Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3IFRBG09326; Mon, 18 Apr 2005 11:27:11 -0400 (EDT) Date: Mon, 18 Apr 2005 11:27:11 -0400 (EDT) Message-Id: <004501c5442a$ceab1180$6502a8c0@TOMMYSONY> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "Tommy McDonell" <tommy.mcdonell@nyu.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10832] Re: Assistance Required X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 5074 Lines: 137 Hi, David and all. It is great to have these and share them with my students. If by chance anyone knows of any research about reading on the Internet or technology and reading (not vocabulary related), I'd love if you would share them. I hope to file my dissertation on this subject in October, but would love new research. Hope all is well. Tommy Tommy B. McDonell Doctoral Candidate, Steinhardt School of Education tbr202@nyu.edu Adjunct, Marymount Manhattan College Adjunct, City College of New York-Graduate Education H: 212-929-6768, before 10PM F: 212-929-1129 ----- Original Message ----- From: "David J. Rosen" <djrosen@comcast.net> To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> Sent: Monday, April 18, 2005 7:54 AM Subject: [NIFL-ESL:10829] Assistance Required > Hello Fiona, > > Nice to hear from you. Here are four TECH21 [ > http://www.tech21.org ]Technology and ESL studies that may be of interest. > The ESL Listening Comprehension Software Study used an experimental design > and found effects for adult ESL students who used listening software. > > All the best, > > David > > David J. Rosen > djrosen@comcast.net > > 1. "Effectiveness of Program Delivery > > Research question: What is the relative effectiveness of 4 different > program delivery models of a multimedia curriculum product? > > Overview: > Among adult educators and policymakers, many see technology as a means to > extend the reach of adult education to those who would not otherwise > participate. Now that a number of curriculum products have been developed > for adult learners, it is important to understand in which settings and > under what conditions they might be used effectively. Thus, one multimedia > curriculum product, English for All, has been implemented in four > different environments to compare learner progress and the nature and > amount of teacher support requested and provided within each environment. > Preliminary findings and working papers related to this question will be > posted here." > http://www.tech21.org/index.cfm?fuseaction=view&catid=241 > > Two working Papers: > > 2. "The Evaluation of Software for Adult Education: The Case of an ESL > Listening Comprehension Study: A Methodological Note by Christine > Hollister, Dawn Hannah, and Ricardo Diaz, NCAL (pdf). This report provides > a brief introduction to the Literacy Technology Lab at NCAL and a detailed > description of the methodology and lessons learned as a result of the ESL > Listening Comprehension Study. > > 3. ESL Listening Comprehension Software Study: Preliminary Findings on > Three Computer-Based Products by Christine Hollister and Ricardo Diaz, > NCAL (pdf). The TECH21 Literacy Technology Lab worked with adult learners > and three (randomly assigned) well-known ESL computer-based products with > listening skills components to investigate some of these concerns, with an > eye toward identifying issues of concern, looking for commonalities and > differences among available products, and understanding how individuals > engage such products. Listening skill was selected as the focus for the > study because it is an important skill that can be isolated from reading, > writing and speaking for evaluation. This working paper discusses > preliminary findings of the study." > > 4. "Technology in Adult ESOL Instruction: Best Practices from California > by Marian Thacher, OTAN (pdf). The purpose of this paper is to report some > of the instructional strategies Outreach and Technical Assistance (OTAN) > staff have observed as they work with adult ESOL programs in California, > in order to share the information among programs. This paper reports > examples of a variety of ways computer and video are currently being used > in the ESOL classroom and beyond to enhance and even transform > instruction." > > http://www.tech21.org/index.cfm?fuseaction=view&catid=128&loc=15 > > -------------------------------------------------------------- > > Fiona Frank wrote: > > Dear all > > I haven't been around for a bit but am still alive and well in Lancaster, > England. A colleague has asked me for some advice and clarity.... he's > involved in doing a research and evaluation project looking at 'Aston > Pride', a project getting Asians in Birmingham involved in increasing use > of > ICT. > He's asked me for ideas on research studies looking at language, literacy, > aspirations, employment potential or outcomes, for Asian populations in > English cities. > I realise that most of you are in the US, but have any of you been > involved > in any similar study in your areas with immigrant and second language > speaking groups? Could any of you point me in the direction of any such > study? > > (and hi to David Rosen, Ujwala, and other friends...) > > Best wishes > Fiona Frank > > > 'Silver-Rae' > 3 Dalton Road, Lancaster LA1 3PR > > (and Consultant, Dept of Educational Research, Lancaster University) > > email fionafrank@soundboard.f9.co.uk > http://www.hannahfrank.org.uk > > > > > > > > >
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