We have classes for migrant workers. Last year we started to have them
write their own stories which we published. You can see them at
http:bordersenses.com/memorias.

It was an incredible project. Some students had very limited literacy.
One woman only had 2nd grade education from Mexico, and she earned her
GED. She became a published author together with many other students. 

 

We are about to publish the second issue of memorias. If we get some of
the funding that we are expecting, we will continue to do this.
Publishing student stories is a powerful motivational tool for the
entire family.

 

Andres

 

 

________________________________

From: focusonbasics-bounces at nifl.gov
[mailto:focusonbasics-bounces at nifl.gov] On Behalf Of Valley Peters
Sent: Monday, July 17, 2006 11:49 AM
To: The Focus on Basics Discussion List
Subject: [FocusOnBasics 435] Re: Andragynegogy and the
individualizedworkbook approach

 

Esther,

I have a great interest in reflection and use reflective practice with
the teachers I train.  In the past, I have also asked English Language
Learners to do reflective tasks, such as writing their history of
learning English.  What guiding questions have you used in your "learner
biography"?

 

Valley Peters

Director of Adult Services

valleypeters at tetonliteracy.org

307.733.9242

 

Teton Literacy Program provides literacy education and resources to open
doors for individuals and families to achieve their personal,
professional, and academic goals, as contributing members of our
community.

 

 

 

On Jul 14, 2006, at 11:52 AM, e s wrote:





Katrina and all,

I was looking over the discussion and noticed your comment about
learners coming away from experiences with a sense of "ownership" of the
material.  This I believe is very significant, but is difficult to
create or hold the space for unless instructors are open to the
negotiation process that occur in learning situations.  We do not all
have the same context or frame of reference therefore learners are
always negotiating "what's real" or applicable for them. Unfortunately
the K-12 system doesn't facilitate this kind of process and many
learners shut down because they just can't reconcile all of the
inconsistencies. Down the road, many of these learners come into our
programs and they continue to feel detached from material. 

 

The "learner biography" process gives learners the time and space to
look at all of those earlier learning experiences, and to search for
significant themes that have emerged from these experiences.  It is a
very powerful process and having gone through this myself in graduate
school, I know that the outcome can be quite significant.  I would be
willing to be involved in a research project that could look more
closely at this process for basic literacy learners if there is an
opportunity to support this kind of research.  What do others think?

Esther

 

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