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 h6EGmw713615; Mon, 14 Jul 2003 12:48:58 -0400 (EDT) Date: Mon, 14 Jul 2003 12:48:58 -0400 (EDT) Message-Id: <001301c34a27$a829d680$c74cdc42@f0e9v3> 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: "Ken Taber" <kentaber@inetgenesis.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9180] Re: Women learners X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2720.3000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2696 Lines: 60 Yvonne: As a male teacher, I will make one generalization. Men tend to love non-fiction and women tend to love fiction. This apparent difference is true in many cultures and languages. However, these are just generalizations and there are always exceptions. I do think we need to realize that men and women sometimes have different interests and we as male teachers or female teachers need to be aware of these gender differences and learning styles. A simple thing I do to inculde both types of learning stylyes in make sure I include both fiction and non-ficton material. I think the non-fiction materal changes for males according to their individual backgrounds and cultures. For instance, soccor, or futbol may be of more interest than American Football to some immigrants but not all. Every one has unique interest and learning styles and when we talk about gender differences we usually talk in generalizations. Ken Taber kentaber@inetgenesis.com ----- Original Message ----- From: "Yvonne Lerew" <ylerew@lsssd.org> To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> Sent: Monday, July 14, 2003 11:46 AM Subject: [NIFL-ESL:9179] Re: Women learners > I am also very interested in this question. In my experience, adult women > immigrants study more English in a classroom setting, however adult men use > English more at work and in the community so that after a few years the men > equal or exceed the women in terms of conversational English skills. > > Another factor that may be important is that most teachers (in our program, > all of the teachers) are women. Would male teachers be better able to > provide relevant lessons for male students? Do the sorts of interactions > that male students have, such as in all-male working environments like > construction, get equal treatment in ESL classrooms? Is the language > and/or culturally appropriate behaviors in all-male interactions > substantially different than in mixed groups or all-female groups? I have > looked for some research on this but have not found much. Any ideas would > be welcome. > > Thanks, > Yvonne Lerew > At 09:43 AM 7/14/2003 -0400, you wrote: > >Good Morning, > >One of my students in the method's course I am teaching asked a > >question. I am hoping someone out there may have the answer/research. > >Her question concerns research documentation on women learning English > >more quickly than men. In her experience with her adult classes this has > >happened. More men have dropped or have sporadic attendance than the > >women. Therefore the women are making faster progress. Anything to > >substantiate her view? > >Thank you in advance for your response. > >Cindy Shermeyer > >
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