Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h4DIwwC27168; Tue, 13 May 2003 14:58:58 -0400 (EDT) Date: Tue, 13 May 2003 14:58:58 -0400 (EDT) Message-Id: <BAE6B89E.5F9C%lketzenberg@resolutionpictures.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Laurie Ketzenberg <lketzenberg@resolutionpictures.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:8955] Re: English immersion X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset="US-ASCII" Status: O Content-Length: 2637 Lines: 61 My suggestion would be, if you plan to focus on U.S. cultural topics, to build your curriculum around critical literacy that will stimulate your college students to analyze historical topics. Moreover, it will be important to include themes that build on your students' experiences in an age appropriate manner. Young adults need content that interests them through which they can develop their language skills. If you want to focus on speaking, having students engage in debates or present a topic of (their) interest that relates to class themes will encourage them to use language that they will need in their college content courses later on. Immersion contexts provide ample time to engage in a variety of activities. It would be worthwhile to allow your students to provide input as to what historical topics they would enjoy or like to explore. You may very well find that they have no interest in U.S. patriotism, but, rather want to critically explore issues of race, immigration and other social issues that affect them in their U.S. experience (or, perhaps how the U.S. has historically affected their countries). Either way, your curriculum must include your students, build on their interests, and provide opportunities for critical thinking in the context of language acquisition. Laurie Ketzenberg Temple University > From: Esther Perez <perezapple@bellsouth.net> > Reply-To: nifl-esl@nifl.gov > Date: Tue, 13 May 2003 14:01:14 -0400 (EDT) > To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> > Subject: [NIFL-ESL:8954] English immersion > > Dear Colleagues: > > I've just been hired to teach an English immersion class for college > students for 4 weeks. It will be starting immediately, so yes any > suggestions will be welcome. > > My plan is to focus on US cultural topics and teach pronunciation while > I'm doing it. Each week we'll be learning a new patriotic song. The > first week we'll be looking at US citizenship and what it takes to > become a citizen introduced by Woody Guthrie's "This land is your land." > > > I remember some time ago someone passed a website that was useful in > teaching literacy as well as citizenship preparation. Does anyone still > have it? > > The 2nd week I thought we'd look at the American Revolution, Declaration > of Independence and sing "Yankee Doodle Dandy". > > The 3rd and 4th week are still unplanned, but I thought I'd finish up > with some discussion of immigration and Ellis Island. > > There are 14 students in the class, 4 basic and 10 intermediate> > > All suggestions are welcome. > > Thank you > > Esther Perez-Apple > > >
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