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 h6GK3n701057; Wed, 16 Jul 2003 16:03:49 -0400 (EDT) Date: Wed, 16 Jul 2003 16:03:49 -0400 (EDT) Message-Id: <3F15ACC4.3F90FC1A@morehead-st.edu> 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: "m.white" <ma.white@morehead-st.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9203] Re: ESL resources and teacher development X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.8 [en] (Win98; U) Status: O Content-Length: 6975 Lines: 129 Hello Lorry, I too constantly refer people to this website for germane information and a source for professional development. However, many practitioners are somewhat reticent to enquire or engage in dialogue believing their questions are inane or comments not relevant. Although my family & I lived on Guam for ten years, we widely explored the F.S.M. from Palau & Yap to Chuuk & Pohnpei. The "Village" was our favorite. Saipan & Rota had their charms to. The movement of people from the F.S.M. to Guam and the Northern Marianas will continue to be a major issue (to say the least) in the region. At the University of Guam, the administration sees the Micronesian influx as a constant infusion of revenue, especially in the developmental sections of English & Math where "quality of education" takes a real second to "quantity of registrations". And, of course, the local economies on both Guam & the Northern Marianas are absolutely dependent on the adundant labor force from the islands (and the Philippines, too). How could the Tinian Casino operate without the relatively highly literate & skilled Filipinos, and the motivated Chuukese? Some of the most successful Guam Humanities Council's efforts evolved & revolved around the Micronesian communities. Their participation in the adult literacy projects, the Mother / Father read programs, and the culture & arts components was truly commendable. Thanks Lorry. Maurice Lorry Shoniber wrote: > Maurice, > I became inspired to stop my daily lurking when I saw Micronesia in your posting. I taught on Pohnpei for eight years. Kaselehlia. Your description of the images reminded me of Pohnpei. I also taught for two years on Tinian. Hafa Adai. It is certainly a long way from Kansas, my home state. > I am leaving tomorrow for our state Adult Education Summer Institute. It is one of the best state conferences in all areas of adult education, family literacy, and early childhood professional development. I also use this listserv as staff development for our ESL instructors. The suggestions are usually easy to implement. Thanks to all contributers for sharing your experiences in the classroom. > Lorry Shoniber > WATC-Dunbar Campus > Wichita, KS > lshoniber@wichitatech.com > > -----Original Message----- > From: m.white [mailto:ma.white@morehead-st.edu] > Sent: Tuesday, July 15, 2003 11:06 AM > To: Multiple recipients of list > Subject: [NIFL-ESL:9195] Re: ESL resources and teacher development > > Dear Valley, > > First, a personal comment. What a unique name - Valley. It evokes all > kinds of images. Relatively recently returned from 10 years in > Micronesia, I remember glistening waterfalls, lush fruit orchards, and > vistas of the ocean from forested ravines. I could go on, but we'll > stop this micro-mini vacation right now ;) > > If you don't know about the ALTA ESL Resource Center, contact them and > request a catalogue. You'll receive one forever after. ALTA is the > "largest source of ESL books & materials in the world". <info @ > altaesl.com> <www.altaesl.com> <1-800-258-2375> > > Specific materials for restaurant & housekeeping staff: English for > Housekeeping Staff by Lawrence J. Swier / Main Course: Language > and Skills for Restaurant Workers by Renee Talalla. > > Here in Kentucky, I am employed at Morehead State University as the > adult ESL (ESOL) professional development specialist. I was previously > the director MSU's English Language Center (for int'l students). My > role is to provide training for adult ESL practitioners across the > state. I work in conjunction with the Kentucky Department of Adult > Education & Literacy (DAEL) which has traditionally offered annual ESL > orientation training. However, this department has expanded its efforts > to provide professional development to these professionals because of > the burgeoning numbers of int'l folk and immigrants. I've worked with > part-timers, full-timers, administrators, and volunteers. In the > various sessions I've conducted, I try to combine theory and practice in > a meaningful way that'll provide a catalyst for reflection, change, and > implementation. Components include 2nd language acquisition, methods of > teaching ESL, lesson planning, materials development, "knowing the > English language" (what we as native speakers should be mindful of > concerning grammar, idiom use, vocabulary, etc.), intercultural issues, > positionality, workplace & correctional facility English language > issues, etc. > > What is your state's equivalent of DAEL doing / offering in the way of > ESL professional development? The push here is blending face-to-face > sessions with online course work (seen as more efficient and cost saving > for sure). Check out the Virginia Adult Learning Resource Center's two > online courses. Contact Cheryl Fuentes for more info: > <cfuentes@arlington.k12.va.us> See what she's got to say. > > Good luck Valley. > > Maurice > > Valley Peters wrote: > > > Hi, > > > > I just want to say how much I've enjoyed all of the > > postings on gender differences and language > > differences. > > > > I am writing to inquire about workplace focused texts. > > I have copies of the Workplace Plus editions, but > > many of our students want something more specific to > > their given job. For example, texts on construction > > work/landscaping, hotel/housekeeping, and working in > > restaurants. We have several Picture Dictionaries > > with vocabulary for these work situations but if > > anyone has other suggestions of resources I would very > > much appreciate more ideas. > > > > The other issue I'd like to bring up is teacher > > training and professional development. As with many > > ESL programs out there, we experience high turn-over > > with our teachers. Our positions are part time > > because we only offer evening classes. Our teachers > > have other jobs as their primary source of income and > > most do not have formal training. It's a priority in > > our program to provide professional development > > opportunities - thus far consisting of doing readings > > on a topic, experimenting with a new idea from the > > reading in class, and then journaling about that > > experience. We also provide occasional workshops. I'm > > hoping to introduce a reflective piece this week with > > the teachers - so we'll be starting to look at how > > reflective practice works. > > > > My question is for other programs who don't have > > full-time teachers or formally trained teachers - what > > kind of professional development are you providing and > > what's been most successful? > > > > Thank you, > > Valley Peters > > Teton Literacy Program > > > > __________________________________ > > Do you Yahoo!? > > SBC Yahoo! DSL - Now only $29.95 per month! > > http://sbc.yahoo.com > > This message scanned by RAV anti-virus. > > This message scanned by RAV anti-virus. This message scanned by RAV anti-virus.
This archive was generated by hypermail 2b30 : Thu Mar 11 2004 - 12:16:15 EST