![Programs](https://webarchive.library.unt.edu/eot2008/20090831074659im_/http://nifl.gov/images/subHead_program.jpg)
Programs & Projects
The Institute is a catalyst for advancing a comprehensive national literacy agenda.
[EnglishLanguage 3421] Re: Cooperation between Adult ESL and K-12 ESL
cece valentine
cgv757 at yahoo.comThu Jan 15 11:02:35 EST 2009
- Previous message: [EnglishLanguage 3420] Re: Cooperation between Adult ESL and K-12 ESL
- Next message: [EnglishLanguage 3429] Re: Cooperation between Adult ESL and K-12 ESL
- Messages sorted by: [ date ] [ thread ] [ subject ] [ author ]
Athough I have completed studies for a Master's in Early Childhood and am currently certified nk-8, I have found it is a whole different ball game teaching adults. I received a certificate for TESOL from Indian River Community College, it's offered online and they have loads of links and readings for you. Teaching adults is an adult experience for sure!! I taught on the community college level also classes for students in a Nurse's Aid Program, many of whom were GED graduates.
cgvalentine
--- On Thu, 1/15/09, Glenda Lynn Rose <glyndalin at yahoo.com> wrote:
> From: Glenda Lynn Rose <glyndalin at yahoo.com>
> Subject: [EnglishLanguage 3413] Re: Cooperation between Adult ESL and K-12 ESL
> To: "The Adult English Language Learners Discussion List" <englishlanguage at nifl.gov>
> Date: Thursday, January 15, 2009, 9:56 AM
> "Since
> my program is strictly for parents with young children and
> the topics pertain to school related vocabulary and events I
> prefer to hire K-12 ESOL. At the same time I have had
> a couple K-12 teachers that had a difficult time adjusting
> their teaching style to a room full of
> adults."
>
> I find it strange that you would
> prefer to hire people who are trained in pedgagogy, not
> andragogy, to teach adults. I understand the
> relationship between the two programs, but can you tell me
> what in your experience causes you to lean that way?
> Were the adult ESOL teachers (that apprently didn't do
> well in your program) actually trained in applied
> linguistics or adult education? It has been my
> experience that many K-6 teachers have difficulty
> making the transition to adult education without a great
> deal of additional training and support.
>
>
>
>
> Grace and Peace!
> Glenda Lynn
> Rose, PhD
>
> Instuctor,
> Austin Learning
> Academy
> 841-4777
>
>
> --- On Thu, 1/15/09, Mangum, Laurie (ACE)
> <Laura.Mangum1 at fcps.edu> wrote:
>
> From: Mangum, Laurie (ACE)
> <Laura.Mangum1 at fcps.edu>
> Subject: [EnglishLanguage 3412] Re: Cooperation between
> Adult ESL and K-12 ESL
> To: "The Adult English Language Learners Discussion
> List" <englishlanguage at nifl.gov>
> Date: Thursday, January 15, 2009, 8:38 AM
>
>
>
>
>
>
>
>
> Martin
>
> I work
> closely with the K-12 ESOL office but fall under the Adult
> ESOL umbrella. My program is Family Literacy which is
> free to parents of elementary school parents and funded by
> the K-12 Office using Title III funds. My program has
> been the main link between the two offices for a
> while. As budgets decrease in our system we have had
> more meetings between the two groups to see how we can work
> together. Typically advertising the adult classes at
> parent events has been the main link between the two
> organizations. I have hired both K-12 ESOL teachers
> and Adult ESOL teachers in my program and do see a
> difference in their teaching. Since my program is
> strictly for parents with young children and the topics
> pertain to school related vocabulary and events I prefer to
> hire K-12 ESOL. At the same time I have
> had a couple K-12 teachers that had a difficult time
> adjusting their teaching style to a room full of
> adults.
>
> Laurie
> Mangum
> Family Literacy
> Specialist/Adult ESOL
> Fairfax County
> Public Schools
> Adult &
> Community Education
> Plum
> Center for Lifelong
> Learning
> 6815 Edsall
> Rd.
> Springfield , VA 22151
>
>
>
>
>
>
> From:
> englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Martin
> Senger
> Sent:
> Thursday, January 15, 2009 8:02 AM
> To: The Adult
> English Language Learners Discussion List
> Subject:
> [EnglishLanguage 3411] Cooperation between Adult ESL and
> K-12 ESL
>
> Pax
> et bonum! (peace & goodness)
>
> In
> your area, is there any/much cooperation between the Adult
> ESL field (teachers/administrators/professional
> development/research) and K-12?
>
> I
> work with several adult ESL teacher networks, but have very,
> very limited contact with the K-12 crowd. Is that the norm,
> or are we “special?” I have just talked with the PA Dept
> of Ed/K-12 ESL section, and they said we could use their
> professional development (when pertinent). I just think
> it’s funny that we have people doing basically the same
> thing (ESL), but in completely different circles. Is there a
> big enough difference between adult ed and K-12 to warrant
> two individual fields? What say you?
>
>
> Martin
> E. Senger
> Adult
> ESL / Civics Teacher,
> G.E.C.A.C.
> / The R. Banjamin Wiley Learning Center
> Erie,
> Pa.
> Co-Director,
> ESL
> Special Interest Group
> Pa.
> Assoc. for Adult Continuing Education
> (PAACE)
>
>
>
> From:
> englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Brigitte
> Marshall
> Sent:
> Wednesday, January 14, 2009 11:34 PM
> To: The Adult
> English Language Learners Discussion List
> Subject:
> [EnglishLanguage 3410] Re: FW: Re:
> managingprogramsforadultEnglishlearners
>
> So many
> of us who have pursued management of ESL Programs as a next
> step in our journey as ESL professionals are very committed
> to keeping the direct and real connection with the
> classroom. Several posters to this list discussion have
> talked about the value of remaining engaged at the classroom
> level because of their love of teaching and/or their desire
> to remain connected to students. I know that for a couple of
> years I struggled to juggle both, being an administrator and
> a classroom teacher, and in the end I discovered a way to
> feed my need to teach and stay connected more directly to
> students at the same time in a way that I had not
> anticipated. My motivation has always emanated from a
> commitment to refugee and immigrant students, but when I was
> asked to teach in an adult credentialing programming, I
> discovered a whole new way of
> contributing something that I thought would ultimately be
> of benefit to refugees and immigrants. Working with teachers
> as they are learning their craft can be wonderfully
> rewarding and provided me with the opportunity to engage
> with teachers in a way that was not evaluative or
> supervisory – which raises another question I have been
> wondering about….
>
> When I
> was going through the administrative credentialing program,
> the professor who was leading the section on supervision and
> evaluation made a couple of very strong recommendations; the
> first was that administrators and program managers should
> not try to be instructional experts and should not try to
> critique the teachers they were supervising and observing
> from a place of expertise. The second was that as the
> supervisor and/or evaluator, an administrator or program
> manager is very ill positioned to be a coach, or the person
> identified to help and support a teacher because the
> supervisory dynamic will get in the way.
> What do
> others think about these recommendations?
> Can ESL
> Program Managers continue over time to be experts on
> instructional practice, or should they acknowledge that
> being out of the classroom either entirely or more than they
> are in it, reduces their ability to speak from a platform of
> expertise? And if an ESL Program Manager does not speak from
> a platform of instructional and specific ESL expertise, how
> do they effectively manage and supervise?
> Do you
> agree that administrators and program managers are not the
> best people to be coaches for teachers who need support to
> develop their craft? If not the Program manager, then
> who?
>
>
> Brigitte
> Marshall, Director
> Oakland
> Adult and Career Education
> McClymonds
> Education Complex
> 2607
> Myrtle Street,
> Oakland , CA 94607
>
> Tel:
> (510) 879 3037
> Fax:
> (510) 452 2077
>
> Expect
> Success. Every student. Every classroom. Every
> day.
>
>
>
>
> From:
> englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Diaz,
> Beatriz B.
> Sent:
> Tuesday, January 13, 2009 7:05 PM
> To: The Adult
> English Language Learners Discussion List
> Subject: RE:
> [EnglishLanguage 3347] Re: FW: Re: managing
> programsforadultEnglishlearners
>
>
>
> As the
> "leader" of a very large Adult ESOL program,
> I wear many hats but more and more I find it difficult to
> get away from my "administrator crown", which
> is the one I like the least. I strongly believe that
> programs improve and better service students if leaders are
> in the class, in the centers and in the community
> facilating English literacy opportunities and expanding
> our learning communities. Unfortunately, many hours of my
> day are spent processing the right form, approving purchase
> orders and attending meetings. Is this typical of
> others in similar positions? How have other achieved a
> balance short of putting in 20 hours of work per
> day?
>
>
>
>
>
> From:
> englishlanguage-bounces at nifl.gov on behalf of Betsy Wong
> Sent: Tue
> 1/13/2009 10:50 AM
> To: 'The
> Adult English Language Learners Discussion List'
> Subject:
> [EnglishLanguage 3347] Re: FW: Re: managing
> programsforadultEnglishlearners
>
> In keeping with the spirit of a
> chain dialogue, I wanted to highlight
> something that Laurie said:
>
> "What I find more important is recognizing really good
> teaching methods and
> resources available and providing opportunities to share
> those in your
> program."
>
> I think that this is a really important part of a program
> manager's role,
> and it gets back to the points that have been made about
> striving to be a
> visionary and achieving balance.
>
> It also points to a solution to a dilemma that many of us
> face: In the face
> of shrunken resources, what can we offer teachers when
> salary increases or
> full-time positions are simply not on the table?
>
> I think that professional development opportunities can be
> something to help
> "sell" a program to a prospective teacher and
> help motivate (and retain)
> current teachers. This can be through formal in-service
> meetings responding
> to teachers' stated needs or informal discussions or
> focus groups that allow
> teachers to share ideas and give input on program
> decisions.
>
> What do the rest of you think? Suggestions?
>
> Betsy Lindeman Wong
> Lead ESL Teacher
> Alexandria Adult and Community Education
>
> -----Original Message-----
> From: englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov]
> On Behalf Of Mangum, Laurie (ACE)
> Sent: Tuesday, January 13, 2009 9:18 AM
> To: englishlanguage at nifl.gov
> Subject: [EnglishLanguage 3342] FW: Re: managing programs
> foradultEnglishlearners
>
> I wanted to respond to Brigitte's thought
>
> "I think it would be very interesting to explore this
> last point a
> little
> bit more. We have already asked if we think that ESOL
> Program Managers
> should ideally have ESOL classroom
> experience - but what do we think
> about the need for an effective ESOL Program Manager to
> have been a
> good, or really good teacher? Is this a necessary
> pre-requisite? And is
> an effective ESOL Program manager's effectiveness
> derived from their
> ongoing expertise as a classroom instructor? Is it really
> possible for
> an ESOL Program Manager to remain current and a model of
> good
> instructional practice? If they don't, could they still
> be able to
> manage and supervise other ESL instructors
> effectively?"
>
>
> My name is Laurie Mangum, I manage the Family Literacy
> program under
> Adult ESOL for Fairfax County Public Schools. I had
> taught a
> non-intensive ESOL class (first as a volunteer and then
> paid) before
> taking on the responsibility to coordinate this program but
> I always
> think of my professional background as a project
> manager. I am often
> frustrated by the idea in Education that good teachers make
> good
> administrators. I don't necessarily think being a
> really good teacher
> is a pre-requisite to running a really good program.
> What I find more
> important is recognizing really good teaching methods and
> resources
> available and providing opportunities to share those in
> your program. I
> see part of my job to be a consulting role and look for
> best practices
> to share with my staff. Managing the many facets of a
> program and being
> adept at changing strategies when something isn't
> working are also
> instrumental to being successful in the role. Or as
> some people have
> described my job: having the ability to juggle while
> herding cats.
>
>
>
> Laurie Mangum
> Family Literacy Specialist/Adult ESOL
> Fairfax County Public Schools
> Adult & Community Education
> Plum Center for Lifelong Learning
> 6815 Edsall Rd.
> Springfield , VA 22151
>
> Phone:
> 703-658-2760
>
> ----------------------------------------------------
> National Institute for Literacy
> Adult English Language Learners mailing list
> EnglishLanguage at nifl.gov
> To unsubscribe or change your subscription settings, please
> go to
> http://www.nifl.gov/mailman/listinfo/englishlanguage
> Email delivered to betsywong at comcast.net
>
> ----------------------------------------------------
> National Institute for Literacy
> Adult English Language Learners mailing list
> EnglishLanguage at nifl.gov
> To unsubscribe or change your subscription settings, please
> go to http://www.nifl.gov/mailman/listinfo/englishlanguage
> Email delivered to
>
> bdiaz at dadeschools.net----------------------------------------------------
> National Institute for Literacy
> Adult English Language Learners mailing list
> EnglishLanguage at nifl.gov
> To unsubscribe or change your subscription settings, please
> go to
> http://www.nifl.gov/mailman/listinfo/englishlanguage
> Email delivered to
> glyndalin at yahoo.com
> -----Inline Attachment Follows-----
>
> ----------------------------------------------------
> National Institute for Literacy
> Adult English Language Learners mailing list
> EnglishLanguage at nifl.gov
> To unsubscribe or change your subscription settings, please
> go to http://www.nifl.gov/mailman/listinfo/englishlanguage
> Email delivered to cgv757 at yahoo.com
- Previous message: [EnglishLanguage 3420] Re: Cooperation between Adult ESL and K-12 ESL
- Next message: [EnglishLanguage 3429] Re: Cooperation between Adult ESL and K-12 ESL
- Messages sorted by: [ date ] [ thread ] [ subject ] [ author ]
More information about the EnglishLanguage discussion list