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 h1S4UfP25855; Thu, 27 Feb 2003 23:30:41 -0500 (EST) Date: Thu, 27 Feb 2003 23:30:41 -0500 (EST) Message-Id: <3E5EE441.61757B7A@udel.edu> 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 Todd <kentodd@UDel.Edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:8683] Re: Writing in books X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.75 [en] (Windows NT 5.0; U) Status: O Content-Length: 4822 Lines: 134 Just on the mechanical level laser printing is the cheapest mass reproduction, cheaper than copying, cheaper by far than inkjet. Since I have only taught part-time and not had control over the materials, I tend to view texts as a surmountable obstacle to teaching and to design lots and lots of my own handouts. Although I consider it grossly unfair for teachers to have to provide materials at their own expense, with my own laser printer I could affordably produce a volume of materials that would easily bust a copying budget. Cathy Shank wrote: > > Do you have a budget for photocopies? Or is that a problem also? > Just curious to know if a text series that offered an accompanying CD > ROM that came with the Teacher edition and that had worksheets that you > could print off, would be attractive? > Cathy Shank > > -----Original Message----- > From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov] On Behalf Of Lorraine > Gardner > Sent: Thursday, February 27, 2003 10:03 AM > To: Multiple recipients of list > Subject: [NIFL-ESL:8661] Re: Writing in books > > This is definitely the ideal situation, I agree. However, in the > non-credit > community college ESL/ABE programs in which I have taught, the only way > students could have their own book was to buy it themselves. Some did, > but > the vast majority could not afford it. So if I wanted to give students > an > assignment to work on at home, I had to make photocopies. With the > budget > cuts going on nowadays, I imagine the situation will not change any time > > soon. It's not the ideal, but it's the situation that many of us have to > face. > > Lorraine Gardner > Academic/Workplace Skills Instructor > Omaha, NE > lad-oh@etop.org > > At 09:42 AM 2/27/03 -0500, you wrote: > >Christina, > > > >I have to agree that students need the actual book. Having their own > >personal book gives a status of "learner" and nothing else accomplishes > >this in quite the same way. > > > >Donita Kaare > >Learning Skills Center Director > >Olney Central College > > > >-----Original Message----- > >From: Barbara Dorsett [mailto:barbsesl@worldpath.net] > >Sent: Thursday, February 27, 2003 8:38 AM > >To: Multiple recipients of list > >Subject: [NIFL-ESL:8659] Re: Writing in books > > > >Christina: Our adult ed. center was recently given an explanation of > >the > >copyright law, and the way I understand it is that as long as you > aren't > >copying a whole book, and what you do copy is only used in your > >classroom, > >you can make copies. Of course, that may mean some things in a book > >won't > >be used. Some of us just have the students number a sheet of paper and > >do > >exercises that way without writing in the book. Anyway, I know how you > >feel--we also have limited resources and have to keep a close eye on > >copy > >machine use. Any, yes, I do look for photocopiable materials, and I am > >finding more and more of them. I think publishers/authors are getting > >the > >idea of our plight in adult ed. My favorite text to get people started > >in > >English is called Collaborations: English in Our Lives (Lit. Level) by > >Donna > >Moss, Cathy Shank, and Lynda Terrill (Go, Lynda!) published by Heinle & > >Heinle. It has life stories written by actual learners (so your > learners > >can > >relate), great photographs, many different writing, listening, and > >speaking > >activities, and great ideas for little projects to do in class. The > >upper > >levels of this series have even more great ideas for extension > >activities. > >Barbara Dorsett, > >ESOL teacher and coordinator > >Dover Adult Learning Center > >Dover, NH > >----- Original Message ----- > >From: <Cleomathew@aol.com> > >To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> > >Sent: Thursday, February 27, 2003 12:50 AM > >Subject: [NIFL-ESL:8654] Writing in books > > > > > > > Hello list, > > > > > > I was wondering how other people dealt with this problem. I teach at > >the > > > pre-literacy level with adult refugees. We can buy classroom sets of > >books, > > > but the books have to stay in the room and can't be written in. > >Students > >can > > > buy books, but many don't have the resources to do so. What have > other > > > programs done? Do you use books in your classroom? Do you look for > >copyable > > > materials? Are there any favorite books at the pre-literacy level? > > > > > > I like Longman ESL Literacy, but since we can't write in the books > and > >it > > > isn't a copyable book, I can't use it. I've ended up making a lot of > >my > >own > > > worksheets, and I use pictures from magazines and the Internet to > make > >board > > > games and card sets for basic foods, body parts, clothing, etc. > > > > > > Thanks, > > > Christina L. Mathew > > > DeKalb Tech. ESL Teacher, > > > Clarkston, Georgia > > >
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