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 h87Jbu726690; Sun, 7 Sep 2003 15:37:56 -0400 (EDT) Date: Sun, 7 Sep 2003 15:37:56 -0400 (EDT) Message-Id: <OBEGJLIMDLIJBDBLPFOFMEHOCEAA.dlmsmith@sbcglobal.net> 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: "Debra Morris Smith" <dlmsmith@sbcglobal.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9451] reading question X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2911.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 5487 Lines: 154 I like Antje's theory that it's the idea of America that unites us; in fact, that idea makes it possible for a federally sponsored listserv to permit this kind of civic -- if not always civil -- disagreement on immigration policy. It's ironic that this conversation is occurring just at the time President Bush should be making his determination of the refugee ceiling for FY 2004, a topic we're probably not allowed to discuss here because that might be construed as lobbying. Since, regardless of our political positions, most of the subscribers to this list are teachers of English to speakers of other languages, I'd be grateful for some discussion of reading in the high intermediate/advanced adult ESL classroom. I'm teaching this level for the first time after years of college English to native speakers on the one hand and literacy/beginning ESL on the other. Like most programs, we don't require our students to buy books (nor do we give books away), so the students have to read from classroom sets during class. I would be interested in hearing what more-experienced teachers at this level have found works best, step by step. Do you preview vocabulary you think will be difficult, or let it emerge from the reading process? Do you have the students read an entire essay silently and then discuss it, or do you read and discuss paragraph by paragraph? Do you ever have the students read aloud, and if so, at what point? In what ways do you use essays as a springboard for writing? What have you tried that did or didn't work? Since my program is needs-based, I've been discussing the reading process with my students and have been surprised to find that they like to read aloud and discuss what they read paragraph by paragraph. It seems like both neurology and learning styles are relevant here, but I don't know enough about either to be sure I'd draw correct theoretical conclusions. Although I'm tired of the immigration and English-only conversation and ready to see topics more directly relevant to my teaching in my inbox, I appreciate the extent to which those of you posting on these political issues are willing to risk yourselves by taking a public position. That kind of openness makes me feel relatively safe asking my reading question here and affirms the importance of literacy and free speech to the democratic process. Debbie Smith -----Original Message----- From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov]On Behalf Of Antje Meissner Sent: Sun, September 07, 2003 1:07 PM To: Multiple recipients of list Subject: [NIFL-ESL:9450] RE: Illiteracy Tanya, but language is often just an excuse. Just as I said, it often does not help people from other countries to speak excellent german, beacuse they look different, that's why in my country immigrants continue to feel and are excluded. My point is that language alone does not "unify" anything. Antje --- ttweeton <ttweeton@comcast.net> wrote: > "In Germany, the "uniting" factor of the country is > the > > language and the ethnicity" > > Precisely Antje.The language in Germany is the > uniting factor. Ethnicity > doesn't have to be. > Tanya > > ----- Original Message ----- > From: "Antje Meissner" <antjemeissner@yahoo.com> > To: "Multiple recipients of list" > <nifl-esl@literacy.nifl.gov> > Sent: Saturday, September 06, 2003 11:01 AM > Subject: [NIFL-ESL:9442] RE: Illiteracy > > > > Tanya, > > I like your questions. > > > > I came to this country from Germany three years > ago > > and worked with immigrants in my country for many > > years before. In my mind immigrants are a good > mirror > > for the "culture" and "idea" of a country, and I > > learned an interesting thing from the immigrants I > > work with here and there: > > > > . Immigrants often have a > > hard time feeling at home, because no matter how > hard > > they try, if they look differently, dress > differently, > > eat differently, even if they speak the language, > they > > will never be fully accepted. So many immigrants > move > > to Germany to find a job and make some money and > keep > > dreaming of returning home to their countries one > day. > > > > When I came here, I was certain immigrants here > would > > feel the same way. But the students in my program > in > > Tallahassee feel very different: They love > America, > > that is, the "idea" of America. For them America > is > > not an ethnicity, a language, a place to make some > > money in, but it is often the promise of a better > > life, a better future for their children, a hope > for > > counting as an individual and not fall prey to > > dictators, wars, famines etc. Now, a lot of these > > people work in menial jobs, are exploited, poor > and > > struggle, but this is their hope and their reason > for > > being here. > > > > I believe strongly that the "idea" of what a > country > > wants to be can "unify" that country and mankind > as a > > whole. A mutual respect for each others struggles, > a > > helping hand from those who already have a lot to > > those are trying to get there, and even though > "love" > > sounds like a strong word for a German ( for us > "like" > > is about as emotional as we can be, but after > three > > years I "americanize" more and more), I think Ken > has > > a point. > > > > I even believe that this is a lesson Europe has to > > learn and maybe maybe maybe .... America could > lead? > > > > I hope this makes sense. My written English is > often > > not that great. > > Antje Meissner
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