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[EnglishLanguage 4178] Re: Mono vs. bilingual dictionary fornon-literate L1 learner
Cindi Riley
criley at lowcountryliteracy.orgThu Apr 23 13:45:40 EDT 2009
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I think you know your learners best and you are serving them appropriately.
Cindi Riley
Assistant Executive Director
Literacy Volunteers of the Lowcountry
1403 Prince St.
Beaufort, SC 29902
Phone 843-525-6658
Fax 843-521-1945
criley at lowcountryliteracy.org
www.lowcountryliteracy.org
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From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Susan Perez
Sent: Tuesday, April 21, 2009 6:04 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 4156] Mono vs. bilingual dictionary
fornon-literate L1 learner
I am interested in your professional opinions and especially any references
to research-based literature regarding the use of the Oxford Picture
Dictionary and its curriculum for non-literate and low level L1 learners.
One of our program offers adults the opportunity to participate in a
one-hour per week conversational English class through a family literacy
program. Currently, we use the monolingual Oxford Picture Dictionary and
curriculum, but recently have been constructively criticized that we should
be using the bilingual dictionary to better support the learners
understanding of Spanish. Because our learners are Guatemalan and for many,
Spanish is already a second language and a language which they are not able
to read, I feel we are going to confuse them with seeing two words under
each picture. The picture offers all the clue a person may need, adding
Spanish is redundant. This is a short course-12-weeks-to help the
participants gain some confidence in their ability to learn English and if
they want more instruction in reading, they may participate in our regular
adult literacy classes (one-on-one volunteer tutoring).
Thank you.
~~~~~~
Books and libraries change life for the better-ReadOn!
Susan L. Perez
Early Childhood Literacy Specialist
Center for Reading and Literacy
Martin County Library System
Teaching parents and providers to help their children to love reading
Office: (772) 221-1401
Mobile: (772) 263-0480
Fax: (772) 219-4959
2351 SE Monterey Road
Stuart, FL 34996
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From: stephen churchville
Sent: Tue 4/21/2009 10:11 AM
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 4153] native language intervention
Hi
My classroom experience is in immersive, English-only settings where use of
the students' native language is discouraged, but I have postings supporting
the helpfulness of limited native-language assistance in English literacy
instruction, and am looking for articles, reports, or studies on this
subject.
I am curious about what the limits ought to be. Is a short native-language
explanation for activating prior knowledge helpful or distracting? What
about explaining the cultural knowledge the text assumes the reader has? Or
providing a native-language equivalent for slang or an idiomatic expression?
What about something like native-language Cliff's Notes?
Thanks for any help
Stephen
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