[AAACE-NLA] AAACE-NLA Digest, Vol 48, Issue 72
ggillette@ix.netcom.com
ggillette at ix.netcom.com
Mon May 21 23:21:36 EDT 2007
Has anyone read the bill?
326 pages with ONE paragraph on teaching English...having the USDE
setting up an online English program to teach English as a foreign language.
(no specific funding).
Discussion is good, but while we opine, someone else is writing our future,
our profession and sending our students into an impossible corner.
No specific funding for ESOL, but $100 million dollars to set up citizenship
boards under USCIS that don't even mention educators? (sec 709).
That's roughly half the amount we spend on adult ed. ESOL education.
What was the EFF term...where is our voice?
Gloria Gillette
-----Original Message-----
>From: aaace-nla-request at lists.literacytent.org
>Sent: May 21, 2007 2:45 PM
>To: aaace-nla at lists.literacytent.org
>Subject: AAACE-NLA Digest, Vol 48, Issue 72
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>Today's Topics:
>
> 1. Immigration and adult ed (Andrea Wilder)
> 2. Re: Natl Commission on Adult Literacy Resource Document
> Released (Andrea Wilder)
> 3. Re: Natl Commission on Adult Literacy Resource Document
> Released (Gail Spangenberg)
> 4. engaging students in immigration issues (Wrigley, Heide)
>
>
>----------------------------------------------------------------------
>
>Message: 1
>Date: Mon, 21 May 2007 15:23:16 -0400
>From: Andrea Wilder <andreawilder at comcast.net>
>Subject: [AAACE-NLA] Immigration and adult ed
>To: National Literacy Advocacy List sponsored by AAACE
> <aaace-nla at lists.literacytent.org>
>Message-ID: <39f6d7e5174c9c3d0a14729c7be4ad00 at comcast.net>
>Content-Type: text/plain; charset=US-ASCII; format=flowed
>
>So...thinking back over the discussion (combat?) over
>immigration/law/ethics, I wondered if anybody had changed their
>positions? Any more thinking happen? And what kind of immigration
>policies do people support? Andres--open borders? Did any of the
>discussion affect classroom teaching?
>
>Curious, in Cambridge--
>
>Andrea
>
>
>
>------------------------------
>
>Message: 2
>Date: Mon, 21 May 2007 15:33:30 -0400
>From: Andrea Wilder <andreawilder at comcast.net>
>Subject: Re: [AAACE-NLA] Natl Commission on Adult Literacy Resource
> Document Released
>To: National Literacy Advocacy List sponsored by AAACE
> <aaace-nla at lists.literacytent.org>
>Message-ID: <ccb60a073d401eeddee729f5e8af3557 at comcast.net>
>Content-Type: text/plain; charset=US-ASCII; format=flowed
>
>Gail--
>
>THIS IS REMARKABLE. I just skimmed the first pages, I'm looking
>forward to reading the whole report.
>
>Andrea
>
>On May 21, 2007, at 12:22 PM, Gail Spangenberg wrote:
>
>> <nchemspresentation.pdf>
>
>
>
>------------------------------
>
>Message: 3
>Date: Mon, 21 May 2007 16:11:06 -0400
>From: Gail Spangenberg <gspangenberg at caalusa.org>
>Subject: Re: [AAACE-NLA] Natl Commission on Adult Literacy Resource
> Document Released
>To: National Literacy Advocacy List sponsored by AAACE
> <aaace-nla at lists.literacytent.org>
>Message-ID: <C3B0F238-5B91-4A86-8392-DB830A5794F1 at caalusa.org>
>Content-Type: text/plain; charset="us-ascii"
>
>Thank you, Andrea, for your interest, and for taking the time to tell
>me. Only caution I'd have is that reasonable people might draw
>different conclusions from the data, and there are probably a few
>apple and orange issues. But, yes, I personally believe it is an
>extraordinary data set. NCHEMS has made a highly valuable
>contribution to the work of the Commission. Gail
>
>
>On May 21, 2007, at 3:33 PM, Andrea Wilder wrote:
>
>> Gail--
>>
>> THIS IS REMARKABLE. I just skimmed the first pages, I'm looking
>> forward to reading the whole report.
>>
>> Andrea
>>
>> On May 21, 2007, at 12:22 PM, Gail Spangenberg wrote:
>>
>>> <nchemspresentation.pdf>
>>
>> _______________________________________________
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>
>Gail Spangenberg
>President
>Council for Advancement of Adult Literacy
>1221 Avenue of the Americas - 46th Fl
>New York, NY 10020
>212-512-2362, F: 212-512-2610
>www.caalusa.org
>
>
>
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>Message: 4
>Date: Mon, 21 May 2007 17:00:58 -0400
>From: "Wrigley, Heide" <heide at literacywork.com>
>Subject: [AAACE-NLA] engaging students in immigration issues
>To: "National Literacy Advocacy List sponsored by AAACE"
> <aaace-nla at lists.literacytent.org>
>Message-ID:
> <FC296284F724334392D3C7D22CC4F221425E0C at ntxbeus09.exchange.xchg>
>Content-Type: text/plain; charset="us-ascii"
>
>Hi, Andrea and others
>
>More on thinking about immigration later - from a semantic perspective
>"amnesty" and "earned legalization" and "path to citizenship" all seem
>to refer to the same concepts but carry with them different emotional
>responses.
>
>In terms of classroom teaching: Some of the teachers we've been working
>with have used one or more of the following:
>
>1. Creating semantic maps (mind maps/spider maps) to have students
>generate the ideas that are related to immigration as we have to surface
>what students know, what they are confused about; what they worry about
>and an opportunity to explain that a bill is not a law.
>
>2. Using techniques for "reciprocal teaching" and "question-generating
>and question answering"), asking students to work in pairs and small
>groups to generate and answer questions about a text that deals with
>immigration - again another jumping off point for further discussions
>and opportunities to sort out how English works (do support in questions
>etc).
>
>3. Using scenarios around civic issues that deal with parents being
>deported and the children, who are American citizens, having the
>opportunity to move back to the US. Opportunities for problem solving
>and problem posing, more language work around key vocabulary and phrases
>
>4. A unit on the old Bracero program (I think I mentioned that before).
>Students explore websites related to the topic. Music for this unit
>includes
>
>* Deportees by Woodie Guthrie (we use the Peter, Paul, and Mary
>version) as well as a Spanish version of the same song
>* This land is my land by Lila Downs (English and Spanish)
>* El bracero fracasado (also by Downs - a brilliant piece of
>music)
>
>A bibliography project (students explore a person's life and
>contribution and present their findings via PowerPoint to the class)- we
>use Cesar Chavez as a starting point. The teacher reads "Harvesing Hope
>- the story of Cesar Chavez" with the class. It's a wonderful picture
>book for older kids, not childish at all. The illustrations really draw
>in adult students. (One of the teachers in Lockhart using a second book,
>and I'll try to get the details). Of course, some students vastly prefer
>to read about Oscar de la Hoya)
>
>For beginning levels, we often start with photography books, asking
>students "what do you see?" "what do you think?". We are using "Vatos"
>by Jose Galvez and Luis Alberto Urrea as a starting point - to broaden
>discussions to other places and peoples, we often move on to Material
>World.
>
>Others?
>
>Heide
>
>
>-----Original Message-----
>From: aaace-nla-bounces at lists.literacytent.org
>[mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of Andrea
>Wilder
>Sent: Monday, May 21, 2007 1:23 PM
>To: National Literacy Advocacy List sponsored by AAACE
>Subject: [AAACE-NLA] Immigration and adult ed
>
>So...thinking back over the discussion (combat?) over
>immigration/law/ethics, I wondered if anybody had changed their
>positions? Any more thinking happen? And what kind of immigration
>policies do people support? Andres--open borders? Did any of the
>discussion affect classroom teaching?
>
>Curious, in Cambridge--
>
>Andrea
>
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