifl.gov,
> aaace-nla at lists.lilteracytent.org, library-lit at ala.org
> Message-ID: <321416A9-E7FB-4412-B8CB-F781B83825E3 at caalusa.org>
> Content-Type: text/plain; charset="utf-8"
>
> Colleagues,
>
> As a service to the field, CAAL is releasing the Executive Summary
>
> from its upcoming report titled PASSING THE TORCH: Strategies for
> Innovation in Community College ESL. It is appended as a PDF file
> and
> is also available from the CAAL website (www.caalusa.org, scroll
> down
> the left column to the title). The full report will be published
> and
> formally released by February. Its authors are Forrest P. Chisman
> and
> JoAnn Crandall. two foremost experts in ESL and/or community
> college
> adult education work.
>
> Happy New Year to all.
>
> ?
>
>
> Gail Spangenberg
> President
> Council for Advancement of Adult Literacy
> 1221 Avenue of the Americas - 46th Fl
> New York, NY 10020
> 212-512-2362, F: 212-512-2610
> www.caalusa.org
>
>
>
> -------------- next part --------------
> An HTML attachment was scrubbed...
> URL:
> http://www.nifl.gov/pipermail/povertyracewomen/attachments/20070102/382a956d/attachment.html
> -------------- next part --------------
> A non-text attachment was scrubbed...
> Name: eslexecsummary.pdf
> Type: application/pdf
> Size: 411730 bytes
> Desc: not available
> Url :
> http://www.nifl.gov/pipermail/povertyracewomen/attachments/20070102/382a956d/attachment.pdf
> -------------- next part --------------
> An HTML attachment was scrubbed...
> URL:
> http://www.nifl.gov/pipermail/povertyracewomen/attachments/20070102/382a956d/attachment-0001.html
>
> ------------------------------
>
> ----------------------------------------------------
> National Institute for Literacy
> Poverty, Race, Women and Literacy mailing list
> PovertyRaceWomen at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/povertyracewomen
> End of PovertyRaceWomen Digest, Vol 3, Issue 2
> **********************************************
>
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/povertyracewomen/attachments/20070102/c52a466e/attachment.html
More information about the PovertyRaceWomen
mailing list
