(from "What Silent Reading Tests Alone Can’t Tell You")“In urban and suburban areas, small programs might consider merging to create larger, more versatile centers.”  

I’d like to suggest that we broaden this thought -- Implications – Distance Learning supplements?   There are so many well-developed practice and lessons and support sites for student and teacher use.   

I envision (and would love to try my hands at) a DL position where my task was to meet f2f at least once, and then to “meet” (virtually or physically – via virtual office hours, telephone, recorded exchanges, snail mail even, etc.) once a month with all learners in our program.  

At first meeting, step 1 of a plan as recommended by the classroom teacher and/or assessor would be discussed with a learner, and an assignment (collaboratively with the student) a goal for completion of computer-based activity/lesson/responses/reports/assignments – with tutorials, language lab assistance, discussed – 
possibly enrollment in a several step curriculum/program, perhaps as simple as one link to a quiz that the student will use over and over until confidence is gained, and then a new further outreach challenge site assigned…  with documented individual goals – short and longterm, addressed.    

with all students enrolled in a learning center Moodle site – (http://www.Moodle.org for info – Moodle is a wonderful CMS course management system, free – designed by educators for educators), with peer to peer buddy systems incorporated – with spaces for small subgroups (reading comprehension, vocabulary, spelling, phonics, etc.) and encourage each student to participate in at least one, but as many as they wish, of these groups.  

I’m short of time today, but would love to expound on these ideas – I see real potential in Moodles – to engage, to teach technology skills, to teach communication skills, to support, to involve an ever-expanded network of support systems, to encourage global awareness and connections – much more! 

So, a question, is there research to support (or conversely, to dissuade) more melding of adult ESL and GED classes?  I’ve taught both, and had ESL learners in GED classes – with mixed successes, and certainly concur with the FOB article (What Silent Reading Tests Alone Can’t Tell You) findings – that there are “very mixed, uneven patterns of strengths and needs.”    It’s been interesting to me to observe the disconnect teachers feel (between GED and ESL), whereas the more I taught both, the more parallels and similarities I noted.   So many resources billed as “GED/ABE” or “ESL” that are not frequently shared, could, in my humble opinion, enhance collaborative efforts, enhance teacher awareness, enhance student success, enhance cross-cultural competencies.   

Targeted intervention helps, but adult education is so much more.    

Comments?  Am I way off topic here?   I think reading instruction, as with all instruction, will see more and more distance learning (DL) connections in the future.  



"No matter what our attempts to inform, it is our ability to inspire that will turn the tides."
Holly Dilatush
ESL distance learning, Dialogue Cafe, Volunteer coordinator
Charlottesville City Schools Adult Learning Center
1000 Preston Ave., Suite D
Charlottesville  VA  22903
(434) 245.2815 office
(434) 960.7177 cell/mobile
http://theHsmile.org  ['home' to several Moodle CMS (course management systems/virtual classrooms)]
http://www.Charlottesville-ESL.org 
"Live with intention. Share inside~out smiles, inspire hope, seek awe and nurture in nature."