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 j5E0aPG12038; Mon, 13 Jun 2005 20:36:25 -0400 (EDT) Date: Mon, 13 Jun 2005 20:36:25 -0400 (EDT) Message-Id: <02d801c57078$afef2900$6401a8c0@Dottie> 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: "Dottie" <dottie@shattuck.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10931] RE: adult refugees 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: 2850 Lines: 67 Diane -- is it possible to get a copy of your materials? Dottie ----- Original Message ----- From: "Pecoraro, Diane" <Diane.Pecoraro@state.mn.us> To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> Sent: Monday, June 13, 2005 6:44 PM Subject: [NIFL-ESL:10929] RE: adult refugees > If I had to make that kind of choice, I would teach instructional > language to prepare them for work. From there, it is possible to teach > speaking and listening and writing skills-and to do it more quickly. > Things can be demonstrated and realia used.They can work for all levels > because even the advanced learners can profit from the dictations. > Years ago , I wrote some pre-vocational exercises to do with learners in > the classroom. They are a bit"rusty" but the principles work well when > you have a short time to do the job. > > -----Original Message----- > From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov] On Behalf Of Dottie > Sent: Monday, June 13, 2005 4:50 PM > To: Multiple recipients of list > Subject: [NIFL-ESL:10927] adult refugees > > Do any of you work ONLY with adult refugees? > I recently began teaching for a refugee resettlement program. Of course > I've taught refugees before but they were part of a bigger program > w/immigrants. > > My program is very small (about 30 students/clients total, so far). I > have funding for only 14 class hours per week & must cover 3 levels > (Literacy; Beginners/High Beginners; and Intermediates/High > Intermediates) and 2 job shifts. I've scheduled Literacy (1 hr) 3x > weekly at noon (2nd shift folks); Beg. (1.5 hr) 2 afternoons; Level 2 (2 > hrs/1x wk. for 2nd shift); and 1 hr. > sessions for each level 2 nights/wk. > > The previous teacher used Longman's Workplace Plus series. I'm finding > that series not very useful -- Book 1 is too difficult in the early > chapters for the literate Beginners. I also have senior citizen > Beginners for whom the book is irrelevant; we're hoping to get $$ soon > for a citizenship class for them. > > I never know who nor how many will show up for a class session. I also > never know when new arrivals will be available -- class time takes a > back seat to DSS appts. and/or employment assessment/drug > testing/interviews. > Most of the refugees go to work within 2-3 weeks of arrival, regardless > of English skills. They can then attend classes before or after work. > > Anyone have a "MUST HAVE" list of topics to teach the new arrivals? > I've tried to get everyone through Personal Info; Numbers; Money; Time > (clock & calendar) & How to Call 9-1-1. Other suggestions? > > I've been teaching adult ESL for nearly 20 yrs., but this juggling act > is a new game for me. Any suggestions? PLEASE! > > Thanks for any help! > > Dottie Shattuck > Hebrew Immigrant Aid Society (HIAS) > Charlotte, NC > > >
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