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Date: Wed, 18 Feb 2004 10:11:39 -0500 (EST)
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From: "Mona Curtis" <MCurtis@tvcc.cc>
To: Multiple recipients of list <nifl-esl@literacy.nifl.gov>
Subject: [NIFL-ESL:9925] Re: Community Involvement
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Sorry, Didn't mean to send this to the whole group!!
Mona Curtis
ESL Coordinator
Treasure Valley Community College
650 College Blvd.
Ontario, OR 97914
www.tvcc.cc
541-881-8822 x 316
fax 541-881-2747
>>> MCurtis@tvcc.cc 02/18/04 08:02AM >>>
I would be interested in more information. Actually this is not our population. We work with adults (mainly some children and young adult<21) We are also involved in family literacy and concerned with the academic development of children from families which do not speak English in the home.
Mona Curtis
ESL Coordinator
Treasure Valley Community College
650 College Blvd.
Ontario, OR 97914
www.tvcc.cc
541-881-8822 x 316
fax 541-881-2747
>>> julia_kearney@harcourt.com 02/16/04 09:29AM >>>
What about participation in the development of assessments for students
like themselves? Harcourt Assessment is looking for newcomer ESL students
to participate in three kinds of assessments, all in Spanish:
Aprenda, an achievement test administered in group settings that is
being standardized in April and next fall and involves students ages
kindergarten to twelfth grade
Wechsler Intelligence Scales for Children en Espanol, an intelligence
test that is under way now and specifically needs children ages 6-16
from Cuba, Dominican Republic and Puerto Rico
Clinical Evaluation of Language Fundamentls en Espanol, a speech and
language development tool for ages 5-21 that begins shortly
I'd be glad to send detailed information to anyone interested in any of
these projects.
Julia Kearney
Sampling Special Projects Coordinator
Harcourt Assessment Inc.
800-233-5686 x 5204
fax 800-727-0807
ttweeton@comca
st.net To: Multiple recipients of list
Sent by: <nifl-esl@literacy.nifl.gov>
nifl-esl@nifl. cc:
gov Subject: [NIFL-ESL:9917] Re: Community
Involvement
02/14/2004
02:48 PM
Please respond
to nifl-esl
I see Susan, I do believe it depends on the population one is serving.As I
stated some of my students don't have the food for their next meal....
Yes I do understand, if one comes already educated, from another
country,their level of need isn't so great.Finding food ( a most basic
necessity if one thinks back to Maslow's hierarchary of needs) is not a
priority so they are able concentrate on higher level issues. I had to
dismiss a student from my class that will be living on the streets.We
couldn't take care of his needs. We also couldn't find a place that could
help him completely, being that he is illegal.....a sad situation..........
Cordially Tanya Tweeton
> Not all my adult immigrant students were from poor backgrounds. Many had
> good jobs in their home country and lack of English skills, of course,
> caused them to take lesser paid jobs here. I would think taking part in
> these community activities woud raise self-esteem and expose them to more
> work possibilites in the future. I don't know of anyone in the class that
> needed to be in a soup line!
>
> Susan
>
>
> >From: ttweeton@comcast.net
> >Reply-To: nifl-esl@nifl.gov
> >To: Multiple recipients of list <nifl-esl@literacy.nifl.gov>
> >Subject: [NIFL-ESL:9832] Re: Community Involvement
> >Date: Fri, 30 Jan 2004 14:32:08 -0500 (EST)
> >
> >"What if they went to a soup kitchen and helped serve food? Or they
could
> >volunteer at a hospital in the children's ward?"
> >
> >I don't mean to be a kill joy. All of these are good suggestions for
> >volunteering if one is an American, but they presuppose that immigrants
> >are familiar with Volunteerism in their own countries. My experience is
> >that most of my immigrant students have spent their lives scrambling the
> >streets, so to speak, to find enough food to eat in their countries.
> >Perhaps these suggestions would appeal to students based on their
economic
> >levels. The poorest of the poor, that I deal with, would NEVER have the
> >courage to walk up to a soup kitchen, knock on the door and ask in poor
> >English if they could be allowed to volunteer. They are the ones that
need
> >the soup kitchens themselves!! Any extra time they have is spent looking
> >for jobs. Yet they too complain that they have little contact with
> >Americans and because they do not have jobs, do not have the possibility
> >to speak in English with anyone.
> >
> >Here is a thought.....Perhaps an arrangement could be made with the soup
> >kitchensthat they spend time helping serve food and on clean-up, in
> >exchange for one meal a day?
> >
> >Tanya Tweeton
> >Adult ESOL
> >Lauderhill Community School
> >Fort Lauderdale, Florida
> > > What if they went to a soup kitchen and helped serve food? Or they
> >could
> > > volunteer at a hospital in the children's ward?
> > >
> > > --
> > > Ruthann Duffy
> > > ESL Tech Coordinator
> > > Essential Skills Program
> > > Shoreline Community College
> > > 16101 Greenwood Ave N.
> > > Seattle, WA 98133
> > >
> > > Telephone: 206-533-6624
> > > email: ra_duffy@comcast.net
> > > http://success.shore.ctc.edu/callab
> > > > Jennifer, and others,
> > > >
> > > >
> > > > On Thursday, January 29, 2004, at 10:36 AM, Jennifer Morrow wrote:
> > > >
> > > > > .....One of the pre-selected goals that my students are required
to
> > > > > meet is to increase involvement in their communities.?In the
past,
> > > > > this has been done by bringing in clothing or food that is
donated
> >to
> > > > > a shelter.?I wanted to spice things up a little bit.?All of the
> > > > > students I work with between the two jobs seem to want to
interact
> > > > > with Americans but most feel their English is not good enough.?It
> > > > > seems that we could kill two birds with one stone by using this
> > > > > funding goal to really get students using their English in the
> > > > > community.?>
> > > > > My question... how??I already have the ideas of donating items
and
> > > > > collecting soup can labels but I need more.?What activities can
be
> > > > > done with students to get them more involved in the
community??Any
> > > > > help would be appreciated!?>
> > > > I recommend:
> > > >
> > > > The Civic Participation and Community Action Sourcebook
> > > >
> > > > "The Civic Participation and Community Action Sourcebook is a
resource
> > > > that can help you integrate civic involvement and community
activism
> > > > into your adult education curriculum. The Sourcebook includes 20
> > > > narrative accounts of civic participation projects from diverse
> > > > educational settings (written mostly by teachers). Supplementing
each
> > > > account are "prep and practice" activities that develop the skills,
> > > > knowledge, and confidence one needs to engage in similar kinds of
> > > > community involvement. 218 pages."
> > > >
> > > > More information available at:
> > > >
> > > > http://www.worlded.org/publications.html
> > > >
> > > > David J. rosen
> > > > djrosen@comcast.net
> > > >
>
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