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<DIV><FONT face="Courier New" size=2><SPAN class=437185911-15092007>Gail, thank
you for your thoughtful response and insight. I know now, even though I
have taught in the classroom, I would not be prepared for a response like that
either. I've had some of that come through in writing where it is a little
easier to address through a kind note on the paper. But to provide
support live in front of the class? Wow. </SPAN></FONT></DIV>
<DIV><FONT face="Courier New" size=2><SPAN
class=437185911-15092007></SPAN></FONT> </DIV>
<DIV><FONT face="Courier New" size=2><SPAN class=437185911-15092007>This is one
aspect of teaching the ESOL population that I am sure the general public is not
aware of. You often are working with people who come from war-torn
countries, are fleeing for their lives, etc. These students and their
families need community support. I have tremendous admiration for
those teachers and counselors who help these students, and I have
such love/empathy/sympathy for these trauma victims. May whatever
power you believe in continue to provide all of us strength and compassion to
overcome! </SPAN></FONT></DIV>
<DIV><FONT face="Courier New" size=2></FONT> </DIV>
<DIV><FONT face="Courier New" size=2>Katherine Mercurio Gotthardt, ESOL Online
Instructor<BR>Prince William County Public Schools<BR>Adult Education<BR>P.O.
Box 389<BR>Manassas, VA 20108<BR>work 703-791-8387<BR>fax
703-791-8889</FONT><BR></DIV>
<DIV> </DIV>
<DIV align=left><FONT face=Tahoma size=2><SPAN
class=437185911-15092007> </SPAN></FONT><FONT face=Tahoma
size=2>-----Original Message-----<BR><B>From:</B> specialtopics-bounces@nifl.gov
[mailto:specialtopics-bounces@nifl.gov]<B>On Behalf Of </B>Gail E
Weinstein<BR><B>Sent:</B> Saturday, September 15, 2007 1:17 AM<BR><B>To:</B>
specialtopics@nifl.gov<BR><B>Subject:</B> [SpecialTopics 646] Re: Learner
Publishing--memories<BR><BR></FONT></DIV>
<BLOCKQUOTE><BR><FONT face=sans-serif size=2>Hi Katherine.</FONT>
<BR><BR><FONT face=sans-serif size=2>The issue of boundaries where ESL
teachers are placed in roles beyond their training is an important one. It is
one that I don't feel eqipped to answer, as I'm not an "expert" in this
area. I do, feel, however, that all teachers should give this some
thought and some time to educate themselves, , as one never knows when it will
come up. I have memories of my early teachign years (mid-seventies!)
when I taught a class in public speaking. Students were assigned to give
a talk about their trip to America. I was an inexperienced,
undertrained, part-time teacher in an night class. I sat there,
gradebook in hand, as students dutifully made their presentations. Then,
a Cambodian woman got up and began to talk in a kind of drone-- telling about
her journey in which her sister was raped and killed, her mother starved, her
brother disappeared, etc. I was abolutely mortified, and totally
unprepared to provide witness and support to this unexpected drama.</FONT>
<BR><BR><FONT face=sans-serif size=2>What I"d like to create in the
professional development module is a way for teachers to investigate what
other teachers have done in these situations, a few helpful readings, and some
of their own collective (and invidual) relfection on what they have done
before and what they'd like to do in teh fiture if this siutation arises (as
it inevitably does in a classroom where people talk about things that matter
to them).</FONT> <BR><BR><FONT face=sans-serif size=2>As for the thematic
unit, it is not yet written, but it will contain content info on PTSD and it's
symptoms (and consequences for learning), as well as guided problem-solving
for finding communithy resources. It will not focus on an invitation to
tell traumatic stories. I agree that this is not the teacher's role.
Alas, because teachers are often the first and most important connection
to the host community, they are often thrust in the role of witness and first
compassionate ear,, whether or not it's a role they choose. The more we
are prepared, the better in my view- including preparations to refer
learners to safe places that ARE equpped to help them.</FONT> <BR><BR><FONT
face=sans-serif size=2>Gail.</FONT> <BR><BR><BR><BR><BR>
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<TD width="40%"><FONT face=sans-serif size=1><B>"Katherine G"
<Kgotthardt@comcast.net></B> </FONT><BR><FONT face=sans-serif
size=1>Sent by: specialtopics-bounces@nifl.gov</FONT>
<P><FONT face=sans-serif size=1>09/14/2007 09:31 AM</FONT>
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<DIV align=center><FONT face=sans-serif size=1>Please respond
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<DIV align=right><FONT face=sans-serif size=1>To</FONT></DIV>
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size=1><specialtopics@nifl.gov></FONT>
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<DIV align=right><FONT face=sans-serif size=1>cc</FONT></DIV>
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<DIV align=right><FONT face=sans-serif size=1>Subject</FONT></DIV>
<TD><FONT face=sans-serif size=1>[SpecialTopics 639] Re: Learner
Publishing--memories</FONT></TR></TBODY></TABLE><BR>
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size=2>Hi Gail and others--<BR><BR>I have a question on your writing models
for immigrants with PTSD.<BR><BR>The mental health thematic unit sounds great!
I assume you would include<BR>lists of community resources within the
materials. However, do you feel you<BR>are approaching dangerous ground
in developing a curriculum for teachers to<BR>discuss PTSD and trauma related
incidents with students? As an ESL teacher,<BR>I would not be
comfortable with this, since we are not therapists or<BR>counselors. Or
do your teachers have some other kind of background I am
not<BR>understanding?<BR><BR>Thanks!<BR><BR><BR>Katherine Mercurio Gotthardt,
ESOL Online Instructor<BR>Prince William County Public Schools<BR>Adult
Education<BR>P.O. Box 389<BR>Manassas, VA 20108<BR>work 703-791-8387<BR>fax
703-791-8889<BR><BR>-----Original Message-----<BR>From:
specialtopics-bounces@nifl.gov<BR>[mailto:specialtopics-bounces@nifl.gov]On
Behalf Of Gail E Weinstein<BR>Sent: Friday, September 14, 2007 10:30 AM<BR>To:
specialtopics@nifl.gov<BR>Subject: [SpecialTopics 635] Re: Learner
Publishing--memories<BR><BR><BR><BR>Hello Jean.<BR><BR>This topic comes up
constantly in the trainings I do with teachers of<BR>immigrants. As a
result, I'm working on two ways to approach this: ONe is<BR>to design a
thematic unit for adult ESL students on mental health with a<BR>focus on PTSD.
The second is a professional development approach in which<BR>my
grad students will help to develop a "STudy Circle" for ESL
teachers<BR>(adapting NCSALL's model from their heatlh literacy work) on
dealing with<BR>trauma. I'm gathering articles and resources, and
would welcome any<BR>suggestions regarding your favorites. Once we
design this study circle<BR>module, we'll be happy to share it with anyone who
wants to use it. It will<BR>be designed for teachers to do a bit of
reading, with a small group of<BR>colleagues, interview some of their
peers, and test/document some of their<BR>own strategies.<BR><BR>I'd like to
learn more about your experiences with the Liberians, and how<BR>you have
dealt with it. You would be a wonderful resource for my student<BR>group
who is working on this issue.<BR><BR>Yours,<BR>Gail<BR><BR>San Francisco State
University<BR><BR>.<BR><BR><BR><BR><BR>rejoicer@aol.com<BR>Sent by:
specialtopics-bounces@nifl.gov<BR>09/14/2007 06:49 AM Please respond
to<BR>specialtopics@nifl.gov<BR><BR>Tospecialtopics@nifl.gov<BR>cc<BR>Subject[SpecialTopics
634] Re: Learner
Publishing--memories<BR><BR><BR><BR><BR><BR><BR><BR>Gail--<BR>Have you
encountered any PTSD (post traumatic stress disorder) issues as<BR>you've had
people recount these stories? We see manifestations of PTSD<BR>behaviors in
the children we work with in the Liberian community around the<BR>impacts of
war. I've also found that my adults are not willing to share some<BR>of the
stories from the war and refugee camps. It's just too painful. As<BR>I've
gotten to know them, tidbits will come out, and it's awful to imagine<BR>what
they have been through to get to this point.<BR><BR>Jean
Marrapodi<BR><BR><BR>-----Original Message-----<BR>From: Gail E Weinstein
<gailw@sfsu.edu><BR>To: specialtopics@nifl.gov<BR>Sent: Fri, 14 Sep 2007
8:15 am<BR>Subject: [SpecialTopics 630] Re: Last Day of International
Programs<BR>Discussion<BR><BR><BR>Hi Friends.<BR><BR>Sorry to join very late
in the discussion.<BR><BR>I'm interested in Eric's comment about community
publishing and using<BR>learner writing. I'm working on a model I call
"Learners' LIves as<BR>Curriculum", where teachers are trained to collect and
use learner<BR>narratives as the basis for developing mateirals. I"ve
been developing this<BR>for immigrnts in the United States, first in the form
of traditionally<BR>published textbooks, but now with much more interest and
emphasis on teacher<BR>training, to connect materials developmetn with learner
narratives to<BR>professional development as they work in teams to write the
material.<BR><BR>We're working now on collecting narratives from immigrants
about memories of<BR>floods, earthquakes, etc. to develop disaster
preparedness materials, and<BR>are training immigrant learners to collect some
of the stories. The next<BR>project in line is to develop health
literacy materials beginning with<BR>"stories of courage and hope" from
immigrant cancer survivors as a way into<BR>mateiral about screening and
resources for cancer. The purpose of this<BR>model, is, as Eric
comments, to weave learner writing and learner stories<BR>into the fabric of
the curriculum itself.<BR><BR>A couple of our graduated students from the
MATESOL program at San Francisco<BR>State got fascinated with the model and
want to try it out in Japan. We'll<BR>be presenting there in November.
I've also presented the model in Turkey<BR>and Israel, and have received
very enthused responses from teachers there,<BR>who are exasperated with
materials that have been imported from foreign<BR>contexts.<BR><BR>Would love
to discuss this more with interested colleagues.<BR><BR>Gail
Weinstein<BR><BR><BR><BR>ejonline@comcast.net<BR>Sent by:
specialtopics-bounces@nifl.gov<BR>09/13/2007 08:01 PM<BR>Please respond
to<BR>specialtopics@nifl.gov<BR><BR>Tospecialtopics@nifl.gov<BR>cc<BR>Subject[SpecialTopics
627] Re: Last Day of International
Programs<BR>Discussion<BR><BR><BR><BR><BR><BR><BR><BR><BR><BR>>From what I
have seen in Japan -<BR><BR>8) They are not thinking about jobs with a future,
or jobs at all. There are<BR>no long range plans like that in most
programs.<BR><BR>9) Students get a place to feel comfortable and supported.
They get a kind<BR>ear. They get to feel like part of a community. They also
get language<BR>skills, literacy skills and content area knowledge.<BR><BR>10)
Assessment is a tough issue - and raising it can cause a room to
empty.<BR>Most programs don't reallly want to talk about assessment. I suppose
the<BR>government might talk about how many people have graduated from
programs,<BR>but they don't often get involved at that level.<BR><BR>What I am
interested in checking out is community publishing. Many programs<BR>produce
books of student writing, and I would like to check back in with<BR>them to
hear more about the reaction and how they are used. My sense is that<BR>they
are more of a way to document students' work and as an awareness<BR>raising
thing. I don't think they are used as materials in the classroom.<BR><BR>Erik
Jacobson<BR><BR><BR><BR>-------------- Original message
----------------------<BR>From: "David J. Rosen"
<djrosen@comcast.net><BR>> Special Topics Colleagues,<BR>><BR>>
Friday, September 14th, is the last day of our discussion about what<BR>>
adult literacy education programs in the U.S. can learn from literacy<BR>>
programs and initiatives in other countries. Our discussion has<BR>>
touched on many different experiences, ideas and issues, cultures and<BR>>
countries. Brenda Bell has suggested that one good framework to look<BR>>
at this wide range of issues across countries is Part II of the<BR>>
Oxfam book, Developing Adult Literacy: Approaches to Planning,<BR>>
Implementing and Delivering Literacy Initiatives. I urge you to take<BR>> a
look at this part, indeed the whole book. It's available free,
for<BR>> now at least, as a download from<BR>><BR>>
http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164<BR>><BR>>
Subscribers and guests: what will you carry away from this<BR>> discussion?
What new information or ideas? What has whetted your<BR>> appetite
for more? What might you try out in your program?<BR>><BR>> Some of our
guests may be checking in on Friday so if you have more<BR>> questions
there is still time. Some of our guests, too, may have<BR>> other
thoughts or comments they would like to share. And I do hope<BR>> some of
our guests can address the last three questions I posed:<BR>><BR>> 8.
How are other countries managing to embed language and literacy<BR>>
development into services designed to help adults get jobs with a<BR>>
future?<BR>><BR>> 9. What do participants most get out of the programs
that you have<BR>> been involved with? Conversation skills, reading
skills, writing<BR>> skills, employment skills, empowerment, preparation
for postsecondary<BR>> education, computer skills?<BR>> If you have been
involved in developing integrated curriculum, what<BR>> are the main goals
of curriculum development in international contexts?<BR>><BR>> 10. How
is success measured in programs in other countries? What<BR>> sorts
of metrics are used?<BR>><BR>><BR>> On Monday we start a new
discussion, on adult numeracy.<BR>><BR>><BR>> David J. Rosen<BR>>
Special Topics Discussion Moderator<BR>>
djrosen@comcast.net<BR>><BR>><BR>><BR>><BR>><BR>><BR>>
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