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From: PAUL ROGERS <pwaynerogers@yahoo.com>
To: Multiple recipients of list <nifl-esl@literacy.nifl.gov>
Subject: [NIFL-ESL:11114] Pumarosa and multi-level classes
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I recently gave all my students floppy discs
containing about 25 new lessons, including some that
are "advanced."
My class is a multi-level class in a computer lab
using Pumarosa.
The students can either read the lessons or copy
sentences or write answers to grammar drills, etc.
For 90 minutes each student went from pumarosa to
a new lesson then back to pumarosa and so on - all at
their own pace and all focusing on different lessons.
When I announced the end of the class, the
students for the most part were surprised that the
time had gone by so quickly.
In a nutshell, I think that the use of Pumarosa
combined with lessons on floppy discs in a certain
sense "solves" the problem of multi-level classes.
Pumarosa also "solves" the problem of the "digital
divide." As a free web site that is easy to navigate,
it empowers students and demystifies (and demythifies)
the use of a computer.
Paul Rogers
--- Lynda Terrill <lterrill@cal.org> wrote:
> Dear NIFL-ESL participants,
>
> Jeanne Kurvers, Ineke van de Craats and Martha
> Young-Scholten from the Low-Educated Second Language
> and Literacy Acquisition (LESSLA) international
> forum asked me to forward the following announcement
> to the list.
>
> Lynda Terrill
> NIFL-ESL Moderator
> lterrill@cal.org
>
> *******************************
>
> We would like to mark International Literacy Day
> with the following announcement.
>
> A fortnight ago, a new cross-disciplinary,
> international forum was established to consider
> research findings and classroom issues pertaining to
> the second language acquisition and literacy
> development of adults with little or no native
> language schooling: Low-Educated Second Language and
> Literacy Acquisition (LESSLA).
>
> Recognizing the existence of substantial bodies of
> cross-linguistic work on the acquisition of a second
> language by adults (especially non-classroom
> learners) and on the development of reading by young
> children, LESLLA is devoted to the application of
> past and emerging research findings to address
> urgent issues relating to a population we consider
> to be a great risk: refugee and immigrant adults who
> settle in a given country with little or no
> education in their native or any other language.
> LESLLA's aim is to identify previous studies and
> encourage new studies specifically addressing the
> needs of this population. In creating a forum in
> which researchers and practitioners working with
> such adults in contexts around the globe can share
> ideas, we intend to influence educational practice
> and policy in an era of scarce resources.
>
> On 25 August, Roeland van Hout of the Dutch National
> Research Council opened LESLLA's inaugural workshop
> in the Netherlands (in Tilburg). The first day
> focused on research, with overviews of the
> substantial bodies of research on SLA (Ineke van de
> Craats (Nijmegen) and Martha Young-Scholten
> (Newcastle, UK)), on children's reading development
> (Astrid Geudens (Antwerp) and on working memory and
> individual differences, where studies are
> increasingly being devoted to second language
> learners (Alan Juffs, Pittsburgh). The workshop then
> narrowed in focus to specifically consider the
> LESLLA population. Jeanne Kurvers (Tilburg) and
> Martha Young-Scholten discussed their respective
> studies of unschooled adults' reading development
> and of language and literacy awareness and cognitive
> development. The second day of the workshop turned
> to classroom considerations. Larry Condelli
> (American Institutes for Research) reported on his
> extensive study of literacy classroom practice and
> achievem!
> ent, and he described a study now underway on
> explicit literacy teaching. Qarin Franker (Göteborg)
> and Ingrid Skeppstedt (National Centre for Swedish
> as a Second Language) discussed the Swedish context,
> and a study on literacy learners and multimodality.
> Nancy Faux (Virginia Commonwealth) detailed her work
> on the training of literacy teachers, and the day
> closed with a visit to a regional adult education
> centre in Tilburg and talks about past and current
> Dutch immigration policy, and literacy teacher
> training and curriculum development for unschooled
> adult learners in Tilburg.
>
> Proceedings of the workshop will be available from
> the organizers by the end of this calendar year.
>
> Jeanne Kurvers, Ineke van de Craats and Martha
> Young-Scholten
> LESLLA Tilburg workshop organizers
>
>
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