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 h09GDbP04684; Thu, 9 Jan 2003 11:13:37 -0500 (EST) Date: Thu, 9 Jan 2003 11:13:37 -0500 (EST) Message-Id: <000e01c2b7f9$102cdaf0$0000a398@girlscomputer02> 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: "sissy kegley" <skegley@us.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:8439] Re: Leave no child behind X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook, Build 10.0.2627 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3214 Lines: 70 Good Morning. With apologies to Lisa Pearce whose desire to keep control over the size of her Inbox I respect sincerely, I would like to post a commentary regarding the previous 3 or 4 messages "Re: Leave No Child Behind" to the list. (And, in support of Lisa's perspective, folks who are interested in advocacy- or policy-related issues within our field do have the option of subscribing to other listservs which provide a forum for vigorous debate..) Having said that, the following is also true: 1. one message about funding implications LEADS TO.......... 2. ....a second message providing a brief nod of agreement as to that absurdity which LEADS TO...... 3. .....a third message using the term "complaints" to describe the aforementioned messages. Did Lisa actually intend to say that this listserv ought to be used for something closer to instructional issues rather than invoking a characterization of the first 2 messages as 'complaints'? I do not know, first of all, Lisa's intentions, and, second of all, the List Managers can easily refresh about the language around the purpose of the list. The exchange, nevertheless, points to something else: My background and training are as a long-time (20+ years) ESOL for adults teacher. In the trenches, year in and year out. I love it. Having drifted to advocacy work along the way, I've developed a working theory that I'm still working to articulate, but it goes something like this: There are the practitioners, those of us teaching. There are the theorists, those whose work informs and provides tremendous insight (frequently, not always) about effective practice. There are the 'policy wonks' who oversee and monitor (and try to influence) how much power and resources we will have to do what all of us are trying to do. Most folks work in one or two of those 3 groups (not me, I'm still trying to decide where my niche is; although I love keeping up with the theory-stuff I do not think I have what it takes to be an academic..) I digress. My constant amazement is the tremendous disconnect between the three groups. Some of the disconnect is well-discussed...Teachers may bristle at what the academics come up with, etc. Maybe I'm splitting hairs, but I see a difference between a "disconnect" and the lack of cohesion, unity, collaboration which actually exacerbates the daily challenges we each face. Too bad there is not room for mutual-appreciation and even bottom-to-top collaboration among the 3 groups. In the bigger picture, an advocate OUGHT to be closely aligned with what the teachers are doing; the theorists OUGHT to be listening to what the teachers say; the teachers OUGHT to care what the policy implications are. My intention here was to offer observation, but I admit that instead my language sounds preachy. At any rate, I know the important work I see being carried out in advocacy every day locally, statewide, nationally would be tremendously enhanced by increased engagement with those who are teaching and working with the students every day. Finally, to those who would question whether I had anything better to do than clog up the Inboxes, you're right .. I do.. Sissy Kegley skegley@us.net 301-588-4333
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