Philip, I have to admit that I was thinking of what you were saying about those who are afraid to speak out even as I was writing that post, by which I by no means meant persuasive argument as a means of teaching critical thinking. I was thinking of it in the context of activism and agency, of self-advocacy. I am very interested in the distinction Brookfield makes between hegemony and power, both of which are power forces in language making and comprehension: that place between "common sense," what always seems to be so (hegemony) and the discourse of power that may (invisibly or implicitly) reinforce or subvert those beliefs, depending on the context. I think critical thinking then would be the teasing out of what we have "always" felt to be true, along with a growing perception of the power behind some of the words that surround us (which is why there are those students who don't speak up, who know the reality of that power. Isn't "question authority"
 itself an oxymoron? What's my authority to tell you to...
Keep on learning,
Bonnie Odiorne
Post University
Waterbury, CT



----- Original Message ----
From: "Anderson, Philip" <Philip.Anderson at fldoe.org>
To: The Adult Literacy Professional Development Discussion List <professionaldevelopment at nifl.gov>
Sent: Thursday, July 10, 2008 3:21:33 PM
Subject: [ProfessionalDevelopment 2252] Re: What do we meanbystudentinvolvement and critical thinking?


Bonnie, Marty, and list readers,
 
Your postings brought to mind more clearly that there are some striking differences between adult learners born in the U.S. and adult English language learners who came to the U.S. as adults.   Even within these two big groups there are so many differences.   So many of the Haitians that come to Florida (the state has the largest number of Haitians living outside of Haiti) and come to our adult ESL programs may have not learned to read and write in their home language of Kreyòl nor French, much less English.  
 
But they express themselves with sharp awareness and understanding of how to navigate the “sea of print” in the U.S. , and they certainly know how to “read their world.”  (Dr. Edwidge Crevecoeur Bryant UF, ecbryant at coe.ufl.edu).  They are aware of outcomes and consequences, calculating the difference between choosing to stay or go and how to negotiate for the best results against odds of all types.
 
The adult education programs in rural areas of Florida have many indigenous farm workers and their families who speak languages of southern Mexico and Central America and Asia , but do not read or write in them.  The lack of exposure to pen and paper and print has not limited them from thinking critically according to the definitions shared by Janet Isserlis (Posting #2183) and Cynthia Peters (Posting #2187).  
 
But in other aspects, many of them have been inculcated with the mantra that they should be afraid of anyone in authority, including teachers, and that they are “less than” people who know how to read and write.   When teachers in the US use teaching strategies that encourage them to share their opinions in a school setting, they resist, and they often tell their friends that the teacher is “no good” because the teacher doesn’t teach with rigid discipline.  
 
What I am getting at here is that it may be important to recognize that adult ELLs brim with critical thinking skills, but they also have developed a (survival?) technique for hiding these skills from those they perceive to be in authority and have more “school knowledge” than they have.  Our professional development system may need to be sure to prepare teachers for working successfully with these students.  
 
CONTACT INFORMATION
Philip Anderson
Adult ESOL Program
Florida Department of Education
Tel (850) 245-9450
 
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From:professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of VALUE, Inc.
Sent: Thursday, July 10, 2008 10:51 AM
To: 'The Adult Literacy Professional Development Discussion List'
Subject: [ProfessionalDevelopment 2246] Re: What do we meanbystudentinvolvement and critical thinking?
 
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. 

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
1-604-922-8514
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