Hi, all again 
 
Man, it is quite a challenge to find key points reading backwards
through all the posts finding comments and issues that I still wanted to
address. I'm sorry I didn't get a chance to thank contributors
personally each time, but I'm sure we all appreciate hearing about
examples from the field and the other resources that were mentioned. I'm
hoping that as the discussion gets archived, it may be a bit easier for
folks to find things. 
 
Here are a few left-over strands of discussion that I thought we might
tackle today and tomorrow: 
 
1.      Assessment of students ability to negotiate connected text
through variations of a strategy similar to conducting a Running Record

2.      A quick note on contrastive analysis and cognate awareness 
3.      How do we build foundation skills in PD and allow teachers to be
experts in a particular area, such as workplace literacy or workforce
education
4.      A quick note on Lynn's question about students being able to use
language correctly when there's practice in a point but then not in
spontaneous speech. 
 
I'll take those on by one but not necessarily in that order.  By the
way, if you have posted a burning question (or just a lukewarm one) that
I missed, please let me know.  I think we answered the question, but
perhaps only implicitly, on the strategies that you as a teacher might
use if you are not bilingual and/or you have class where languages are
mixed. 
 
Stay tuned 
 
Heide
 
-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Saturday, April 14, 2007 9:21 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 290] What Works Adult ESL/ESOL Study
 
Special Topics Discussion Colleagues,
 
This has been an enjoyable discussion, and I want to thank our  
guests, Heide Spruck Wrigley and Larry Condelli, for joining us this  
week and helping us to better understand the What Works for Adult ESL  
Students study.  I will leave the discussion open for a few more days  
in case others want  to add comments, but Heide and Larry may not be  
able to continue to join in, or answer every reply. Our agreement was  
that their participation would only continue through today.  Of  
course, they are welcome to continue if they wish.
 
I have a comment on the study and the discussion.  The study has  
impressed me with what we know as a result of this research but, like  
a good appetizer, it has whetted my appetite for more adult ESL/ESOL  
research. There are so many questions that yet need to be answered.
 
 
David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net
 
 
 
 
 
 
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/specialtopics/attachments/20070419/bbf4f8c5/attachment.html