Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h9SFPaV14160; Tue, 28 Oct 2003 10:25:36 -0500 (EST) Date: Tue, 28 Oct 2003 10:25:36 -0500 (EST) Message-Id: <sf9e433a.019@mail.jsi.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <barbara_garner@worlded.org> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:836] Use of Non-Native Language X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 3581 Lines: 82 "One finding of the What Works study was that "judicious use of the native language made a difference in both reading and oral skill acquisition as shown by results on standardized tests." (p. 3, "Conversation with FOB: What Works for Adult ESL" Focus on Basics, Vol. 6, Issue C, Sept. 2003). I'm interested in what data was collected on this matter and how it was determined that it was native language use that made the difference rather than other variables or other variables in concert with native language use in class. Could you give an example of how much native language use by teachers and learners in class seemed to affect the results on standardized tests? What are the ramifications for curriculum development, classroom management, and professional development?" I'm curious to know how many teachers out there combine native language use with English in the ESOL classroom, and what your experiences are with this particular technique. Any takers? RESPONSE: I've only seen one program that combines native language literacy with English communication skills in the same class and this seemed to work pretty well. It makes sense as an approach since it allows students to pick up basic literacy in a language they understand while at the same time giving them a chance to learn the kind of every day English that many learners want. There are other programs where students get to take classes side by side (native language literacy and ESL) but this can be a bit problematic since they will have to deal with two print systems (in terms of sound/symbol relationships) and that can be confusing and hard on the brain Most programs that offer native language literacy offer a course or two in native language literacy and then transition learners to ESL literacy (we don't have numbers I'm afraid since the Dpt of Ed does not track native language literacy classes). A few programs offer a bilingual model where students have a chance to move from native language literacy to the GED in Spanish and then are simultaneously enrolled in ESL classes. Some of these programs use the materials developed through INEA (instituto nacional de la educacion de los adultos) which are available from the Mexican consulate. These materials allow students to be certified for primary and secundary education. Interestingly enough, these materials (and others that have been used in literacy campaigns in Cuba and Nicaragua, for example) are much more school-based that adult education in the U.S. That is there is very little focus on functional life skills (such as the English needed for shopping or reading a bus schedule) and a much greater focus on content knowledge (health, housing, education). And since literacy is being taught in a language students already speak and understand, it is possible to discuss issues and analyze what is happening and why in a given community and how things may need to change. This is probably more than you all wanted to know - but if it isn't, I'll be happy to pick the topic back up. By the way, I need to clarify that the What works in adult ESL literacy study did NOT look at native language literacy - it only looked at classes where some of the teachers used the native language of the students in the class here and there. I'd love to hear from others how they handle the use of the native language by students or by the teacher? Do you have certain strategies that you use? Certain "rules" for yous students (that you or the students have set) cheers Heide
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