Bonnie, 

I agree with you about activism that students may need a little
encouragement to talk about it. I would like to address the US-born students
or less activist students.  The issues for a lot of ABE student are 1)expose
to the decision process 2) fear on adult learner's part when they express
their background that more educated people will look down on them and treat
them not as equals.  

 

Marty

 

Marty Finsterbusch

Executive Director

VALUE, Inc.

 

www.valueusa.org

strengthening adult literacy efforts in the USA

through learner involvement and leadership

-----Original Message-----
From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Bonnie
Odiorne
Sent: Wednesday, July 09, 2008 12:50 PM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 2229] Re: What do we mean
bystudentinvolvement and critical thinking?

 

About activism: I've found that students need little encouragement to talk
about the social issues, the power structures et al. that impact them, and
they're not shy about doing so. So it wouldn't be the teacher encouraging
them toward awareness of the forces that shape or constrain them. As a
matter of fact, I find US-born students a lot less "activist" than someone
whose birth country is not the US.

Bonnie Odiorne, Writing Center, Adjunct Professor, Post University,
Waterbury, CT writingcenter at post.edu

 

----- Original Message ----
From: Steve Kaufmann <steve at thelinguist.com>
To: info at valueusa.org; The Adult Literacy Professional Development
Discussion List <professionaldevelopment at nifl.gov>
Sent: Wednesday, July 9, 2008 12:15:31 AM
Subject: [ProfessionalDevelopment 2222] Re: What do we mean by
studentinvolvement and critical thinking?

I no longer sure what the subject of discussion is.. So here are my views on
critical thinking, beginner ESL, social activism and the role of modern
technology.

1) Critical thinking.
If learners have limited English skills and a limited vocabulary, we have no
idea of their critical thinking skills. They simply cannot express
themselves in English. How do we know if someone can do the following if
they do not have the words?



*         Observe 

*         Question 

*         Analyze 

*         Compare

*         Evaluate 

*         Judge 

*         Synthesize

And do we judge them based on our cultural standards?

In my experience, ESL learners who seem to have trouble arguing their points
logically, generally have not enough words in English. I wonder how many of
the people on this discussion Forum can sound intelligent in another
language. First let the learners acquire words. The more they have the more
they can learn.

2) Beginner ESL
I think there is enough evidence out there that beginner ESL students should
not be trying to say anything. Just google "the silent period hypothesis"
and you will find lots of articles like this
<http://homepage3.nifty.com/park/silent.htm> . 

Let the beginner learners listen to and read simple stories, divided into
30-60 second episodes, where the translation is available in their language.
Let them listen at first while reading in their own language, if they can
read.Let their brains get used to the language.

Let them listen 20-30 times, for a period of 2-3 months Do not put pressure
on them to speak.

3) Social activism
If the goal is not English language instruction, but "educating" the
students in some activist agenda, find a person who speaks their language to
do it. Do not confuse it with English teaching.

4) Modern technology
The best place for modern technology is outside the classroom. This empowers
the learner and the teacher. It extends the influence of the teacher and
makes sure that learning is not perceived as something artificial that only
happens in the classroom.

The exception to this would be if the learners do not have access to
computers, MP3 players etc, on their own.

Steve


-- 
Steve Kaufmann
www.lingq.com <http://www.lingq.com/> 
1-604-922-8514

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