Steve, my whole point was that our learners come to the classroom with
critical-thinking skills - and that we as educators can help them hone these
skills and apply them to essential new contexts, such as comparison-shopping
for computer equipment. We do not need to make decisions for them.

 

If you need a rationale for why we should incorporate critical-thinking
practice into English language classrooms, consider this:

 

In the report "Are They Really Ready to Work? Employers' Perspectives on the
Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S.
Workforce," critical thinking and problem solving were identified by
representatives from various industries as the number-one skill expected to
increase in importance over the next 5 years. (IT application was ranked
second.) 

 

I invite you to consult an excellent resource for practical ideas on
implementing critical-thinking and problem-solving activities in the adult
ESL classroom: The Teaching/Learning Toolkit of the Equipped for the Future
initiative ("Examples" section), at:

 

http://eff.cls.utk.edu/toolkit/examples.htm 

 

I'd also highly recommend the professional development offered in the free
English Language/Civics Online, at:

 

http://www.elcivicsonline.org/

 

Other recommendations, anyone?

 

Betsy

------------------------------

Betsy Lindeman Wong

Lead ESL Teacher

Alexandria Adult & Community Education

Cell (703) 862-1931

  _____  

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Steve Kaufmann
Sent: Monday, July 27, 2009 11:44 AM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 4626] Re: computers for families programs+
learnerempowerment

 

Betsy,

I think it is great that you show them free resources. I think they would
appreciate your advice on different computers they might buy. I do not
understand why you feel that they lack critical thinking skills and that you
can help them acquire these.

Steve

On Mon, Jul 27, 2009 at 7:53 AM, Betsy Wong <betsywong at comcast.net> wrote:

Paul, I admire your goal of trying to help students bridge the digital
divide - and I think it's one that many of us share, so it's useful to
discuss it in this forum.

 

What I'd like to explore is the idea of helping students become computer
literate when they do not have access to home or school computers.

 

Faced with this very scenario in a family literacy program, I took my
students on an arranged tour of a local library to show them firsthand the
resources (including computers with Internet access) available to them.
Afterward, we discussed web sites that could help them learn - including web
sites (such as the excellent "Starfall.com" site that you mentioned in
another posting) that parents could use with their children. 

 

Students contributed to the discussion with some web sites that their kids
already used, and I gave them suggestions of other web sites to explore. In
that way, they can choose the resources that best suit their individual
needs. 

 

We also talked about free computer classes offered in the community
(including one at the very same elementary school) and the best place to buy
a computer (e.g., a chain store like "Best Buy" versus a "mom-and-pop shop")
Although we were not online, students exercised their critical thinking
skills by scanning print circulars for electronics stores and comparing
prices; debating whether it was best to buy a new computer with a warranty
or a used computer at a lower cost but no warranty; and how to set limits on
computer use for children.

 

In this way, students are able to gain confidence not only in their language
proficiency but also in their decision-making abilities.

 

To me this is preferable to making decisions for my students as to what
computer equipment they need. I am not comfortable with the assumption that
I should purchase equipment for my students because "I know what works," as
it seems to imply that my learners do not. I disagree. 

 

I'd love to hear from others: How have you helped students acquire the
critical thinking and decision-making skills to make financial decisions,
such as buying computer equipment or cars, etc.?

 

Specifically, how have you broached this topic in class? 

 

Betsy

 

------------------------------

Betsy Lindeman Wong

Lead ESL Teacher

Alexandria Adult & Community Education

(703) 824-6845

  _____  

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Paul Rogers
Sent: Friday, July 24, 2009 5:10 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 4604] computers for families programs

 


Betsy,

I do not work in an adult ed program but rather am a "free lance"  ESL
teacher who teaches at the homes of groups of low income Spanish speaking
adults, usually women with children. 

Usually the host of the class owns a computer so that I can show how my free
website works.

Many of these students do not own computers nor do they know much about
computers, so  it is impossible for them to:"hone their critical thinking
skills by looking at ads or doing online research to determine what the best
computers are for their needs and where to find them for the best cost,
etc."

So I shop for good deals (under $50) for those interested because at least I
know what works. 

I also provide a CD of my website as a loan to those not connected to the
web.

I also charge a modest fee for my materials and classes and to this date
no-one has accused me of being unethical.  

In any case, the above is a synopsis of my efforts to "Bridge The Digital
Divide".

For those conected to adult ed or non-profit organizations, there are lots
of grants available, and there are also people on this list who run such
programs who can provide information on the nuts and bolts of setting it up.

Paul Rogers

While I applaud Paul's desire to help his students, I do feel the need to
point out that many programs have ethical violations against instructors
selling products to students, no matter how well-intentioned.

 

I also wanted to share what a friend with experience in using donated
computers with adult learners has pointed out: You can give a student a
computer -- but what about all the assistance needed to set it up,
troubleshoot, load software, etc.?

 

And - with a twice-resold computer, what type of warranty (or guarantee) do
students receive for their money?

 

Finally, I wanted to reiterate that as adult educators, we help our learners
to help themselves; we do not solve their problems for them.

 

If students are interested in computers, we can incorporate related
materials into instruction; for instance, picture dictionaries are a great
resource for learning about computer components and functions.

 

Then, students can hone their critical thinking skills by looking at ads or
doing online research to determine what the best computers are for their
needs and where to find them for the best cost, etc.

 

Adult learners who have already purchased computers can share their
experiences with peers. (What a great topic for a Language Experience
Approach story or a class presentation!) 

 

And we can always highlight existing resources into which students may tap:
Free computer terminals (and sometimes classes) at the local library or
senior center, etc.

 

All of these exercises help students to become informed, active consumers --
whether they are making purchases or accessing free municipal services.
Isn't that something that we try to do as educators?

 

Betsy Wong

 

------------------------------

Betsy Lindeman Wong

Lead ESL Teacher

Alexandria Adult & Community Education

Cell (703) 862-1931

  _____  

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Paul Rogers
Sent: Thursday, July 23, 2009 12:37 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 4587] The Silent Period Hypothesis

 


Steve,

Thank you for sending the page on the research on the silent period
hypothesis. It obviously has a lot of valuable information and I hope
everyone on this list reads the articles. 

I intend to study as much as I can in the next few days.

In the meantime, here are a few preliminary responses.

1. The length of the silent period has been shown to be considerably reduced
by those Spanish speaking students who use PUMAROSA. As of yet, there has
been no actual research, so I have to include this conclusioin in the
category of anecdotal reports.

2. The most recent article in the page you sent was published in 1985. A lot
has happened since, especially in the field of technology which we need to
use.

3. As I mentioned, I use a method that teaches pronunciation  without the
'shock" effect mentioned in one of the briefs. For example, I use humor.

5. Most of the adults I teach not only like my method, but also report that
they need to learn how to communicate because ....they have problems in an
English speaking environment every day. Namely, all to often they are
humiliated by racists. Or they need to know basic communication skills for
their work.

Another point on this: adults already are trying to pronounce English in
their daily lives, with or without our guidance. Most Spanish speakers learn
new words by pronouncing them as the are also written. I have some students
who cannot learn a new word without seeing it first and pronouncing it
phonetically.

And...I do the same thing! And learned to spell very well in fourth grade by
the use of this method.

Plus a student cannot "hear" the word well without knowing the
pronunciation.

And this problem causes a lot of confusion and frustration. So I consider it
my job to 

eliminate this confusion.

6. Several of the reports discuss the importance of using L1 in the
classroom. As I have mentioned a few times, I not only agree with this
approach, but I am a staunch advocate.

7. The reports make reference to the use of various materials. I agree with
this also, and I provide all of my students with lots of texts, audio cds,
and dvds.Lately I have been scouring second hand stores to "sell" to
students who do not own computers (at cost plus gas).

8. One report mentions an experimental German course. I took an
"experimental" German course in 1962. It was an Immersion course - with only
6 students. I learned to speak, read and write in German rather quickly. I
still have the original text, called Deutsch Fur Auslander (German for
foreigners) which I use as a model for one of my texts.

9. I have taught many students who became very frustrated in other classes
because they did not learn to speak in English ... after a year!

     So, in the meantime, I will study the articles, and I look forward to
more discussion on this important topic.

Paul Rogers

 


Paul Rogers
805-258-3310
pumarosa21 at yahoo.com
PUMAROSA.COM

--- On Thu, 7/23/09, Steve Kaufmann <steve at thelinguist.com> wrote:


From: Steve Kaufmann <steve at thelinguist.com>
Subject: [EnglishLanguage 4585] Re: research on teaching pronunciation
To: " The Adult English Language Learners Discussion List "
<englishlanguage at nifl.gov>
Date: Thursday, July 23, 2009, 8:20 AM

You can find considerable information on the benefits of a silent period
discussed here.

http://homepage3.nifty.com/park/silent.htm


-- 
Steve Kaufmann
www.thelinguist.blogs.com <http://www.thelinguist.blogs.com/> 
www.lingq.com <http://www.lingq.com/> 
604-922-8514


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-- 
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www.thelinguist.blogs.com
www.lingq.com
604-922-8514

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