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 h4MKuhC16282; Thu, 22 May 2003 16:56:43 -0400 (EDT) Date: Thu, 22 May 2003 16:56:43 -0400 (EDT) Message-Id: <fc.000f70dd00473d893b9aca006835cc0a.473dc0@alhambra.k12.ca.us> 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: "Julie Whittemore" <whittemore_julie@alhambra.k12.ca.us> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9023] Re: Presentation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 878 Lines: 17 My experience with adult students is very similar. Here in southern California we get a lot of very highly educated students, particulary, but not exclusively from Asian countries, who read at very high levels of proficiency. They "top out" on the D level CASAS standardized test. (Required in California) In some cases they even write fairly well. However, they have no speaking or listening ability. We must place them in beginning low level ESL classes. If they are highly motivated, they stay and learn very quickly. However, some older adults are not motivated by job or academic goals and become bored with the low level of vacabulary and topics presented so they drop out. What are you doing to increase your retention levels with these types of students? Julie Whittemore Teacher/Coordinator 5% Distance Learning Program Alhambra Adult Education Alhambra, California
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