I share immensely in Crofford' opinion. Learning is a life-long process that transends generations. It immortalizes both experiences and knowledge by withstanding the test of time. It is also the hall-mark of later-day research and comparative studies. This is largely attainable through text-book development. It is also systematic method of learning by virtue of popular approval. The only aspect I am hesitant to concur with Crofford is the argument that free is worthless. Free things are very important because they constitute the basis of volunteerism and charity and by extension enhance inter-personal relations. You need not be paid to respond to an emergency or simply to correct an ongoing wrong. Free-things are sometimes very precious like the air we breath, greetings, best wishes, congratulatory messeges, etcetera. Good day to all,
  Ochieng M. Khairalla-Nairobi-Kenya.

"Crofford, Amy L." <alcrofford at okcps.org> wrote:
        As a former teacher in West Africa, Haiti and the Chinese Embassy in Benin-- students would have been terrified not to have a book. It was their security blanket. It was the teacher that they could take home. In many countries they believe-- "You get what you pay for!"-- free is worthless.
   
  That said-- as the mom of an American college student-- my son could take textbooks or leave them. My high-schooler would prefer a lighter backpack! They are tech savvy and love anything "computer".
   
  As a teacher-- for truly creative people, textbooks are springboards that assure a balanced presentation of subject matter. It takes a very disciplined teacher to avoid lingering on favorite subjects and ignoring others when there is no external monitor. I have rarely stuck to the text, rather I teach the material in another way-- using objects and drama whenever possible. The students can then review with the text.
   
  As an author, I prefer published books that have stood the test of time and multiple editions. I appreciate my editors. So many things pulled off the internet have errors in spelling and punctuation. I don't want my students picking up on those things or thinking that they are okay. (I do realize you could tell the students that there are 10 errors on the page and challenge them to find them all.)
   
  My $.02,
  Amy Crofford

  
  
---------------------------------
  From: englishlanguage-bounces at nifl.gov on behalf of Paul Rogers
Sent: Wed 6/4/2008 1:45 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 2607] textbooks - to have or have not?


         As a response to Michael Tate's letter concerning my advocay of textbooks, I would like to make a few comments.
       My texts accompany my web site, PUMAROSA.COM, which, coincidentally, Larry Ferlazzo just put on one of his "Best" lists!
        I always use my texts in my classes. The students either purchase them or bring a three ring binder so that I can give them copies.
        The texts are particularky important for pronunciation and writing exercises.
        As far as the price - I know that if I were to take a class at an adult ed school, I would have to buy a text, so I do not think it unreasonable to expect ESL students to pay for materials.
       I do not know who "millennials" are, I only know that not only do my students enjoy my web site and my textbooks, and apparently there are a number of other ESL teaches who agree.
       I think that we need to look at this and other questions from the point of adult ed language learners. What would we expect in a Japanese class, for example? I  personally would probably walk out if there were no appropriate textbook offered as part of the course.
Sincerely,
  Paul Rogers
Michael Tate <mtate at sbctc.edu> wrote:
              Paul, 
   
  I noticed your comment about textbooks, and I wanted to share how millennials may see textbooks.  
   
  From what I have read and heard,  millennials  expect their teachers to use materials fresh from the web rather than from a textbook which they see a dated, manipulated,  and even as a barrier to learning.  They seem to see textbooks as “canned” and they want “homemade”.  They appear to put a high value on “contemporaneous” information unlike earlier generations who valued information that has ”stood the test of time.”  
   
  And, for college students who are facing higher tuitions, and lagging financial aid, the huge prices on textbooks just fuel the fire.
   
  Since basic skills students lag in the uptake of  new technology, basic skills millennials may behave somewhat differently than their peers, but I think they share (or will come to share) their generation’s expectations about classroom materials.   I think this is important for how our work may change in the near future.
   
  Michael Tate
   
    From: englishlanguage-bounces at nifl.gov [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Paul Rogers
Sent: Tuesday, June 03, 2008 2:25 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 2601] writing lessons

   
    I just sent out samples of my new lessons to everyone who requested them. Because there were attachments in the email, the message may end up in the Spam or bulk mail box. So if you are expecting anything from me and don't get it as of today, please check, or email me back.

    I began to write my texts over 20 years ago when I started teaching adult  ESL in Mexico. I wrote my own becaue I could not find appropriate material anywhere. 

    In my opininion students should all own a text and a bilingual dictionary.

    For one thing, it helps them take the course seriously and I think that it increases interest/attendance.

    Paul Rogers

    pumarosa21 at yahoo.com

     

  

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