Joanne,

This sounds like a great model for an internship experience for adult ESL,
combined with theory and training in basic techniques.
Your way of accommodating different schedules is also very interesting.
I wonder how many others have tried this approach -- combining working in
an ESL class with training new volunteers or future instructors?   In some
ways, it is the model used in preK-12 teacher education, but I'm not
familiar with any programs in which the mentor teacher is also the person
who teaches theory and methodology.  I sounds like a lot of work on your
part.
By the way, how do you fund this extra work?

Jodi

>

>  Jodi:

>

> The Practicum takes place in any ESL/ESOL class I am teaching (sometimes

> also at Workplace sites, and currently at a Theological seminary where we

> provide English for Theological Studies programs). Many of our classes are

> held in local schools, churches and libraries. The Practicum trainees

> shadow me, interact with the learners, participate in post-class

> discussion and planning, and eventually try their hand at teaching.

>

> We have tried various schedules --in attempts to accommodate trainees. The

> most effective was an intensive course - 60 hours of student-contact hours

> + 20 hours of post-class discussion and planning, all in a 4 week period.

> Unfortunately this is not feasible for most individuals entering the world

> of community-based adult ESL/ESOL instruction or volunteer tutoring. So we

> have also run 6 and 8 week (30-40 hours, 2x weekly). I individualized a

> course this past Dec/Jan for a trainee who could attend only bi-weekly.

> Too much time between sessions.

>

> Included in the Practicum:

> Some readings and discussion of Adult Learning/Adult Education (Freire,

> Vella, et al)

> Cross-cultural information and observation

> Techniques for Targeted Listening, Dialog and Pronunciation, Reading, and

> Writing for Everyday Purposes ( and related grammar), materials evaluation

> and design, and assessment. Also discussion of continuing ed and

> professional development opportunities, and building a network of Adult Ed

> colleagues (a challenge since most of us teach in isolation)

>

> Very much a roll-up-your-sleeves course (hence the course name).

> Some trainees have been hired into our programs directly from the

> training. ( A good way for me to observe a potential instructor with

> learners)

> Some took a second Practicum in an ESL/ESOL class of a different level.

> Some decided ESL was not for them.

> Some took their new learning back to other programs for staff training

> and/or use in their own classrooms.

>

> The questions raised and discussions that followed have always been

> valuable for me--perhaps even more so than for the trainees. Even more

> important--the multiplied benefits to the ESL learners who interacted with

> a small group of English speakers.

>

> Note: never more than 3 Practicum trainees in a course.

>

> I have also used the model when presenting at Adult Ed conferences--a

> small group ESL learners in tow.

> Some have asked me to create videos and to take the Practicum on the road.

> I just have not figured out the logistics of making those things happen.

>

> Joanne

>

> Jointure for Community Adult Education, Inc.

> Somerset County, NJ

>

>

>

> -----Original Message-----

> From: Jodi Crandall <crandall at umbc.edu>

> To: The Adult Literacy Professional Development Discussion List

> <professionaldevelopment at nifl.gov>

> Sent: Mon, 11 Feb 2008 8:07 pm

> Subject: [ProfessionalDevelopment 1948] Re: Volunteer

> tutorshttp://webmail.aol.com/34032/aol/en-us/Mail/DisplayMessage.aspx#

>

>

>

>

>

>

>

>

>

> Joanne,

>

>

>

> This is a pretty dramatic demonstration of commitment to students.

>

>

>

>

> I would be interested in a general overview of the Practicum, how long it

> was held, the major topics, where you held it, etc.

>

>

>

>

> Jodi Crandall

>

>

>

> On Feb 8, 2008, at 9:47 PM, jhalaesl at aol.com wrote:

>

>

>

>  We had an interesting experience with this a few years ago. NJ Reads

> awarded us a grant for our volunteer efforts. The funds were to cover

> Adult Ed conference fees, materials and equipment needed by volunteer

> tutors, incidentals needed by students, the cost of tuition in our

> home-grown Practicum in Adult ESL/ESOL Instruction.

>

>  Most of the volunteers attended at least one Adult Ed conference and

> about half participated in our Practicum--all charged to the grant. There

> were purchases of : a modestly priced computer printer, several Oxford

> Picture Dictionaries, and one pre-paid phone for a single-mom student who

> could only attend tutoring sessions if her daughter (11) could stay in

> contact (no home phone).

>

>  The remaining expenses related to volunteer tutoring and professional

> development were never submitted for reimbursement.

>

>  When surveyed, the volunteers stated that they wanted the monies to go

> directly to program costs not toward the cost of their own education.

>

>  And there was a strong sense that the program's willingness to support

> the volunteer efforts financially enhanced these philanthropic

> sentiments.

>

>

>

>  Joanne

>

>

>

>

>

>

>

>

> ----------------------------------------------------

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-- 
JoAnn (Jodi) Crandall
Professor, Education Department
Director, Ph.D. Program in Language, Literacy & Culture
Coordinator, Peace Corps Master's International Program in ESOL/Bilingual
Education
University of Maryland, Baltimore County (UMBC)
1000 Hilltop Circle, Baltimore, MD 21250
ph:    410-455-2313/2376  fax:   410-455-8947/1880
email: crandall at umbc.edu
www.umbc.edu/llc/
www.umbc.edu/esol/
www.umbc.edu/esol/peacecorps.html