Cheers,
Dorothy Hoyt

Synopsis by Carlos Pérez

In her article titled, Doing Away with ‘Study Skills’, Ursula Wingate (2006) affirms study skills cannot be separated from subject content and the process of learning. In other words, study skills need to be developed through subject teaching. The author illustrated the need for student support beyond providing guidelines on time management, writing essays, and note-taking. Furthermore, Wingate found that “effective learning takes place when learners experience a problem and take action, reflect on the action, form concepts on the basis of their reflection, and apply these concepts in new situations” (p. 458). Teachers should be concerned with student learning, that is, helping students develop the skills of learning, and ultimately learn how to learn. In addition, the complexity of skills call for integrating subject content with subject knowledge, plus study skills. The ultimate goal of study skills is to prepare students to carry out academic tasks, especially academic writing, in order to be successful in college and in their career. Although this article was intended for students in the United Kingdom, the subject matter is applicable to all students, including our SAC/SCE student population. The author suggests institutionalizing study skills by encouraging instructors to “develop their students’ leaning within their regular teaching” (p. 467). Wingate concludes the article by reminding us that there are no quick fixes, instead to focus resources on initiatives that emphasize educational development, which in turn may effectively enhance student learning and student success.

Reference:

Wingate, U. (2006). Doing away with ‘study skills’. Teaching in Higher Education, 11, 457-469.

“Learning Contracts and Team Teaching in a University ESL Writing Class”

The Internet TESL Journal, Vol. VI, No. 10, October 2000 by Schwarzer, David; Kahn, Robert E.; and Smart, Kristi

http://iteslj.org/Articles/Schwarzer-Contracts.html

Summary by Maribel Hernandez

The article focuses on an ESL class designed as a “whole language writing workshop”. The authors state “the role of the teacher … is described as a kid-watcher, initiator and mediator, designing a distinct learning environment in which the revelation of a new culture develops”. In the article, the authors’ greatest interest was to study how students “make sense of what initially appears to be chaos”. One of their focuses was on the implementation of “learning contracts” in the ESL class. The authors found “Learning contracts are written commitments in which students state their specific objectives over a limited period”. The authors also speak about team teaching in the classroom and the teachers’ growth through research.

In her article titled, Doing Away with ‘Study Skills’, Ursula Wingate (2006) affirms study skills cannot be separated from subject content and the process of learning. In other words, study skills need to be developed through subject teaching. The author illustrated the need for student support beyond providing guidelines on time management, writing essays, and note-taking. Furthermore, Wingate found that “effective learning takes place when learners experience a problem and take action, reflect on the action, form concepts on the basis of their reflection, and apply these concepts in new situations” (p. 458). Teachers should be concerned with student learning, that is, helping students develop the skills of learning, and ultimately learn how to learn. In addition, the complexity of skills call for integrating subject content with subject knowledge, plus study skills. The ultimate goal of study skills is to prepare students to carry out academic tasks, especially academic writing, in order to be successful in college and in their career. Although this article was intended for students in the United Kingdom, the subject matter is applicable to all students, including our SAC/SCE student population. The author suggests institutionalizing study skills by encouraging instructors to “develop their students’ leaning within their regular teaching” (p. 467). Wingate concludes the article by reminding us that there are no quick fixes, instead to focus resources on initiatives that emphasize educational development, which in turn may effectively enhance student learning and student success.

Reference:

File Attachment: Doing away with ’study skills’.pdf (89 KB)

Her students were unable to talk about what they were good at or even what they enjoyed doing and were passive with respect to their expectations for the class. For those reasons, the author decided to use a writing activity she had already been using every day to inspire the following changes in her students:

1. greater self-confidence
2. increased willingness to express their opinions in class,
3. a greater willingness to lead the class and teach each other

She realized that formal writing assignments such as essays and autobiographies would cause anxiety in her students, so she used journal writing to coax students into writing their life histories. The students were already comfortable with this type of writing since it was a daily activity in her class.

She changed the guiding questions from questions about the present to questions about the past. There was some initial resistance since, for many of the students; writing about the past brought back painful memories. They also needed to be encouraged to disregard spelling and grammar errors. Ms. Garland addressed spelling and mechanics by using excerpts from their journals (with the student’s permission) to teach them what they needed to know in those areas.

Not only did this approach succeed in achieving Ms. Garland’s original goals (1 – 3 above), it had the unanticipated outcome of increasing cultural pride and cultural awareness among the students. The students took more initiative in their own lives: some got jobs, one got a restraining order against an abusive partner, and others got drivers’ permits. Ultimately, the students wrote their autobiographies using journal entries.

REVIEWED BY PAT DAVIDSON – 5/14/08

This article presents issues with seeing the identities of our Ss and how that can help us help them learn a second language. ESL teachers all know this is important but this writing explores more, posits some interesting questions, offers good writing strategies and presents some controversies, with possible readings for follow-up.

Using the words ‘re-creation’ – making new roles in the family, neighborhood, work necessary with the limited language; and ‘readjustment’ – one’s ethnicity requiring him/her to be a different part of the new society – the author directs us to use the word self-recreation in making the subtle more overt in classroom strategy and discussions.

Issues in learning a second language have evolved from formal learning (error correction and rote) to SLA (second-language acquisition, inter-language socialization); style-profiles tailored to individual Ss in classroom, which may be ultimately stereotyping and unfair, and finally, to a social context emphasis. Identity approach therefore moves past simple personality of learner. It involves the affective dynamics of power between two speakers, with inherent inequalities such as racism, sexism, status, etc. It discusses instrumental motivation and integrative motivation as being helpful but limited. Needing English to find a job or wanting to become part of the community “fall short in describing the language learner’s situation because they assume a static identity…”

Researchers here also discussed controversies in perceptions between (or among, with multiple) immigration groups, such as Asian and Hispanic. By observing the classroom discourses they point to the dynamics of the varying perceptions one group may hold for the other, or indeed, each for itself. This collective self-image is an important part of what a learner brings to the classroom. These included images of Asians as model minorities in contrast with views of Latinos as inferior and contrary. Racializing the debate in society at large, they write, means that racial/colonial/imperial issues also come into the classroom language learning setting.

Classroom Applications given in this article were: the basic ‘who are we and where are we from’ starting with: PORTFOLIO WRITING, emphasizing that Ss should continue these bits of history over time and update them. DIALOGUE JOURNAL WRITING: Discussing and then writing the opinions of a partner, to better explore a topic and interact one-on-one with another learner to develop identity. LARGE-GROUP DISCUSSION: Discussion of identities in general from ‘old’ country to new, such as what it’s like to be a student in Mexico, or a teacher in China: SMALL-GROUP CONVERSATIONS: sharing past experiences, with T helping to direct goals toward the future. IMPROVISATIONAL DIALOGUES: Exercises including brainstorming, situation ethics, problems, etc., with direction by T towards finding ways for Ss to solve problems and make their voices heard.

The Conclusion drawn was that spotlighting identity of Ss means helping them bring their real lives into the context of their new language, both classroom and outside the classroom. The T can glean some valuable tools from these reminders and strategies.

“Innovative Programs and Promising Practices in Adult ESL Literacy” ERIC Digest.

For more about ERIC, contact access ERIC 1-800-LET-ERIC

Publication Date 1993

Adult ESL literacy is a relatively new field and reflects a shift to greater emphasis on communication which is meaningful and applies a greater use of the native language and culture.

This digest describes some of the promising practices found at 9 project sites implementing innovative ideas during a national study funded under the National English Literacy Demonstration Program for Adults of Limited English Proficiency.

The researchers were looking for programs serving nontraditional students in nontraditional ways, and linking the experiences of the learner to learning. The author states that at the time these programs were the exception. Many literacy programs taught literacy through a set of skills: letters, words, sentences. Innovative programs were to follow a different path and offer ESL students meaningful units that invited learners to tell stories about themselves and their own life experiences.

Some of the findings of the researchers are found under each category listed below:

Providing a Social Context for Literacy Education

A group of adult students at the El Barrio Popular Education Program in New York (Spanish-English) canvassed their area and noted the use of bilingual signs and interviewed store owners to find out the language used with customers. The students then developed charts to show their findings. They had to access, interpret, analyze and synthesize information but in a context that connected the community to school-based learning.

Learning through Hands-On Experience

At the Arlington Education and Employment Program (REEP) in Virginia, students interviewed each other about their favorite foods, made a grid and shared this information with the class.

The author suggested a prior lesson that involved making a fruit salad, naming the fruits, writing the recipe or drawing illustrations to show the steps. He also suggested a later lesson that involved students in making instant puddings followed by taste testing, rating flavors and food preference charts.

Using Learner-Generated Materials

The UAW/Chrysler workplace program inYpsilanti, Michigan, successfully used a learner-centered approach in reading and writing where immigrants learned along side native speakers.

The Refugee Women’s Alliance in Seattle published stories written by women of their own experiences, with illustrations by them, and shared with the community.

Using the Native Language as a Bridge to English

Native language approaches were found to be successful in regions where non-literate learners have a common language. It is an appropriate approach for students who have had little education in their own language and are unsure about success in school. Centers visited were in Massachusetts where the Haitian Multi-Service Center teaches in Haitian Creole, Minnesota, the Lao Family Community uses Hmong, and California, where the City College of San Francisco uses Spanish.

In the beginner classes, The Lao Family Community of Minnesota used English and Hmong to link immigrant culture to the mainstream, to help parents understand the school system and strengthen their role as parents. An effort was made to provide knowledge of U.S. law and conventions that would be congruent with their own culture.

Linking Communicative Competence and Language Awareness

Most innovative programs were found to place the greater emphasis on communication and the secondary emphasis on accuracy.

At the International Institute of Rhode Island, learners work in small groups and develop stories based on pictures provided by the teacher. One of the group members takes notes on the group’s ideas, the story is composed on newsprint, one group member edits, and another member reads the story aloud and uses pictures to illustrate.

Using Technology

Video applications show great promise. At El Paso Community College a video provides learners with information about worker safety and the use of new technology (in Conjunction with Levi Strauss). Interviews with actual garment workers are included. After viewing, students discuss and write about their personal experiences.

Conclusion

Although innovative practices vary, they have found ways to help learners access literacy that is meaningful.

The Internet TESL Journal, Vol. VI, No. 10, October 2000 by Schwarzer, David; Kahn, Robert E.; and Smart, Kristi

http://iteslj.org/Articles/Schwarzer-Contracts.html

The article focuses on an ESL class designed as a “whole language writing workshop”. The authors state “the role of the teacher … is described as a kid-watcher, initiator and mediator, designing a distinct learning environment in which the revelation of a new culture develops”. In the article, the authors’ greatest interest was to study how students “make sense of what initially appears to be chaos”. One of their focuses was on the implementation of “learning contracts” in the ESL class. The authors found “Learning contracts are written commitments in which students state their specific objectives over a limited period”. The authors also speak about team teaching in the classroom and the teachers’ growth through research.

By Anna Uhl Chamot, Marsha Dale , J. Michael O’Malley, George Spanos (1992).

Summary by Soledad Knipp

I will start my summary of this research by stating the word math problem given to a group of ESL students in a small urban school district in Arlington, VA. The students (32 in all) were beginning and intermediate level ESL students in elementary, middle school and high school. Additionally, the students were enrolled in mathematics classes implementing the Cognitive Academic Learning Approach (CALLA). A discussion of this approach is included below.

Word problem 1

Carlos and Gloria work at McDonald’s at 4238 Wilson Boulevard.
Carlos works 8 hours per week and gets $4.50 per hour. Gloria works
6 hours per week and gets $6.15 per hour. Who works more? Who
gets more money per week? How much more?

Word Problem 2 (Alternate)

In 1989, there were 36 students in the HILT math class. In 1990,
there were 27 students. Which year had more students? How
many more students were there in that class?

The teachers chosen to participate in the study were classified as either high implementation teachers (translation: they were involved extensively in staff development and other project activities) or low implementation teachers (limited involvement in project activities).

The CALLA is based on a cognitive model of instruction and integrated high priority content from the grade level curriculum, a focus on academic language development through content and overt instruction in learning strategies (Chamot & O’Malley). It incorporates cognitive theory in which students learn both language and content.

Purpose of the Study

The research focused on the effects of cognitive instruction in math on ESL students specifically on their problem-solving approach. What problem-solving strategies do ESL students use in dealing with word problems? Compare these strategies at different levels of English proficiency. Also, find out if the problem-solving techniques of those students receiving instruction from high implementation teachers differ from those under low implementation teachers.

Experienced ESL teachers will agree with me (just looking at the above problems) that the intermediate level students will have a better chance of solving the problems than the beginning students. We can also make the prediction that it will take more time for the beginning students to solve them if they could at all. We can also say with certainty that the techniques that would be used by the intermediate students would be different from those of the lower level students.
Learning and Problem Solving Strategies Implemented

The CALLA method mentioned in the beginning of this paper was used in the research. CALLA emphasizes the importance of giving direct instruction in learning strategies and teaching problem solving procedures.

● Learning strategies used:

1. Metacognitive strategies:
a. planning – explicitly identifying the central question that needs to be
answered; identifying information needed to solve the
problem and eliminating unnecessary information;
b. self-evaluation – checking on the progress of solving the problem, catching
mistakes as they happen.
2. Cognitive strategies:
a. grouping – classifying concepts according to their attributes (like making
a table or a list of information in a problem;
b. elaboration – relating new information to prior knowledge/experiences;
c. note-taking – writing needed information and using it to solve problem;
d. deduction – applying rules to solve problem;
e. imagery – using mental or real pictures to understand or solve problem.
3. Social Affective Strategies:
a. questioning for clarification – getting additional information from teacher or
other experts or posing questions to one’s self;
b. cooperation – working with peers to understand and solve the problem;
c. self-talk – reducing anxiety through positive self-direction.

● Problem-solving techniques taught:

The following five-step problem solving sequence was featured in the study. Teachers were encouraged to make posters of this 5-step problem solving techniques to use as a visual aid to assist students in approaching the word problem in a systematic way.

1. Understand the question by reading the problem aloud, discussing prior
knowledge about the problem type, drawing a picture of the problem, rewriting
the question as a statement with a blank for the answer, paraphrasing the
question;

2. Find the needed data which included underlining or circling data needed,
crossing out extraneous information, and comparing circled numbers to the
pictorial representation developed in 1.

3. Make a plan by deciding if one step or multiple steps are called for, choosing the
operation(s), making a table or other graphic representation, guessing and
checking, writing a number sentence, or otherwise setting up the problem.

4. Solve the problem included activities such as working with pencil and/or
calculator or compute the answer to the problem.

5. Check back by comparing the answer to the representation made in 1 to see
if it makes sense, reviewing the problem solving steps, looking for more
information in the problem, estimating the answer, checking calculations.

Results

As personally predicted in the beginning of this summary, more students in the high implementation classroom and high in their language and math abilities scored correctly on the problem. None of the students rated average or low solved the problem correctly. Length of residence in the United States did not reveal any meaningful effect on the students’ capability to solve the problem.

Students in high implementation classrooms used significantly more metacognitive strategies than students in low implementation classrooms. No differences were found in the number of cognitive strategies mentioned among students in the high vs. low implementation classrooms.

The students in the high implementation classes used the problem solving steps in their correct sequence more than low implementation students. The latter suggested that the avenue to correct answers on word problems is through using the problem solving steps in their correct sequence.

Conclusion

From the findings, it was concluded that teachers who participated in staff development activities to introduce problem solving steps and learning strategies to their students appear to have an impact on the strategies students actually used in problem solving and in correctly solving the word problem. The opposite was also true: teachers who did not participate had students not only failing to use the strategies but also not obtaining the correct answers on the word problem.

One significant item identified in this study, however, was that lower ability students, even when they were in high implementation classrooms, did not tend to use the correct sequence or problem solving steps more than the students in low implementation classrooms. One reason could be that lower ability students were operating on lower linguistic competence and were not ready to deal with math texts in a systematic fashion.

By Anna Uhl Chamot, Marsha Dale , J. Michael O’Malley, George Spanos (1992).

By Soledad Knipp

I will start my summary of this research by stating the word math problem given to a group of ESL students in a small urban school district in Arlington, VA. The students (32 in all) were beginning and intermediate level ESL students in elementary, middle school and high school. Additionally, the students were enrolled in mathematics classes implementing the Cognitive Academic Learning Approach (CALLA). A discussion of this approach is included below.

Word problem 1

Carlos and Gloria work at McDonald’s at 4238 Wilson Boulevard.
Carlos works 8 hours per week and gets $4.50 per hour. Gloria works
6 hours per week and gets $6.15 per hour. Who works more? Who
gets more money per week? How much more?

Word Problem 2 (Alternate)

In 1989, there were 36 students in the HILT math class. In 1990,
there were 27 students. Which year had more students? How
many more students were there in that class?

The teachers chosen to participate in the study were classified as either high implementation teachers (translation: they were involved extensively in staff development and other project activities) or low implementation teachers (limited involvement in project activities).

The CALLA is based on a cognitive model of instruction and integrated high priority content from the grade level curriculum, a focus on academic language development through content and overt instruction in learning strategies (Chamot & O’Malley). It incorporates cognitive theory in which students learn both language and content.

Purpose of the Study

The research focused on the effects of cognitive instruction in math on ESL students specifically on their problem-solving approach. What problem-solving strategies do ESL students use in dealing with word problems? Compare these strategies at different levels of English proficiency. Also, find out if the problem-solving techniques of those students receiving instruction from high implementation teachers differ from those under low implementation teachers.

Experienced ESL teachers will agree with me (just looking at the above problems) that the intermediate level students will have a better chance of solving the problems than the beginning students. We can also make the prediction that it will take more time for the beginning students to solve them if they could at all. We can also say with certainty that the techniques that would be used by the intermediate students would be different from those of the lower level students.

Learning and Problem Solving Strategies Implemented

The CALLA method mentioned in the beginning of this paper was used in the research. CALLA emphasizes the importance of giving direct instruction in learning strategies and teaching problem solving procedures.

● Learning strategies used:

1. Metacognitive strategies:

a. planning – explicitly identifying the central question that needs to be
answered; identifying information needed to solve the
problem and eliminating unnecessary information;
b. self-evaluation – checking on the progress of solving the problem, catching
mistakes as they happen.

2. Cognitive strategies:

a. grouping – classifying concepts according to their attributes (like making
a table or a list of information in a problem;
b. elaboration – relating new information to prior knowledge/experiences;
c. note-taking – writing needed information and using it to solve problem;
d. deduction – applying rules to solve problem;
e. imagery – using mental or real pictures to understand or solve problem.

3. Social Affective Strategies:

a. questioning for clarification – getting additional information from teacher or
other experts or posing questions to one’s self;
b. cooperation – working with peers to understand and solve the problem;
c. self-talk – reducing anxiety through positive self-direction.

● Problem-solving techniques taught:

The following five-step problem solving sequence was featured in the study. Teachers were encouraged to make posters of this 5-step problem solving techniques to use as a visual aid to assist students in approaching the word problem in a systematic way.

1. Understand the question by reading the problem aloud, discussing prior
knowledge about the problem type, drawing a picture of the problem, rewriting
the question as a statement with a blank for the answer, paraphrasing the
question;

2. Find the needed data which included underlining or circling data needed,
crossing out extraneous information, and comparing circled numbers to the
pictorial representation developed in 1.

3. Make a plan by deciding if one step or multiple steps are called for, choosing the
operation(s), making a table or other graphic representation, guessing and
checking, writing a number sentence, or otherwise setting up the problem.
4. Solve the problem included activities such as working with pencil and/or
calculator or compute the answer to the problem.

5. Check back by comparing the answer to the representation made in 1 to see
if it makes sense, reviewing the problem solving steps, looking for more
information in the problem, estimating the answer, checking calculations.

Results

As personally predicted in the beginning of this summary, more students in the high implementation classroom and high in their language and math abilities scored correctly on the problem. None of the students rated average of low solved the problem correctly. Length of residence in the United States did not reveal any meaningful effect on the students’ capability to solve the problem.

Students in high implementation classrooms used significantly more metacognitive strategies than students in low implementation classrooms. No differences were found in the number of cognitive strategies mentioned among students in the high vs. low implementation classrooms.

The students in the high implementation classes used the problem solving steps in their correct sequence more than low implementation students. The latter suggested that the avenue to correct answers on word problems is through using the problem solving steps in their correct sequence.

Conclusion

From the findings, it was concluded that teachers who participated in staff development activities to introduce problem solving steps and learning strategies to their students appear to have an impact on the strategies students actually used in problem solving and in correctly solving the word problem. The opposite was also true: teachers who did not participate had students not only failing to use the strategies but also not obtaining the correct answers on the word problem.

One significant item identified in this study, however, was that lower ability students, even when they were in high implementation classrooms, did not tend to use the correct sequence or problem solving steps more than the students in low implementation classrooms. One reason could be that lower ability students were operating on lower linguistic competence and were not ready to deal with math texts in a systematic fashion.

Adapting Penny Ur’s “Teaching Listening Comprehension” for math basic skills.

—– Penny Ur (1984). “Teaching Listening Comprehension.”
—– Cambridge University Press.

This book is still one of the greats on specific ways to teach basic listening – TPR and all its cousins. How can these techniques be adapted for math?

A first area is “listening for perception” (pp.35-46). I think we do this already. Our Beginning One texts certainly have students circling 13 or 30 as they listen to a script. Extensions to this are given in later chapters: students are given a series of pictures and asked to pick the one being described, or put them in the order that they are described.

In “Detecting Mistakes” (pp. 80-83), students are given a picture. The teacher (or video) describes the picture, but makes mistakes, which students must spot. For us the mistakes could be math related. They can also be given a written text which differs from the audio one, and they have to spot the differences. Or for math, they are given a completed check register, and must spot when the aural story deviates from the register. It would not be hard to go through the beginning texts, and make up a math cloze for every chapter.

Cloze exercises (pp.83-84) would certainly work here. Students get a script with blanks and must fill in the blanks while listening. They could be listening for items, prices, and/or quantities. Or distances to travel. Or baseball scores. Or recipe info. In another form of this, students get a complete script, but there are mistakes that they must correct as they listen. (In the above paragraph, the aural text was wrong; here the written text is wrong). Add some calculation to each. Again, this could be done for every chapter.

Ur discusses grids as well (pp. 116-123). There’s a lot we could do here: Students listen to a story that includes plenty of numbers and fill in the numbers. Perhaps they are a disaster relief agency getting donations of canned goods, shoes, etc. and they must log in the quantities and total it up. Or it could be sports scores, or small business expenses.

An extension of these activities is to then have students tell the story to each other, using only their grids. This forces them to paraphrase (pp. 129-132).

In “jigsaw listening” (pp.152-160) different students listen to different texts and get information, as in the above sections. This then becomes the basis of an information gap activity, as students put the information together with others. For example: each student in the group is a member of the family, and has had a couple sources of income and written a few checks. They must combine their info to get a household budget. They may need to categorize income – pay, gifts, refund check – and or expenses – rent, utilities, food, etc. Similar exercises could be done for a class party or a business.

A few final thoughts I want to add before I forget them:

First, we could add an unknown to the above activities – someone’s receipts are missing and must be added in later. This works towards an important concept for higher math – variables.

Second: I think spreadsheets are very important for these activities. This will help with check records, bank records, business, higher math, etc.

Third: let’s incorporate real bank statements as well.

Fourth: we need to get out of the easy ruts – grocery shopping, etc.

Fifth: we need to incorporate fractions, decimals, and American measurements.

Recent Posts:

A Penny for Ur Thoughts by Thomas Gault

Learning and Problem Solving Strategies of ESL Students by Soledad Knipp

Summary of the Basic Skills Reading Study Circle Meeting

Friday, May 23, 2008
Brannigan Leishman – Facilitator; Rebecca Tamondong – Notetaker/Reporter

Attendees: Henry Kim, Brannigan Leishman, Caroline Ourfalian, Rebecca Tamondong
Rosita Valencia

Focus
For this Reading Study Circle meeting #3, our discussion focused mainly on two things:
1. The next steps to take in the teaching of reading to adults, as well as an analysis of the supports and constraints we may face as we take these steps.
2. A group plan as well as individual plans for our next steps.

Next Steps/Recommendations
1. Recommend review of reading samples in ESL placement tests, vis a vis G.E. level, taking into consideration reading difficulty level and not just grammar level.
2. Recommend reading specialists to present practical tools for ESL teachers and others through workshops and presentations at the local level. Packets of reading material by level should be made available to all teaching programs.
3. Provide more available funding for teachers to attend workshops.
4. Recommend purchase of magnification tools for visually impaired readers and/or provide referrals to discount places for eye exams and eyeglasses (for both students and teachers).
5. Conduct more ongoing specialized meetings for teaching of specific skills.
6. Educate teachers so that they may easily recognize student limitations – physical, mental, or other.
7. On the placement test, have student check off a box if (a) student needs reading glasses, or require referral for an eye exam; (b)needs hearing aid to address a hearing difficulty; or (c) has other intermittent physical problems such as tremors, seizures, etc.
8. Recommend establishing a lending library at major sites where students can borrow books. Also recommend a van/book mobile to visit offsite students on a specific schedule.

Constraints
1. Making changes to the curriculum is a slow and time-consuming process. Any recommendation for curriculum change undergoes further study and scrutiny before it is incorporated into the curriculum.
2. Several of the above recommendations require funding; the source of funding is always a big question.

Group Plan / Individual Plan
1. The Reading Circle will do a flex presentation on Aug. 27th (Wednesday) 5 to 6 p.m. The group will meet prior to this date to plan our presentation. Prep meeting date (most likely toward the end of the summer session) to be announced.
2. We shared each other’s email addresses so we can stay in touch and share ideas.
3. Seek approval for a 4th (follow-up) meeting to share and report back on our “discoveries” after we have implemented our individual plans.
4. Each of us will report on 5 teaching (of reading) practices/strategies that worked for us, compile this list, and share with other co-teachers.
5. A suggested outline for the report sharing is as follows:
a. What did you do?
b. How did it work?
c. Will you do it again, and why?

Some preferred ideas/strategies in the teaching of reading
1. Use Cathy’s Cards, and At Ease – Brannigan
2. Practice oral reading 15 minutes every day, and conduct an interpretative oral reading contest at the end of the summer term for Int. 2 students. – Rebecca
3. Conduct informal assessments of students’ reading and writing levels. – Rosita
4. Emphasize alphabetics/phonemics as a starting point in teaching students to read. – Brannigan
5. Provide posters in classrooms showing phonemic sounds – Henry
6. Take a closer look at (scrutinize) the reading placement test to ensure validity of current test. Review our current reading assessment program. – Henry
7. Find out if there is a structured form of assessment on phonemics/alphabetics. – Brannigan
8. Establish awareness of students’ reading level and reading needs before beginning a reading program. – Rebecca

Summary of the Basic Skills Reading Study Circle Meeting

Friday, May 9, 2008

Brannigan Leishman – Facilitator; Rebecca Tamondong – Notetaker/Reporter

Attendees: Henry Kim, Brannigan Leishman, Carolyn Ourfalian, Rebecca Tamondong
Rosita Valencia

Materials

For this session, the participants drew material from the following previously assigned readings:
1) Definition of key terms and acronyms from the National Institute for Literacy’s Partnership for Reading
2) “Techniques for Teaching Beginning Level Reading to Adults” by A. Hager (2001)
3) “Read with Understanding” from EFF (Equipped for the Future) publication Hot Topics (Fall 2003)
4) “Lessons from Preventing Reading Difficulties in Young Children for Adult Learning and Literacy” by C. E. Snow and J. Strucker (2000)
5) “Taking Literacy Skills Home” by Purcell-Gates, Jacobson and Soler (2001)
6) “Literacy for Life: Adult Learners, New Practices” by Fingeret and Drennon (1997).

Objectives

Our objectives for Session 2 of this Reading Study Circle are:
1. To name specific techniques used in teaching the components of reading instruction to beginning level adult students, and evaluate reading instruction using the framework of EFF (Equipped for the Future) in the intermediate level.
2. To understand who adults are as readers.
3. To discuss and summarize what research says about contextualized instruction.

Discussion

Suggested techniques to use in teaching reading to beginning level students:
1. Teach students to read chunks of information at a time; or “scoop a series of words together” when reading.
2. Use oral/choral reading as a sponge activity to enthuse students to read at the start of a class session. Suggested reading material: quotes and other informational material from the Student Handbook, or any reading matter that may be of interest to students.

The above techniques aim to develop accuracy and fluency in reading among beginning level students. To develop comprehension, ask open-ended questions to encourage students to express opinions and draw conclusions.

Suggested techniques to use in teaching reading to intermediate level students:
1. Use contextualized instruction as much as possible. This means bringing in materials from the “real world” so that students can relate what they are studying to what is actually happening in real life. The advantages in using contextualized instruction are many; however, one disadvantage is that carrying/transporting the (sometimes bulky) “authentic” material to the classroom may pose a problem especially to the off-site instructor.
2. Use the EFF teaching/learning model, which consist of a) preparation, b) planning, c) carrying out the plan, and d) reflection. It was pointed out that this model a) somewhat parallels the Lesson Plan prescribed for our teachers (WIPPEA), and b) incorporates the 4 elements of reading as well. EFF’s focus is teaching students to read with understanding and views reading as an integrated skill process, which translates to building in our students sets of knowledge, skills, and strategies.
3. Encourage the use of dictionary in vocabulary building and put importance on correct spelling especially at this level when students invariably focus on either finishing high school or going to college.
4. Use level appropriate reading material to further develop metacognitive and critical thinking skills and abilities.

Additional Comments:

1. It seems that very few books (resources) are available that focus on spelling and pronunciation, apparently a big need for intermediate level students. It will help the instructor to better teach intermediate students these two reading-related skills if more and better books are available on this subject.
2. It was also pointed out that beginning level students’ goal in studying ESL is more on developing communicative skills, and the higher level students’ goal is more grammar focused.
3. Until we know what reading level our students are at, it would be hard to plan a reading program for them.
4. Metacognitive and critical thinking skills development can and should also be taught/ interjected in lower level classes and should not only be provided to intermediate or advanced students. Metacognition may be viewed as a “cultural thing”’; our adult students (regardless of the level they’re at) have it, but are only hindered by lack of linguistic skills to express their ideas.

Adults as Readers

Discussion on this topic centered on case histories of typical adult learners in C. E. Snow’s article (“Lessons from Preventing Reading Difficulties…”). There are many reasons why adults turn out to be poor readers, or why they possess inadequate literacy levels, many of which can be traced to childhood literacy experiences, as well as social and academic factors. Sometimes, an adult’s capacity to learn to read can be a matter of personality (i.e, how driven or motivated the person is) and a reading program that is both skills based and culture based.

Summary of the Basic Skills Reading Study Circle Meeting

Friday, May 2, 2008

Brannigan Leishman – Facilitator; Rebecca Tamondong – Notetaker/Recorder

Attendees: Henry Kim, Brannigan Leishman, Carolyn Ourfalian, Rebecca Tamondong, Rosita Valencia

Introduction/Purpose/Overview

After self-introductions from each participant, the facilitator gave the purpose and an overview of the Study Circle, including the ground rules for study circle participants.

The purposes of this Study Circle are to enable practitioners to discuss and use research to improve their practice; and to generate recommendations and practical suggestions for other practitioners or policy makers on how translate research into practice.

Our objectives for Study Circle Session I are 1) to distinguish the different theories of the reading process and explain what model of reading we use in our instruction; 2) to summarize the different types of research; and 3) to identify the components of reading.

Expectations

The participants’ expectations are as follows:
1. To learn techniques to help students become better readers.
2. To come up with a valid assessment of students’ reading comprehension.
3. To research information to support choice of materials for student learning.
4. To compile current techniques in teaching reading and possible additions to our teaching repertoire.
5. To be able to address some reading disabilities of our students.
6. To share information at the same level of teaching.

Some suggestions toward the realization of these expectations are:
1. Gather teaching techniques or ideas from professional development workshops.
2. Conduct level workshops, i.e., a reading workshop for Low Beginning and Literacy instructors, one for High Beginning and Low Intermediate, and another for High Intermediate and/or Advanced ESL instructors. The rationale for this is that students’ needs from different levels vary and therefore the approach in the teaching of reading will also vary by level.
3. Compile a list of practical tips of what we already know as teachers of reading.

Reading Models

In our discussion of the different models of reading which are 1) the skills driven model; 2) the integrated skills model; and 3) the comprehension driven model, we agreed on the following:

The skills driven model of reading work best for the basic reading and literacy students. In this model, students are taught decoding, before understanding meaning or comprehension.

The integrated model is best for the high beginning level where students can already focus on the letters and get meaning at the same time.

The comprehension model is for intermediate or advanced readers who already have background knowledge from their life that they can use when they read. Readers at this level can understand the text even though they don’t decode fluently.

Types of Research

The two types of research were briefly discussed. 1) Quantitative research measures reading outcomes (such as test scores) to understand what works for many students. This type of research often uses statistical methods to draw conclusions. 2) Qualitative research employs interviews, stories and life experiences to understand what works with certain individuals.

Components of Reading

We were introduced to the four components of reading. Recorded here are the group’s thoughts on the implications of each of these components for the teaching of reading, as well as some questions raised during the discussion.

1) Alphabetics. Low beginning students need these skills, but intermediate and advanced students can do this minimally. What the latter students need is pronunciation.
2) Fluency. Guided and repeated oral reading increases fluency. According to research, a student needs to hear/speak the word, sentence or utterance 57 times before he can actually learn or comprehend it.
3) Vocabulary. Vocabulary is best taught in context. Question: Can role play be useful in introducing/explaining new words? Can we employ group work in the study of idioms?
4) Comprehension. Some strategies to teach comprehension are: 1) asking for the topic sentence to check comprehension, 2) asking the 5 wh- questions (what, who, when, where, why); 3) checking for inferences and implications, 4) using the SQ3R method (survey, question, read, repeat, write); and 5) summarizing and outlining.

Summary of the Basic Skills Math Study Circle Meeting

Thomas Gault – Facilitator; Ellen Welch – Notetaker/Recorder

Notes from reading (“Best Practices in Developmental Mathematics”, 2nd edition –Armington, 2003)

Most of the ideas expressed here are related to developmental mathematics, but it appears that the Basic Skills Initiative math study circle may find relevancy for our adult learners as well.

Characteristics of successful programs:
• mandatory assessment
• mandatory (and accurate) placement
• trained tutors (“…when tutoring is delivered by trained tutors, it is the strongest correlate of student success.” – p. 17 of 63)
• supplemental instruction
• study skills incorporated in the course
• small group instruction
• ongoing study groups (meeting outside of class time)
• mastery learning (master one unit before moving on to the next)
Note: if students fail one unit test, options can exist for re- working the problem areas until they are able to understand their errors and then pass. Such options include tutoring centers, tutorial online programs, special review sessions by instructors, and labs linked to the course.)

Older methods of teaching math (consider effects on students ):
• timed tests
• lack of classroom discussion
• humiliation at the blackboard
• math problems out of context

Newer thinking:
• capstone math problems (real-world problems and workforce needs; consider math in science, social studies, business and consumer economics; active learning, visualization of concepts and discussion / discourse)
Example of discourse when student is working on a problem:
T: How did you start the problem?
S: (explains in words)
T: Why?
S: (explains further)
etc.
• multimedia technology – used appropriately for content
• writing in math language (journals, writing own word problems, working portfolio)
• frequent and alternate forms of assessment
• math instructors meeting / communicating regularly
• counseling component (social and emotional aspects of math learning)
• instructor attention to different types of learners
• instructor awareness of resources available for student learning and directing students to these as needed
• teaching reading strategies (especially for word problems) and math vocabulary; include use of precise math language —really important for our ESL adults
• teach students the fundamentals along with how to become problem solvers, responsible for their own learning (providing an atmosphere where they can have control; find and correct their mistakes, for example)
• encourage students to discover patterns and connections in math concepts
• use some open-ended questions
• if appropriate level, use of graphing calculator as a teaching tool using a functional approach

A few suggestions were given for the innumerate student:
• use of various forms of music to enhance learning
• working with concept recognition and equivalencies
• use of word problems

Summary of the Basic Skills Math Study Circle Meeting

Thomas Gault – Facilitator; Ellen Welch – Notetaker/Recorder

So…what about math?

The first Basic Skills math study circle took place on April 25th. We discussed the necessity of math for college, jobs, and life. Some questions we are tackling include:
-What aspects of math are vital for our students?
-How can we combine existing efforts and programs?
-How can we insure quality of instruction and learning?
-What are the best ways to incorporate math into the curriculum? (or should there be supplementary math materials?)
- Would separate math courses be a good idea?
To explore answers to these questions, the study circle hopes to summarize the available literature and develop actual examples of how basic and real-life math can become a functioning component of the course of study offered to our students.
We are starting to think about the math involved not only in comprehending the most fundamental concepts, but also in understanding tax forms, real estate negotiations, and bank accounts.
Please feel to add your comments. We will be meeting again soon!

Summary of the Basic Skills Writing Study Circle Meeting

By John Tashima

This paper outlines the need for basic skills instruction, arguing that such instruction is necessary to meet the needs of a continuously evolving economy and the demands that such an economy makes on its workers. What is most convincing and interesting about this paper is how it gets into the specifics of these needs and demands.

There are three groups of students in need of basic skills instruction: students who lack sufficient English speaking skills, students with good English skills but without a high school diploma, and students with a high school diploma but who lack sufficient basic skills for the workplace. Basic skills allows these students a clear path to a high level of literacy. A significant portion of our workforce in the coming years will come from the immigrant population; by incorporating effective basic skills instruction, we can ensure that this population remains a valuable resource for our growing economy.

What constitutes basic skills has changed over time based upon the evolving nature of the economy. For example, in the past, a living wage could be earned with low levels of education because many of the workers were akin to artisans, learning their trades in hands-on apprenticeships. Now, instead of being able to evaluate a system by listening to the machines and feeling the cloth that comes out of them, workers need the ability to monitor computer systems that perform quality control. Workers need to be able to read manuals and work from them, perform simple calculations and adapt to changing situations.

In response to these changes, the Department of Labor Secretary’s Commission on Achieving Necessary Skills (SCANS) has expanded the definition of basic skills. This definition has been expanded to include the ability to:

- Read at the ninth-grade level or higher
- Use math at the ninth-grade level or higher
- Solve semistructured problems when hypotheses must be formed and tested
- Work in groups with coworkers from different backgrounds
- Communicate effectively, both orally and in writing
- Use personal computers to carry out simple tasks like word processing (13)

The connection between literacy and oral language skills is another reason to teach basic skills. Speakers with higher levels of literacy tend to “provide more of the details that a listener needs to fully understand a complicated situation” (12). Highly literate speakers tend to be able to use language more effectively to describe what can’t be directly experienced. This particular use of language is valuable in the modern workplace, where the discourse is “more like the oral discourse in school, a discourse that is modeled on writing” (13).

Competence in basic skills is also important to an individual’s non-working life. The reality of everyday life is more complicated than in the past; the average person needs to monitor electronic finances, retirement plans and health plans in a way that was unheard of a generation ago. A parent’s level of literacy also has a marked effect on the child’s ability to read. Educated parents are far more likely to provide their children with support (such as reading to them, teaching letters, visiting a library) in the crucial first three grades. Literate parents create an environment in which reading is seen as natural and important and, by extension, create a view of school as a “familiar and friendly environment” (16). This leads to what is called the “Matthew effect,” which refers to the “rich get richer and the poor get poorer” idea in the New Testament book of Matthew. If we don’t intervene and see to it that the entire population reaches a certain level of basic skills competence, we risk creating an underclass whose lack of skills leaves it “beyond the reach of opportunity and on the margins of civic and social life” (24).

Finally, basic skills is important because it will help create the informed, politically active population that is necessary for a successful democracy.

Comings, John; Reder, Stephen and Andrew Sum. “Building a Level Playing Field: The Need To Expand and Improve the National and State Adult Education and Literacy Systems.” NCSALL Occasional Paper.
2001.

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/82/3c.pdf

by Malena Copeland

One of the amazing things that will happen with some of the funds we receive from the Basic Skills Initiative is the purchase of a video-conferencing web camera. How is this going to improve basic skills? Well, the possibilities for these cameras are endless. But an immediate use for this camera is a videoconference fieldtrip.

The California State Parks Department has a free program available to teachers, which enables you to connect with enthusiastic and charismatic rangers at various State Parks across California. This program is amazing! It is as if you are really there. In some of the locations, there are several cameras so that you can see different locations within the park. You can actually show the students live video of a ranger at a State Park who will teach a variety of lessons on the State Parks. The ranger can also see all of the students, and can converse back and forth with everyone in the classroom reinforcing any number of skills from English and Science to History and Civics.

I got to see a demonstration of this program. Rangers from Anza Borrego Desert State Park and Crystal Cove State Park came to us live at the CEC in room A108. From Crystal Cove, we were shown fish and urchins from an underwater camera, pictures and video of shells and other sea life from the technical resources that the rangers had on hand, and of course the lovely view of the California Coastline. The ranger in the dessert showed us fossils and geological structures. She talked about weather patterns as well as the way teams of paleontologists find and care for the fossils, and how there are many volunteer opportunities to help with these efforts. We got to ask them questions, and they were able to answer us right there and then. They were funny, charming, and spoke very clearly.

The rangers will talk about any number of topics and can be prepped to cover vocabulary that you are teaching in your class, or even pose topics for essays. They will alter their lessons to fit the level of your class. The rangers are open to setting up communication in advance via email. You can even send a list of questions for the rangers ahead of time so that they can be well prepared to discuss specific topics with your class.

Here is a list of possible parks to visit with some of the themes they cover:
(for more details as well as lesson plans and activities)

Government at The State Capitol
Gold Rush
Tide Pools at Crystal Cove
Travel Brochures
Paleontology at Anza Borrego Desert State Park
Elephant Seals at Ano Nuevo State Reserve
Special Events

These “fieldtrips” typically last 45 minutes and must be scheduled in advance. The equipment is simple to use and takes a very minimal amount of training to figure out.
The California State Parks Department engages in these educational programs in order to educate the populous about ways in which they can learn about conservation and nature. Hopefully this will promote our students to actually visit some of these parks.

There are other organizations who offer similar virtual fieldtrips. A list of these can be found by clicking here.

Basic Skills as a Foundation for Student Success

Part 1: Review of Literature and Effective Practices.

The importance of having specified goals and objectives for best practice is very important for a successful program. In order for an effective practice, the program must have a mission plan. The clear cut goals of a successful program can be the manner in which we can track our students with benchmarks. The students must have an educational plan in place at the onset of the basic skills program. The student should have an orientation before being assessed by their counselor. The graduating ESL students could be oriented as to this option after completion of ESL and the basic skills program. If the assessment procedures are presumed to be accurate indicators of a student’s actual level of preparation and to their actual basic skills competence, it is logical to infer that our students will be best served by completing these basic skills courses prior to enrolling into other credit courses such as high school subjects. The students who came into the basic skills program can be assessed from the onset of the program. This article states how research overwhelmingly supports the notion that early assessment and the completion of coursework improves student achievement.

Be more sensitive!
Be more sensitive!
How?
How?
Be more sensitive!
Be more sensitive!
How?
How?
They’re different! Don’t you understand?
They’re different! Don’t you understand?
How?
How are they different?
You should know that!
Yes you should!
How?
How can I know?
How can you ask that?
You should know!
I want to know!
How can I learn?
By being more sensitive!
By being more sensitive!
—————————–

Does this little ditty make you wince with pain? I don’t know about you, but I’ve sat through countless seminars, lectures, and classes on culture and sensitivity that did not give me anything concrete to work with, except that I needed to be more sensitive.

As I prepared a recent lecture on culture for my CSUF TESL class, I came up with 12 difficulties in discussing culture. I’d like to share them here.

13 DIFFICULTIES IN DISCUSSING CULTURE

1. Trivialization – some talk only about food, clothing, punctuality, etc.

2. Academic abstraction – some use lots of big phrases like “the marginalization-acculturation continuum,” and don’t give teachers anything real.

3. Lack of application – some of us advocate being “more sensitive,” but don’t say or know how to do that

4. Political correctness – some focus solely on the semantics and limit real discussion

5. Liberalism and niceness – some just want everybody to get along, and we pity those poor people who haven’t had the advantages that we have had.

6. Judgementalism – some are outraged that “those people” have broken immigration law, don’t work hard enough, don’t live like us, etc.

7. Conservatism – some of us aren’t harsh, we just think that “those people” should take care of themselves, and not ask for special treatment.

8. Generalizing from society to classroom – something may be true for society at large, but not be true for students in my classroom.

9. Generalizing from elite to masses or from educated to uneducated – something may be true for a culture’s elite scholars and thinkers, and not be true for my students

10. Seeing only those who have emigrated – we get a false picture of a culture if we only look at the people who have left it.

11. Generalizing from society to the individual – a student may be a member of a society and still be a unique individual.

12. Making assumptions about which culture and or subcultures another person is a member of – a student may look Korean and be Brazilian, or Kyrgyzstani, or Dutch. Or vice versa.

13. The need to deal with so many difficulties!

– by Thomas Gault, PhD

What is culture?

The first definition that comes to mind is clothing, cuisine, customs, etc. Or maybe it’s “high culture:” literature, arts, architecture, history,
A second definition is that it is a country or people group’s sociocultural norms, worldviews, beliefs, assumptions, and value system (Hinkel 2001). This culture may be invisible – people are not aware that they have it. According to Hinkel, this culture includes:

“Speech acts, rhetorical structure of texts, sociocultural behaviors, and ways in which knowledge is transmitted and obtained …body language, gestures, concepts of time, hospitality customs … expressions of friendliness …

“To a great extent, the culture into which one is socialized defines how an individual sees his or her place in society.”

Cultural awareness is a two way street. Teachers need to be aware of their students’ cultures and seek to work in culturally responsive ways. At the same time, language learners – especially immigrants – need to be educated in the culture of the new country.
Learners need sociocultural competence, not just linguistic skills.

One way of approaching culture was presented by Buckley (2000). I will here outline this framework, with particular notes regarding US culture. As I look at this, however, I see much overlap between the variables, and I think she could organize this much more simply.

The Cultural Orientation Framework: 10 variables for understanding culture
– Linda Callis Buckley (2000)

Variable 1 – Environment

Members of some cultures, believe they can control nature. They build tunnels, dynamite hills, fertilize the soil, and turn on air conditioners. They seek to control fate with seatbelts, safety programs, and 401k’s. Anglophone America is a great example of this.

In other cultures, people see themselves as constrained by nature. Que sera’ sera’. If bad things happen, it is fate, not something that should be avoided next time. Students from these cultures are often less goal oriented.

There is a less-frequent third class – people groups who see themselves simply in harmony with nature. This includes many native American peoples.

Variable 2 – Time

This variable includes three subcomponents. The first issue is “single focus versus multi focus.” Some people groups tend to multi-task more, though this varies greatly person to person. The second time issue is “fixed versus fluid time.” This covers notions such as punctuality and flexibility. The third issue is “fast paced versus slow paced.”

Americans are considered to be predominately single focus, fixed time, and fast paced. Time is one area that crosses other cultural groupings. Japanese and Brits are known for punctuality, while Koreans and Australians have very fluid senses of time.

Variable 3 – Action: Being versus Doing

Some people groups place more value on spontaneity and living in the moment, while others place more emphasis on action and accomplishment.

Americans are considered action oriented. This one also has a gender component, as men (at least in American culture) are often more action oriented, than are women.

This is another reason why students from some cultures may be less goal oriented.

Variable 4 – Communication – Five dimensions

In high-context cultures, such as Japan, there are stricter codes for depth of bows, seating arrangements, and other non-verbal elements. In low-context cultures, such as the US, these elements do not carry as much meaning.

In formal cultures, such as Korea, formality means predictability and is reassuring. The informality of American culture may actually feel threatening, and informal teachers may be seen as lacking authority.

In direct cultures, meanings, choices, and preferences are stated more directly, while in indirect cultures they may be implied or signaled non-verbally.

Some cultures foster and express emotions freely. Others value restraint; they avoid conflict and seek consensus.

The last dimension is choreography. Some cultures use more ritualized language – more pre-set dialogues. Japan is again given as an example. In other cultures, conversation is more interactive and unpredictable. Speakers actually listen and respond to what was said. American culture is in the middle, which often leaves conversations fragmented.

Obviously, we all could spend hours communicating on this variable! The simplest applications for our classrooms might include several key points:

Variable 5 – Public versus private space

In some cultures people stand close when they speak, in others, they need more personal space. In some cultures everybody kisses, in others, nobody does. Likewise for handshakes, shoulder pats, eye contact, and bows.

This variable also includes psychological space. Some peoples are extremely private, sharing very little about themselves with strangers or colleagues. Other cultures are quite public, and there is little they won’t share with even casual acquaintances. They have no qualms over sharing opinions on controversial or personal subjects.

Variable 6 – Power

Many people groups observe strict hierarchies and can be quite unsure of how to act in an egalitarian society or classroom. This topic is covered more extensively in Nelson (2000).

Variable 7 – Individualism

Some cultures value individual expression and self-promoting actions. In other cultures, these are considered rude and anti-social. Students are expected to respond in unison, and are not called on separately. This topic is covered more extensively in Nelson (2000).

Variable 8 – Competition

Some cultures value competition, while others value cooperation. At least publicly – students may be highly competitive in private, but not appear to be competitive or self-promoting in class.

Variable 9 – Structure – Three dimensions

“Universalist” peoples hold to absolute values, while “Situationalist” peoples determine truth separately for each situation.

Order is highly valued in some cultures, while others are much more flexible.

Risk taking is highly valued in some cultures, while others avoid risk.

These dimensions vary highly from person to person in American culture, except perhaps for the issue of risk taking, which is greatly encouraged.

Variable 10 – Thinking – Four dimensions

These issues can vary greatly from person to person. The issue is further complexified with four overlapping continua:
Linear vs. Holistic;
Factual vs. Intuitive;
Abstract vs. Concrete;
Detached vs. Attached

To the extent that American culture can be generalized, the average American’s thought pattern is linear, and factual, valuing clear data, uses abstract theory, and is detached from the subject. At the other hand is someone who roots his or her understanding of the world in holistic, intuitive experience, and holds that understanding closely and passionately.

There is so much more that can be said here. I will try to get to the Nelson (2000) article soon; she has great insight. I look forward to your comments and feedback.

++++++++++++++++++++

References:

Buckley, Linda Callis (2000). “A framework for understanding crosscultural issues in the English as a second classroom.” The CATESOL Journal 12.1, pp. 53-72.

Hinkel, Eli (2001). “Building awareness and practical skill to facilitate cross-cultural communication.” In M. Celce-Murcia, ed. (2001). Teaching English as a second or foreign language, third edition. New York: Newbury House Publishers.

Nelson, Gayle (2000). “Individualism-collectivism and power distance: Applications for the English as a second language classroom.” The CATESOL Journal 12.1, pp.73-91.

Summary by John Tashima

This paper attempts to address the growing gap between the needs of employers and the limitations of the current workforce by examining several community college “contextualized” basic skills programs. These programs are organized around “career pathways” (e.g. healthcare and computers) that integrate education, training and work. A crucial goal is to create “bridges” between the development of basic skills and either entry-level work or further training.

In a contextualized basic skills program, English, reading and math courses are modified to incorporate real-world work materials. Students “learn by doing.” The rationale for this approach appears to be twofold; research suggests that contextualized instruction truly engages students and clarifies the relevance of skills (increasing motivation and retention), but this kind of instruction also links the student to employers and the work world, creating real opportunity.

The paper lists a number of elements common to successful programs. Contextualized instruction links the student to employment, but there should also be a clear path to advanced certificate and degree programs. New curricular materials need to be developed, and faculty need to be supported with a strong professional development program. Strong links must be maintained with employers to help develop these class materials as well as to facilitate the link between student and employer.

There are several challenges that these programs have faced and not completely overcome. When designing class materials, a balance between relevance and interest must be maintained. In the programs that were observed, lessons were often either engaging or relevant to the workplace, but not both. Also, as the implementation of this program will require a huge change in pedagogy as well as a significant professional development structure, strong leadership on the part of administration is required. The scope of the programs observed was quite small; a major challenge will be bringing them up to scale so that more than a small portion of the population can be served. Finally, more studies must be undertaken so that the long-term impact of these programs can be understood.

To face these challenges, the paper makes a few suggestions. First, the amount of resources allocated to these programs must be sufficient to facilitate collaboration “across traditional college divisions.” Not only must faculty be given the resources they need for retraining but the divisions between departments need to be de-emphasized. Second, again, instructional leadership must be cultivated to help bring about the massive amount of change that will be required of faculty. Finally, as research is still in a nascent stage, further evaluations will be required.

The idea of contextualized instruction isn’t exactly new to ESL teachers. I think what makes this paper interesting is in how far it takes the idea – actually developing curriculum with employers and “customizing” it to their needs. Almost immediately, it raises the question in my mind of just whom we are serving. Yet, the pedagogical benefits, the effect on motivation and the accomodation of a student’s multiple intelligences that “hands-on learning” can bring, for example, are hard to ignore. The paper’s emphasis on the fundamental changes this kind of program can bring to a school is also significant. These changes suggest that teachers who have honed their craft for years will have to be retrained – with all the problems that that implies.

Mazzeo, Christopher; Rab, Sara Y.; Alssid, Julian L. (2003) “Building Bridges to College and Careers: Contextualized Basic Skills Programs
at Community Colleges.” ED473875

http://www.workforcestrategy.org/publications/Contextualized_basic_ed_report.pdf

Learn proven techniques to help your students learn to read and improve their study skills.  This 2 part workshop addresses the four component areas of reading: alphabetics fluency, vocabulary and comprehension.

Earn $$$

Takes place at the Centennial Education Center

Friday, April 25 from 1:00-5:00 PM

Friday, May 9 from 1:00-5:00 PM

Sign up by going to www.calpro-online.org

Click on professional development centers, then go to Calendar, and then the event