[AAACE-NLA] AAACE-NLA Digest, Vol 32, Issue 31
Catherine B. King
cb.king at verizon.net
Wed Jan 18 16:00:23 EST 2006
Hello AHM:
As I am sure you know, misunderstanding is always a
possibility in anything we say and do; and we cannot
assume that what it means to "be educated" is the same
for every culture/religion/ethnic group, institution, or self-
interpretation. But we don't stop trying to understand
because someone or we might misunderstand?
Whatever else education is, our penchant for self-
correction is a fundamental part of it? (Good thing!)
Also, I am interested in why referring to someone as
"Asian" (or other group-identities) as a reference to their
place of birth might be considered to be derogatory or
"stereotyping." Doesn't it depend on what you (and they)
mean by it?
Certainly, if we take note of, respect and even celebrate
different cultural origins for many reasons, "Asian," or any
other general group-reference can be an intelligent and
interested reference to someone's identified-with place of
birth, and most probably a rich cultural history--like the U.S.
cultural history--sometimes, but not always--worthy of our
pride.
Catherine
---- Original Message -----
From: Hector-Mason, Anestine
To: National Literacy Advocacy List sponsored by AAACE
Sent: Wednesday, January 18, 2006 1:58 PM
Subject: Re: [AAACE-NLA] AAACE-NLA Digest, Vol 32, Issue 31
This is interesting, but I wonder if this is just a generalization about people from the Asian and Jewish cultures. I wonder if making generalizations like this could lead others to develop opposite opinions about the other groups not mentioned.
One could argue that people from all different cultures have a high regard for education, but not all of them have the wherewithal, perhaps, to show how much they value education. Access to education is neither studied across all cultural groups nor is it distributed equally among all cultural groups for generalizations like these to be made.
I'm always uncomfortable about whole-group generalizations.
AHM
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From: aaace-nla-bounces at lists.literacytent.org [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of lgtsmolen at aol.com
Sent: Wednesday, January 18, 2006 1:47 PM
To: aaace-nla at lists.literacytent.org
Subject: Re: [AAACE-NLA] AAACE-NLA Digest, Vol 32, Issue 31
In talking with my Asian friends, it is understood that education is to be taken seriously and that showing respect for your teachers is of utmost importance. I know that teachers in China are highly respected. I think it is also true of the Jewish culture. They too, seem to have a high regard for education. Linda
-----Original Message-----
From: aaace-nla-request at lists.literacytent.org
To: aaace-nla at lists.literacytent.org
Sent: Wed, 18 Jan 2006 12:00:03 -0500
Subject: AAACE-NLA Digest, Vol 32, Issue 31
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Today's Topics:
1. Re: Need Help with Grade Equivalency Categories (Sheri Rogers)
2. Re: Mother's skill level (jtrafford)
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Message: 1
Date: Wed, 18 Jan 2006 09:17:19 -0600
From: "Sheri Rogers" <rogerss at apsd.k12.ar.us>
Subject: Re: [AAACE-NLA] Need Help with Grade Equivalency Categories
To: <aaace-nla at lists.literacytent.org>
Message-ID: <s3ce07aa.043 at apsd.k12.ar.us>
Content-Type: text/plain; charset=US-ASCII
http://www.lacnyc.org/resources/adult/EFL_descriptors.pdf
(Yes, it's long, copy & paste)
Has a clear copy of the NRS descriptors for each level- this is similar
to what we have used in our staff development, in a nice PDF format
Sheri D. Rogers
Director of Adult Education
Arkadelphia Public Schools
870.246.1104
>>> vharris at lc.edu 01/17/06 2:00 PM >>>
Hello all,
I am needing to communicate "grade level equivalency" categories with
adult
literacy volunteer tutors and would like to gather opinions on how to
best
do this. My first thought was to use the already established NRS
categories, which are:
Beginning Literacy (0-1.9 grade level)
Beginning ABE (2-3.9)
Low Intermediate ABE (4-5.9)
High Intermediate ABE (6-8.9)
Low Advanced ASE (9-10.9)
High Advanced ASE (11-12.9)
What do you think? Any better ideas out there??? Thanks in advance for
sharing your thoughts.
Val Harris
Director of Adult Education
Lewis & Clark Community College
5800 Godfrey Road
Godfrey, IL 62035
(618) 468-4100
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Message: 2
Date: Wed, 18 Jan 2006 10:55:41 -0500
From: "jtrafford" <jtrafford at cox.net>
Subject: Re: [AAACE-NLA] Mother's skill level
To: "National Literacy Advocacy List sponsored by AAACE"
<aaace-nla at lists.literacytent.org>
Message-ID: <001e01c61c47$a2ba1e40$7918fa18 at jt>
Content-Type: text/plain; charset="iso-8859-1"
All of the students that I see in K-12 of asian linage have a strong desire to
succeed due to family ddiscipline and code of work ethic. I am sadden to see
others of upper middle class not interested in school and with less respect than
asian breothers and sisters.
----- Original Message -----
From: tanya tweeton
To: National Literacy Advocacy List sponsored by AAACE
Sent: Monday, January 16, 2006 3:54 PM
Subject: Re: [AAACE-NLA] Mother's skill level
Can anyone explain how the children of Asian families do so well in school?
These families have come to this country sometimes semi -literate to illiterate,
yet their children shine in school.
Tanya Tweeton
Sarah Beaman-Jones <sbeaman at webster.edu> wrote:
While it is true, "the single most effective predictor of children's
literacy is mother's
education level" is frequently quoted, there has been some
interesting research in this area. Victoria Purcell-Gates researched
the effect of mothers' educational level on the children's emergent
literacy skills. What she discovered is that it was in the homes
where children saw their mother use her literacy skills for useful
purposes [read the TV guide, write a grocery list] that the children
developed literacy skills. They saw reading as "useful."
--
Sarah Beaman-Jones
Literacy Program Developer
LIFT-Missouri
One Post Office Square
Suite 22
815 Olive Street
St. Louis, MO 63101
1-800-729-4443
1-314-678-4443 ext. 206
1-314-678-2938 [fax]
http://lift-missouri.org
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Virginia Crocheron Gildersleeve
"The ability to think straight, some knowledge of the past, some vision of the
future, some skill to do useful service, some urge to fit that service into the
the well being of the community-these are the most vital things education must
try to produce."
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