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 hB4Nxxm20224; Thu, 4 Dec 2003 18:59:59 -0500 (EST) Date: Thu, 4 Dec 2003 18:59:59 -0500 (EST) Message-Id: <000001c3bac3$0bc82140$1a01a8c0@cccchs.org> 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: "Sylvan Rainwater" <sylvan@cccchs.org> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9706] Re: TABE and Adult LAS for ESL X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Microsoft Outlook, Build 10.0.4510 Content-Type: text/plain; Status: O Content-Length: 2364 Lines: 47 This is an excellent point. When determining outcomes, it's important to consider carefully from many points of view. What we found when we explored outcomes for Family Literacy ESL a few years back (using an affinity process) was that outcomes came out more or less along EFF lines -- that is, including roles of worker, family member and community member. We also found a couple more themes that ran through all of these: cultural awareness (navigating a new landscape) and personal development (self-esteem and self-awareness). Students can "graduate" from our program in many different directions. Getting a job is great, but we can't necessarily mandate that because after all many of our students are technically not able to work legally in this country. Certainly acquiring job skills (of all sorts, including technological skills) can be a reasonable outcome. Even exploring job options and learning how to fill out applications, do resumes, interviews, etc., can be an outcome. Beginning to take classes in a community college is another outcome we encourage -- and of course, that is in its own way a transition to a new set of goals which could lead in all sorts of directions. Using community resources and contributing to the community, becoming part of the community in various ways is another large area to explore. And, of course, a major outcome for us is to be involved with the child(ren)'s education -- which involves interfacing with the school, doing literacy activities at home, helping with homework, etc. I think the goal is to provide as many options as possible for the students to explore, and to help them find their way in to their own place in this new world they find themselves in. ------- Sylvan Rainwater mailto:sylvan@cccchs.org Program Managaer Family Literacy Clackamas Co. Children's Commission / Head Start Oregon City, OR USA -----Original Message----- From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov] On Behalf Of Ohanian, Michelle M Sent: Thursday, December 04, 2003 6:50 AM Is there an assumption of what their real world is and can be? If my family were taught "what they needed" no one would have gone to college but remained illiterate farm hands in upstate New York speaking Lebanese. We have moved beyond only basic survival language skills and added on a cognitively challenging curriculum. <SNIP>
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