Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g0G22g007808; Tue, 15 Jan 2002 21:02:42 -0500 (EST) Date: Tue, 15 Jan 2002 21:02:42 -0500 (EST) Message-Id: <f7.14d51901.297638b9@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: BRmidwest@aol.com To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:641] Re: Identifying and Supporting Low X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 138 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 3978 Lines: 75 In deciding what "words" to use with ESL or literacy learners, I think we need to follow the same common sense that we use when addressing any person. It makes sense NOT to use a fancy word when a simple, direct word will do--this makes sense even when we are communicating with highly educated people. (That's PEOPLE, not "individuals"!) On the other hand, I think it's always important to use the RIGHT word. Sometimes the right word or phrase is long (e.g. "presidential candidate"). Sometimes it is short but unfamiliar to the ESL or low-literacy listener (e.g. "mock"). Sometimes it is a familiar word used in an unfamiliar way (e.g. "party" or "platform" (as in a political party or platform)). If you are familiar with the audience and observe what the audience does or does not understand, you can tell which words and phrases--short or long--will be tricky. If you feel that the word or phrase IS the right one (and not just some pretentious, high-falutin' jibber-jabber), then you can sensitively help the audience to understand what you are saying. Of course there are many ways to help your audience understand, depending on the situation. Some possibilities are the following: --State the word/phrase--then restate it or explain it (in a natural way). --Write the word/phrase down when you say it, so the listener can SEE what you are saying. --Repeat the word or phrase as necessary in a natural way. Keep coming back to it. --Know when it's fine just to say the word or phrase and move on--when the particular word/phrase need not be understood to follow what you are trying to communicate overall. (Note that these are rules that any good university professor uses in addressing graduate students... or that any family literacy practitioner uses when making an effective presentation at, say, the NCFL conference.) For example, let's say you are telling a group of parents about a special project that took place in a 4th-grade class--a mock presidential election. Assume, in this case, that you are on comfortable terms with the parents already and you know that most of them have little formal education. As you speak, you might point to the classroom posters or displays that include the words "mock election" and "presidential candidates." You would speak in a friendly, expressive way and might say something like: "In class, the children held a mock election--a pretend election. Yeah, they got to pretend they were voting for president! (They were so enthusiastic!) So there were two candidates in this mock election--two kids running for president: Ryan and Lucy. Here's a picture of those two presidential candidates..." etc. It looks odd to see the above written down--but if you are talking and you are paying attention to your audience, you can make a good guess as to how much they need. Some listeners will need a lot of repetition and restatement. Others will pick up right away on what you are saying. (Of course you do need to KNOW your audience. We have all been in a situation where someone nods his or her head and seems to understand everything but is really getting nothing. In fact, at some point, we've all probably nodded our heads knowingly when someone was telling us something incomprehensible to us. The better you know your audience, the better you can tell if they are really understanding.) In any case, you want to be sure to use an ADULT tone of voice and be careful not to be so repetitive that you sound patronizing, goofy, or just plain boring. I think the worst mistake is to try to follow any kind of strict or simplistic rules for communicating with anyone. Realize you are in a dynamic situation that includes communication both ways. It is more important to be aware, observant, and sensitive and to take advantage of INTERACTION with the listeners. At least, that's what I opine. ;-) Betsy Rubin Blue Gargoyle Family Learning Project Chicago
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