[AAACE-NLA] AAACE-NLA Digest, Vol 32, Issue 31

Wed Feb 1 01:42:16 EST 2006

While generalizations do tell us something, one of the problems with
generalizations about ethnic and cultural groups is that they tend to be
much more diverse than the generalizations allow, and their histories tend
to be much more diverse too.

For example, when we are talking about Asians, are we talking about Asian
Americans who live in poverty, whose children run in gangs or Asian
Americans who are well off and whose children succeed in school? And, there
are significant numbers of Chinese American and Vietnamese American families
living in poverty and young people in Chinese American and Vietnamese
American gangs.

When we are talking about Latinos, are we talking about Mexican Americans
who live in poverty, whose children run in gangs or Cuban Americans who are
well off and whose children succeed in school?

When we are talking about Jews, are we talking about jews whose family
members immigrated from Germany or other parts of Western Europe and tended
to be relatively well-educated and relatively well off, or those whose
family members immigrated from North Africa or Turkey, or those whose family
members immigrated from Eastern Europe, who tended to be much less educated
and much poorer, and who made up the gangs during the first part of the 20th
century, and whose children went to work in the factories and ran with
gangs, and were characterized as "morons" by the first IQ testers for the
military during World War I?

I won't go into the differences in attitude about learning and questioning
between the great variety of groupings within each main religion,
ultra-orthodox, conservative (moderate and traditional), and reformed jews,
etc. But, certainly the presence of a free university, with both day and
evening classes available to everyone helped nurture a love of learning
among many living in New York city during the first half of the 20th
century.

Best,

Sylvie

Sylvie Kashdan, M.A.
Instructor/Curriculum Coordinator
KAIZEN PROGRAM for New English Learners with Visual Limitations
810-A Hiawatha Place South
Seattle, WA  98144, U.S.A.
phone:  (206) 784-5619
email:  kaizen_esl at literacynet.org
web:  http://www.nwlincs.org/kaizen/

----- Original Message ----- 
From: <andresmuro at aol.com>
To: <aaace-nla at lists.literacytent.org>
Sent: Wednesday, January 18, 2006 12:48 PM
Subject: Re: [AAACE-NLA] AAACE-NLA Digest, Vol 32, Issue 31

As a jew, I have high regards for education, however, not for all
education, or for all teachers. Sometimes, what passes for education is
more like des-education rather than education and coersion sometimes
substitutes teaching. We are taught to think uncritically and not to
question. If education promotes critical thinking, questioning,
creativity and inquiry, I am all for it. Respecting authority masked as
education is not respect for education.

Andres

Please take a look at my artwork: www.geocities.com/andresmuro/art.html

-----Original Message-----
From: lgtsmolen at aol.com
To: aaace-nla at lists.literacytent.org
Sent: Wed, 18 Jan 2006 13:47:25 -0500
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-----
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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)

----------------------------------------------------------------------

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
    _______________________________________________
    AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
    http://lists.literacytent.org/mailman/listinfo/aaace-nla
    LiteracyTent: web hosting, news, community and goodies for literacy
    http://literacytent.org

  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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