Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost.nifl.gov [127.0.0.1]) by literacy.nifl.gov (8.8.7/8.8.5) with SMTP id SAA14982; Mon, 18 Aug 1997 18:48:58 -0400 (EDT) Date: Mon, 18 Aug 1997 18:48:58 -0400 (EDT) Message-Id: <199708182250.RAA31722@mtvernon1.accessus.net> Errors-To: lmann@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: cook@accessus.net (Ron & Vickie Cook) To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: Re: Volunteers in ESL X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Windows Eudora Version 1.4.4 Status: RO Content-Length: 2524 Lines: 52 >One of our subscribers suggested the following as a topic for this >list. > >Volunteers can be an asset in large, typically multilevel adult ESL >classes. Does your program involve volunteers? How? (teacher aides, > conversation group leaders? one-on-one tutors? Who is responsible >for supervising them? What kind of training do they get? > > >Fran Keenan >NIFL-ESL moderator > > Our program involves tutors in the ESL classes. They work as teacher's aides, conversation leaders, and one-on-one depending on the students and the class. I, as the Family/ESL coordinator for the adult literacy program in our area, supervise and train them. Because we work with a such small number of classes each semester this is possible. All adult literacy tutors receives some ESL overview during the inital training. This lets them know that they may be asked to work with an ESL student, or in an ESL class at some point in the future. It also lets us get feedback from those new tutors who think they would enjoy working with ESL students and those who do not want to attempt it. Then, if they move into the classroom, they get additional training, based on their individual backgrounds. We also provide observation time as a part of training to allow for some non-threatening time in the classroom. This has been a definite plus. They may participate in a class discussion group, but are not required to do so. A couple of years ago I developed an ESL manual to use with our tutors that is a compliation of resources (books that can be checked out), methods (TPR, etc.), materials (handouts, worksheets, etc), and miscellaneous materials that help a tutor understand the cutural differences between themselves and their students. It is some of the better things that I have found that work well with a new tutor and new students. It seems to help the tutors to have reference book to find help. Because we run such a small number of ESL classes, they are always multi-level. Tutors work on everything from basic conversation to advanced grammar and study the constitution. We try to do break out sections for those studying for the GED in Spanish, separate form the regular group. The students needs could not be met without the devotion and committment from the tutors. The instructors love working with their tutors and become very attached to the tutors, as well as their students. Vickie Cook Family Literacy/ESL Coordinator Kaskaskia College Centralia, IL -- Ron & Vickie Cook cook@accessus.net
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