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:

Learning and Problem Solving Strategies of ESL Students by Soledad Knipp

A Penny for Ur Thoughts by Thomas Gault

Summary of the Basic Skills Writing Study Circle Meeting

Wednesday May 7, 2008

The Writing Study team met on Wednesday for the
first time with much success. Susan McClellan, our
facilitator, did a fine job of setting the agenda and
ground rules for discussion. Our group is a fine
eclectic group that has many different facets to add
to discussion from many different perspectives of the
job. After getting to know a little about each other
and how a study group works, we set down to discussing
one of our readings concerning the differences and
likenesses of adult literacy learners and English
language learners. There were four groups that
presented information from their analyses of the
research article. We found that there were
differences in the learners such as the level of
English used in prior knowledge, and cultural
differences that may add misunderstanding to the
American culture being presented in ESL classes. We
felt that both groups were lacking in their experience
in writing, in general, as a communication tool.
Once our ideas were presented and discussed, we had
a break and returned to proceed to the next step which
involved discussing six different approaches to
presenting writing in the classroom. These approaches
included the Cognitive Writing Process, the Knowledge-
Telling Model, the Knowledge- Transforming Model,
Project-based Instruction, Equipped for the Future
Instruction, and Technology-based Communication. These
areas of instruction stress the processes in writing
rather than just the end product. It was a great
circle. We will meet again next week to discuss more
research in the Writing Process.

The reading from this circle was called Research in Writing: Implications for Adult Literacy Education Volume 2 : Chapter 3 by Marilyn K. Gillespie. You can read it all at:

http://www.ncsall.net/?id=561

Rita Seretti

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

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!

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

Earn $$$

Click here to see the flyer for the Basic Skills Workshop

Join the discussion about empowering our students! All School of Continuing Education instructors are invited to join a one-hour workshop about the best practices for Reading, Writing or Math. Claudia Lamb will be leading this workshop.

Tuesday, April 22, 2008

at 3:00 PM at the CEC Room A108

Pay is at the non-instructional rate

If you are interested or if you have any questions please RSVP by contacting Malena at mcopeland4@socal.rr.com or drop a note with your name and phone number into Malena Copeland’s box at the CEC.

Call Malena at 714-393-3228

or

mcopeland4@socal.rr.com

by Jayshree Lederman

Writing in L1 - A significant group of our students are not native speakers of English. So then, how should L2 New Language writing skills be incorporated for these students?

Creating interest is important. Many students just don’t do any writing when given a short assignment. For such students, group work and one on one teacher assistance has been very useful.

This is a generalization depending on what level of English class one is talking about. What comprises meaningful topics for very low level learners? It could be something as simple as record temperature in our area. Once they understand what record means in this syntax, they are extremely happy to learn the concept. Not all of them have the ability to pick a subject of their choice, and elaborately write on it.

Many students are used to structured material from a text book, and when given a choice of current topics, not all welcome it. How do we work around it? By question and answer sessions, and then giving them the opportunity to write in groups.

Daily journaling is very important when tailored to the appropriate level. And this becomes their personal writing. Most students want their written work corrected for grammar and syntax. They are willing to wait the extra few minutes after class so that they can find out how they did. In many cases there is no actual end product. So much effort is put in just the basic writing that that in itself is their end product.

Rules and structure have their place. When and how much to apply these rules depends on the level of the class. It would be counterproductive to try to teach second language learner students material which the native speakers are even unaware of. The aim should be to teach in a way that the reader understands what the writing is about.

Summary by Rita Seretti

This report began by comparing the process of writing in both L1 (the native language) and L2 (the new language) students.

The three emphases of native language writing as we remember from our English composition classes are to focus on grammar and syntax, to work on error correction and to produce an end product.

The three emphases of writing for both native language and English as a second language should be meaningful topics, student- centered instruction and a communicatively- based process instead of emphasis on rules and structure.

Some classroom strategies that are beneficial to all English students include
free writing such as daily journaling and peer writing groups. Teacher assistance, one on one, is a very effective way to help in their individual needs while still keeping writing a bit confidential. I find students in the ESL classroom are much more inhibited in sharing their writing for fear of mistakes. I stress the importance of the communication that they are conveying rather than the importance of it being error free. The instruction can become more student- centered by offering the students a pick from a list of topics or having the list generated from their choices. The use of group work for peer discussions on grammar and syntax and the use of a student generated rubric for assessing assignments can also be very effective.

To develop a classroom environment of minimal stress in writing, it is necessary to make the writing meaningful and communicative. The writing should be a process rather then always leading to an end product. We, as teachers, need to convey to the students the purpose of the writing, so that they can see writing as a voice. In other words, there should be emphasis on the purpose, the audience and the topic being voiced. Over time this process then leads to students who can become effective writers in all their future endeavors.

Diaz, Diana. The Adult ESL Writer: The Process and the Context. 1986-11-23 ED281235

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3a/3b/c1.pdf

What is intelligence? Intelligence can be described as “the biopsychological potential to process information in certain ways in order to solve problems or fashion products that are valued in a culture or community” (Howard Gardner, 1993). As teachers it’s our responsibility to nurture the intelligence of our students by helping them to learn as much as possible. Shouldn’t we all teach using the most effective and efficient methods? We can use the information that we know about the brain to guide us in the way we teach, so we do not waste neither our time nor that of our students.

It might amaze you to know that the brain has about 100 billion nerve cells and those cells have about 1,000 trillion synaptic connection points. How we organize these connections is unique and makes us who we are. Because we are constantly reorganizing the structure of our brains and forming new connections, the brain is changing all the time. The implications of this are wonderful because it shows that we can really make a difference in the brains and the lives of our students.

The research indicates the brain’s natural learning processes can be maximized in several ways:

1. Students learn best through discovery. Students should be given the opportunity to come by information through solving a problem (constructivism), or be allowed to use their creativity to learn. Give students open-ended questions where they can use their perspective along with their own individual experiences to connect with and enrich their grasp of the concepts. Students learn more if they are asked to draw on past experience or something personal.

2. Engage the students by using as many of their senses as possible. If we accompany our lessons with a multi-sensory experience, they will form more synaptic connections. Do a skit, role-play or use music so that you are stimulating students’ minds in as many ways as possible. Show a clip from a movie or try guided imagery or a physically active game.

3. When people develop positive emotional connections with information, they remember more. Is your class fun, funny, passionate, touching or exciting? It should be! Make a lesson suspenseful and ask students to make predictions. Try to give students an experience they will never forget. Get to know your students and make personal connections with them. They will work harder if they feel you have a stake in their success.

4. Students retain more by teaching others. One must grasp a concept well in order to teach it to others. Generally one must first organize the concept in the mind in a comprehensible way. Moreover, communication is used to present the material which further reinforces it. Try having students come up to the front of the class in groups or individually to teach lessons. Doing group activities with students is a great way for them to learn from each other; “The brain seems to love to learn from other people.” (Gopnick, et al.)

5. Keep lectures at a minimum and make your lessons short. Students are able to best absorb information if you keep lessons brief and change from one kind of activity to another in order to keep them stimulated. Studies show that people don’t learn very well by listening to lectures. There are other ways of presenting the information. Try a game perhaps. Better yet, have a discussion. People learn through communication. Give students the opportunity to talk, read, write and even draw in order to make sense out of the lessons you present. When students are given the opportunity to experiment and discover, they create new synaptic connections to access the information.

6. Finally, give students time to reflect. Students should review their work and think about the lessons they have learned. Portfolios, student work posted around the room and even recordings give students reinforcement of instruction and a sense of pride. Posted work also provides a positive and emotionally rich atmosphere for students. Use videos or podcasts to give students the opportunity to see their progress and evaluate themselves and others in a valuable way.

Education helps shape the way we process information, perceive the world around us and think about others and ourselves. We have the opportunity and responsibility to help our students develop their brains and form new synaptic connections. Many of us are already using the above techniques, but if we continue to incorporate as many of these methodologies as possible, we will help our students all the more. Below you will see a video of my students, which they enjoyed creating and then assessing. It was easy to do. I encourage you to post some of the specific lessons and activities that reflect these suggestions along with your feedback, or the reactions of your students below.

Madrazo Jr., Gerry M. Jr. and LaMoine L. Motz. Brain Reseach:Implications to Diverse Learners. 2005-00-00 EJ740959
http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ740959

Youtube.com video of Centennial Education Center Citizenship students practicing INS interview questions.

Olson, C. B., & Land, R. (2007). A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School. The National Council of Teachers of English.

This study was conducted by members of the California Writing Project for English language learners. A group of 55 secondary education teachers engaged in professional development applying cognitive strategies approach to reading and writing instruction. The process of meaning construction in work produced by experienced readers and writers was made available to approximately 2,000 students annually over an eight year period. The purpose of the study was to evaluate the use of the approach on the reading and writing skills of English language learners in secondary schools in the district. The results were that the students receiving the cognitive strategies instruction out-performed those students who did not receive such instruction using holistic scored assessments of academic writing for seven years. The students receiving the cognitive approach instruction did significantly better with GPA, standardized tests, and writing assessments than those who did not receive such instruction. The results support a) high expectations for English language learners, b) a rigorous language arts curriculum, c) modeling, d) explicit teaching, e) guided practice, f) challenging texts, g) and involving students as partners in the learning community. Cognitive strategies put to use were comprehensive so that deep knowledge was cultivated and those strategies were applied over an extended period of time. There was consistency in positive outcomes on multiple measures.

http://www.ncte.org/pubs/journals/rte/articles/126617.htm

Kabilan, M. K., (2007). English Language Teachers Reflecting on Reflections: A Malaysian Experience, TESOL Quarterly: A Journal for Teachers of Speakers of Other Languages and of Standard English as a Second Dialect, v41, n4, 681-705.

The study focused on key characteristics of an efficient, effective English language teacher. Characteristics included are a) pedagogical knowledge, b) meaningful classroom practices, c) linguistic capabilities, d) attitudes, and e) skills. The article contents are addressed to examine activities that future English language teachers can foster to learn and improve teaching practices in a Malaysian community. Reflecting on reflections, these teachers self-examined their practices, wrote their own reflections, read the critiques of their practices written by others, and constructively critiqued the practices of other teachers of the English language.

The reflections were found to contribute to the awareness of their own professional development and assisted them in identifying changes they needed to make to improve their own teaching practices. Reflecting upon the reflections further assisted these teachers in internalizing practices and pedagogy that were useful to them.

http://www.ingentaconnect.com/content/tesol/tq/2007/00000041/00000004/art00002

Colorado Community College and Occupational Education System, Denver. (1992). Workplace Learning Curriculum Guides Volume VII: Enhanced Basic Skills, Decisions, Teams, Problems Solving, Critical Thinking.

Abstract:

This volume, one of a series of curriculum guides complied the Colorado Workplace Learning Initiative:1991-1992, contains seven literacy courses on enhanced basic skills involving decision teams, problem solving, and critical thinking. Introductory materials include a table of contents and a list of the curriculum topics covered by each of the eight guides. The seven courses are as follows:

(1) A goal setting/decision-making workshop

(2) A course on stress management

(3) A stress management workshop

(4) A model for the development of responsive, high performance work teams

(5) A course on “understanding your team” feedback on the Myers-Briggs Type Indicator

(6) And two final courses on creative problem solving and critical thinking respectively

GOAL SETTING/DECISION MAKING

GOAL: To learn effective ways to plan for positive life changes by setting long range, realistic goals that allow taking charge of your life.

• How do you make major decisions?

• Dealing with change

• Recognizing irrational thinking

• Identifying priorities records

• Identifying barriers to successful decision making

• Developing sound goals and objectives Learning the steps to rational decision making

• Writing a long range goal with appropriate objectives and actions steps

• Discussing individual concerns, worries, and options for problems solving

BENEFITS OF GOAL SETTING/DECISION MAKING

• Personal improvement

• Critical thinking

• Problem thinking

• Application to workplace

• Long range goals

• Control over life situations

• Adaption to change

OBJECTIVES

• Learn to deal with change.

• Recognize Irrational Thinking

• Identify Priorities

• Learn techniques for decision making

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/12/ca/65.pdf

Denise:
ESL (at CEC) and non-ESL instructor (on another campus). Thomas, it’s amazing what talent we have among our teachers. I think reading your post is particularly interesting because you did the research yourself! You ask great questions that I hope will promote discussion.
Asking the students what they need in a specific way is a meaningful way to get real information. Theory is good, but it comes down to helping students with what they really need in a practical way; students often know. I’d trust a student’s judgment on that in most cases.
Do we listen to our students enough? They can provide us with a wealth of information to guide in our practices!

Carlos Perez:
Carol, the idea of having and utilizing ePortfolios for our adult education students here at the School of Continuing Education in Santa Ana, CA is absolutely fantastic. I have heard of undergraduate and graduate students and professionals using ePortfolios for their appropriate universities and/or for interviews, or prospective interviews, for employment. In my opinion, I think ePortfolios are the wave of the present and of the future. Therefore, if we can have most, if not all, of our continuing education students partake of ePortfolios it will open a new window of opportunity for them. However, one inquiry I would like to pursue is the cost of ePortfolios to our district and how this expense will be covered? Any comments from anyone?

Denise:
It is not clear to me what an eportfolio is and how it could be utilized by students. Please explain.

Carol SanRoman-Skaggs:
Denise: An e Portfolio, also known as an electronic portfolio or digital portfolio is a collection of evidence assembled and managed by the user. A portfolio being a collection of work developed across varied times .. it tells a story. It serves as a resource to assist you in gaining knowledge. Something a little similar to our educational e Portfolio might be that of the medical field putting patient files into a digital portfolio. Again, helping a physician learn and gain knowledge about their patient and their story of health. Hope that helps! Check out this website for more.?http://www.uwstout.edu/art/artedportfolios/whatis/index.html
Carlos: Perhaps one avenue of support for funding?e Portfolios could be pursued as a way of data collecting for students by becoming GREEN! E Portfolios cut down on the expense of papertrails! Those who are suppose to access can readily track students simply by viewing their e Portfolio. Students have access and are able to update as appropriate.

Frank:
The idea of ePortfolios is excellent. It would definitely help in keeping accurate records for our students. Currently, CEC is utilizing ASAP as the main tool to register students. This software is also being used at OEC as well as the ePortfolio part of it for the HSS program. I have been exposed to this area of ASAP and I think it would be wise for all of us to explore this area; perhaps, this software could be tailored to meet our record keeping needs. In regards to the price, I don’t think it would be as expensive as if new software was to be purchased. However, just like anything we can keep our options open.