Hi, Ellen - thanks so much for jumping in and offering your insights and
experience with your students. It's a great contribution to the
discussion and really highlights the relationship between thinking about
ideas, writing, and culture.  It is always amazing to me how much
cultural knowledge is required to understand basic communication, read
simple texts or comprehend what is going in the news (the Imus story
being a case in point). 
 
I've been using the following sentence as an example of embedded
cultural knowledge "She decided she would rather stay home alone than
participate in her family's Thanksgiving"  My guess is that someone who
grew up in the United States has a much more nuanced interpretation of
that sentence (in terms of the backstory)  than someone who is new to
the U.S.  I talked with a young woman from Moldova yesterday with a PhD
from Princeton who was trying to sort out the phrase "I'm not just
whistling Dixie"  (she knew the Dixie chicks but that didn't help much).

 
Culture (ours, "theirs") really is integral part of language learning
and literacy development. It also shapes our social identities, and we
get thrown off balance as we cross cultural borders and need to navigate
between systems.  It is surprising how little attention we pay to
culture in professional development  (beyond activities around holidays
and multi-cultural potlucks).  Unpacking the euphemisms and
colloquialism that students encounter, while at the same time touching
on issues of racism and stereotyping is really quite a challenge. 
 
In terms of the study, we actually saw very few instances of teachers
dealing with cultural issues in the classes we observed. Most likely,
because these were beginning level ESL students and it's difficult to
"discuss" cultural issues when you don't yet have much English. 
 
I wonder how some of the other practitioners out there are making
cultural concepts accessible to students or teach toward cross-cultural
competence, particularly at the lower levels. 
 
By the way, one reason I like the special topics is that it is a
"sheltered discussion" where participants don't have to worry about
being attacked or having their views dismissed (at least I hope that's
right).  So I'd like to invite others who may be a bit reluctant to
share their experiences as well. 
 
Oh, and very interesting point, Ellen, about introducing structure after
students have started to write, rather than before 
 
Soon more 
 
Heide
 
 
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Ellen Berg
Sent: Wednesday, April 11, 2007 7:59 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 276] Re: giving students a chance to think
aboutwriting and play with language
 
Heidi - I'm a volunteer that teaches GED in a correctional setting - I
get the students starting to write from the very start (right at the
intake).  I am not a trained professional in this field but seem to have
success with getting the students to write.  I get ones who "hate it" or
"I can't do it" from the onset but enjoy it, and succeed at writing a
somewhat interesting paragraph, at the end.  I mostly emplore them to
write about themselves using a particular issue.  I spend a lot of time
talking with them, provoking thought about different issues, how the
issue might apply to them or their family or their friends.  Once I get
them comfortable in the talking stage, I then have them start to put the
words to paper and show them simple things to do to improve on what it
is they are trying to say.  I could go on and on but I think you catch
the drift.  With a student from Africa who did not understand American
culture, and especially black American culture, we had to spend a lot of
time explaining idioms, euphemisms & colloquialisms. 
I guess my main point is, it seems that I have to do a lot of work on
the verbal end before they master the writing part.  Once they start
putting their thoughts on paper then we slowly start to work on
structure (I even have to work on pennmanship for what is the point of
writing if no one can read it).  The important thing for me is to keep
feeding back what it is that they have written and seeing if I am
interpreting according to what they meant to say and keeping working
forward from this point.  In my experience, teaching them structure from
the onset does not seem to work.  It seems to be a relationship thing
but mostly verbalizing everything seems key to their engagement and
participation.
By the way - I usually participate in your forums from a distance
(reading only to pick up thoughts, ideas and tips).  I actually don't
feel qualified to participate at the level that all of you participate.
I hope my thoughts have made a difference.

Ellen Berg 
Customized Business Services, LLC 
POB 214 
Washington VA 22747-0214 
540-827-4498 (INet Phone) 
540-987-8248 (Home Phone)
 
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________________________________

	From: "Wrigley, Heide" <heide at literacywork.com>
	Reply-To: specialtopics at nifl.gov
	To: <specialtopics at nifl.gov>
	Subject: [SpecialTopics 274] Re: giving students a chance to
think aboutwriting and play with language
	Date: Tue, 10 Apr 2007 19:50:29 -0400
	Hi, Elsa 
	 
	That makes total sense to me - to explore different ways of
telling the story (orally, in L1, through pictures) before committing
oneself to writing.  I think, as a rule, we give way too little time to
preparation when we ask students to write.  Most of us tend to write
much richer pieces when we have been given a chance to think things
through, talk with others about it, and have a good idea of what a final
product might look like. 
	 
	As ESL teachers we often see writing preparation and sharing
models as stifling students' creativity, but it is really difficult to
be creative in a language you don't yet understand. If we don't show
students what we mean by vivid language and voice and, how will they
develop the kind of writing that engages a reader?  We cannot wait, I
think, until we get to a GED class to talk about the power of writing
and how to create powerful writing.  Why not start early on with simple
poetry, rather than with those deadly little formulaic paragraphs we
often see. 
	 
	One time I saw a very short piece written by a student that used
the basic structure of "my name is... I am from..." but at the end of
her paragraph, she wrote "that's all!"  and that little phrase allowed
her to come through as a person who could have fun with writing. 
	 
	More on grammar and study findings in the morning. Keep your
questions and comments coming 
	 
	Heide 
	 
	 
	 
	 
	
________________________________

	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Elsa Auerbach
	Sent: Tuesday, April 10, 2007 6:46 AM
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 269] Re: judicious use of the native
language - Part 3 - translation and writing in L1
	 
	A little anecdotal evidence here: I remember Paulo Freire once
telling a story about his daughter's teaching (I'm not totally sure I'm
getting this right).  She found that if students are allowed to write in
their first language first (to develop their ideas, to figure out what
they think, to write their way towards understanding) and THEN write in
the second language (without translating, but having already explored
their ideas), their L2 writing was much richer and more developed than
texts written 'cold' in their L2.  This implies NOT translating, but
using L1 almost as a way in to L2 writing. Elsa
	
	
	On 4/9/07 10:34 PM, "Wrigley, Heide" <heide at literacywork.com>
wrote:
	Although the study did not address issues of having students
write in L1 and then translate, here are a couple of thoughts (mine
only)
	 
	Translation has long been used in other countries to build
language skills. Since the advent of the communicative approach to
language teaching it has become out of favor. Translation workshops
where students take work that they have created or other texts written
in L1 and then render them in English can be an excellent way to build
language awareness and put language skills to use. Promising are
approaches that engage students in translating brochures or other texts
for a real audience, such as offering to translate a menu for a
restaurant or a brochure for a local business.  "Backward translations"
are a must in these cases. 
	 
	Workshops focused on translation are most appropriate for
intermediate levels on up where students have the English skills
necessary to translate more complex concepts and sophisticated language.

	 
	I'm reluctant to endorse having students write in the native
language and then translate in beginning literacy classes - at that
level, students tend to think that there is a one to one relationship
between L1 words, phrases and structures and their L2 equivalents, and
the translations tend to be both awkward and highly ungrammatical.  In
addition, we don't want students to overly rely on translation but move
them toward thinking in the target language. 
	 
	You do, however, make a very good point in terms of helping
students to organize their ideas and think about what they want to say
before asking them to write in English. This can be done in a number of
ways. Here are some tips for teachers: 
	 
	1.	Introduce writing by using oral language first. Help
students to compose the text orally, whether it is a story, a
description, or a process. Make sure students have the language they
need. 
	2.	Connect oral language with writing through models such
as the Language Experience Approach where the connections are obvious
since students talk, read and write together as a group 
	3.	Model what you want students to do in writing by giving
an oral example (if you do it in writing, your students tend to copy
what you said) 
	4.	Dictate a few sentences that model what you want
students to write that way they get practice in putting pen to paper
without having to compose something from scratch (some may still copy
but that's also writing practice and they may not be ready to write on
their own) 
	5.	Allow students to think about and talk about their ideas
in L1 or L2 before you ask them to write. - that process activates
background knowledge and facilitates the composing process.  In the
beginning levels, let students know what they will be writing about over
the next few days - that's not cheating, that's giving your students a
fighting chance 
	6.	Invite students to draw a picture as a starting point,
again giving them a chance to compose a story mentally before engaging
in combat with vocabulary, grammar and spelling. Students can create a
snapshot of a scene, create a strip story a la Chalk Talks, or  draw an
item, for example. 
	
	It's late - back to the study tomorrow 
	 
	Heide
	 
	 
	
________________________________

	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
<mailto:specialtopics-bounces at nifl.gov%5d>  On Behalf Of Cameron Eileen
	Sent: Friday, April 06, 2007 12:40 AM
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 260] Three Questions Regarding Research
Articles andRelated Topics in ESOL Instruction
	
	
	1. In the article "National Center for the Study of Adult
Learning and Literacy: A Conversation With FOB... What Works for Adult
ESL Students," it states that ESL students are better able to learn and
understand English when the teacher or instructor of ESL is bilingual,
in which case, the instructor can speak the students' native language or
languages in order to clarify the students' understanding to further
construct meaning.  This statement is also made in the article "Real
World Research: Combining Qualitative and Quantitative Research for
Adult ESL." However, if a teacher or instructor is not bilingual, and
they want to improve ESL students' written proficiency levels, should
the instructor who is fluent only in English be encouraged to permit his
or her ESL students to first write an essay or paragraph, depending upon
the written assignment, within the student's own native language and
then work closely with the student to translate that writing into
English?  Is this a recommended form of instruction?  For one thing,
allowing ESL students to write within their native languages helps the
instructor familiarize themselves with languages that may be foreign to
them.  This can also help the student translate and interpret their own
native language and correspond their thoughts and ideas within a
contextualized English language.  This can permit ESL students to
demonstrate writing that displays clearer contextualized meanings.  It
also allows ESL students to demonstrate a complexity of thoughts and
ideas as well as express critical, analytical thinking skills within
written English, especially those ESL students who struggle with written
English in terms of writing incoherent sentences or clauses, or students
who write mere phrases or simple sentences with incorrect word choice
and improper use of grammar.  The article, "Real World Research," states
"English learners who, for example, have good higher order reading
strategies in their own language cannot call on those strategies to help
them understand English texts until their understanding of English
vocabulary and syntax are good enough to understand basic sentences and
expressions."  Can this same principle be applied to ESL students'
written English? 
	
	
	
	2. The article "Real World Research: Combining Qualitative and
Quantitative Research for Adult ESL" briefly refers to the codings of a
running record.  A running record that is incorporated in the teaching
of standard American English and literacy within elementary schools in
this country is used in a way that teachers can determine a student's
reading abilities and potentialities through close observation of a
student's reading processes.  Before a running record can be
implemented, the teacher or instructor first must decipher the probable
reading level of a particular student.  For instance, the teacher must
select a book that the student will easily be able to read along with
selecting two other books that may be more challenging to this same
student. Students must read 50 words within each of the three books.  To
correspond the running record in accordance with the student's reading,
the teacher must listen closely and observe, paying strict attention to
the student's substitution or replacement of words, repetition of words,
omission of words, pronunciation and/or mispronunciation of words, and
number of self-corrections the student makes during their reading.  Once
the student is finished reading 50 words within all three selected
books, the teacher must add up all of the student's errors.  The book in
which the student made no less than five errors is selected for
appropriate reading in terms of a substantiated reading level since it
presents more of a challenge.  However, a book in which a student makes
more than five errors is considered too difficult for the student to
read or comprehend.  I brought this up because in a standard English or
literacy class in grades K-12, a student can be placed within a specific
reading level or group and is given reading material in accordance with
that particular reading or grade level, as it pertains to a balanced
literacy model in adherence with the curricular standards of a running
record.  Students are given reading material that is slightly more
challenging in order to assist these students in mastering the English
language.  Once students have mastered the English language and have
acquired appropriate English reading skills, they will be able to read
books that are several reading or grade levels above their current
reading performance level.  Can a running record such as the one I have
previousy described be applied within an adult literacy program for ESL
students?  Instead of using grocery store fliers, electricity bills, and
immigration documents, can literature be incorporated in an adult
literacy program for ESL students?
	
	
	
	3. In the research study discussed in the article "Instruction,
Language, and Literacy: What Works Study for Adult ESL Literacy
Students, the BEST Oral Interview was incorporated in measuring
listening comprehension, communication, and fluency.  In the footnote of
that same research study, it states that the BEST Oral Interview also
includes measures of pronunciation and a reading and writing score which
were not used in the study.  I would actually like to know more about
those measures of pronunciation, reading, and writing, and how they are
assessed in determining a student's perfomance level.  Recently, I
completed a training session for both print-based and the
computer-adaptive BEST PLUS software program which measures the same
items that were measured in the research study 1)listening
comprehension, 2) language complexity or fluency, and 3) communication.
When I completed the training session in BEST PLUS there was no mention
of scoring for pronunciation, reading, or writing.  Also, I wanted to
know if these measurements had been included in your research study,
would it have any effect on the students' performance levels
quantitatively? Also would it have any statistical significance
whatsoever in this particular research study if these variables had been
taken into consideration when the BEST Oral Interview was administered?

	  
	
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