Hi Jennifer and everyone,
 
Last year we held a discussion on Strategies for Innovation in Community
College ESL – which also focused on transitions.  One of the threads of
discussion was focused on the GED in Spanish – it was quite a lengthy thread
I recall.
 
Here is the URL to the transcript of that discussion – you will see a list
of the threads and one is entitled Spanish GED. 
 
http://www.nifl.gov/lincs/discussions/assessment/08passingthetorch_trans.htm
l
 
Hope this helps,
 
Marie Cora
Assessment Discussion List Moderator
 
 
 
-----Original Message-----
From: Barber, Jennifer [mailto:assessment-bounces at nifl.gov] On Behalf Of
Barber, Jennifer
Sent: Thursday, February 05, 2009 9:43 PM
To: The Assessment Discussion List
Subject: RE: [Assessment 1690] Re: Transitions Discussion begins today!
 
Does anyone have information/words of wisdom about the GED in Spanish?
 
Jennifer Barber
English as a Second Language
 
Grays Harbor College
1620 Edward P. Smith Drive
Office: 2214
Aberdeen, WA 98520
360-538-2516
jbarber at ghc.edu
www.ghc.edu/faculty/barber
 
 
  _____  

From: assessment-bounces at nifl.gov on behalf of Sinnes, Elizabeth (CCPS)
Sent: Thu 2/5/2009 7:06 AM
To: The Assessment Discussion List
Subject: [Assessment 1690] Re: Transitions Discussion begins today!
In response to several requests to share the syllabus we developed for the
ESL Transition to ABE class, I am sending some details.  Although we have
had a transition class for 3 years, this is the first year we have treated
it as a 16 week class with a syllabus.  It was developed by two current
teachers with 25 years of combined experience in ABE and ESL.
 
The class meets 3 hours, twice per week for  for 16 weeks.  Most students
move to an ABE class after one semester, but some have been enrolled in the
Transition class for a second semester.  The class focuses on both math and
reading/writing, but with less emphasis on speaking than the lower level ESL
classes.  Students must score between 215 and 225 on the CASAS Reading 185
or GE 4-8 on the TABE for class placement, in math they take the CASAS 33
but are not required to have a specific score.  CASAS is used for all
pre/post testing.  Students also write a sample paragraph from a prompt.
 
The texts currently used are: 
Weaving It Together Book 2  (Heinle) and 
Pre-GED Mathematics Skill Workbook (New Readers Press).
 
Computer software is used to enhance the curriculum and used weekly by all
enrolled students during class time. The computer lab is also available
before or after class, if students wish to stay. Software programs used are
Aztec, Skills Tutor and Web Quests.
 
Math skills include but are not limited to:
Place value, whole number operations, reading graphs, rounding, introductory
fractions, basic measurement, math word problems, identifying operations,
calculating miles per gallon, shopping/finding percent
 
Language Skills Include but are not limited to:
Compound sentences, inference, scanning for details, topic sentences, map
skills, subject/verb agreement, punctuation, writing complete sentences,
supporting sentences, plurals, reading graphs and charts, plural
possessives, reading labels, homonyms, reading for details, commas, parts of
speech, using a dictionary/thesaurus, writing a narrative, sequencing, 
 
I hope this is helpful.  By the end of this semester we will refine the
existing syllabus and would be happy to share it with those who are
interested.
 
 
Elizabeth B. Sinnes
Adult Education Programs Coordinator
Charles County Maryland Public Schools
esinnes at ccboe.com
301-753-1774
 
 
  _____  

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Rhonda Booker
Sent: Tuesday, February 03, 2009 9:46 AM
To: The Assessment Discussion List
Subject: RE: [Assessment 1568] Re: Transitions Discussion begins today!
Hello, we have the same problem....the ESOL class is too high to make gains,
but the students either don't want a GED or aren't ready....would you share
your syllabus? What is your class size and how many of your students yearly
obtain skills to earn a GED?  I am the Supervisor of AE in Williamson County
TN.  We are trying to help our students advance to the GED.
Thanks,
Rhonda
 
Rhonda Booker Long
 
  _____  

From: assessment-bounces at nifl.gov on behalf of Sinnes, Elizabeth (CCPS)
Sent: Tue 2/3/2009 7:29 AM
To: barbara.jacala at guamcc.edu; The Assessment Discussion List
Subject: [Assessment 1568] Re: Transitions Discussion begins today!
We have an ESL to ABE Transition class for those exact learners.  High ESL
learners were often not ready for an ABE or GED class so we developed the
Transition Class. Most students are in the ESL to ABE Transition class for
one or two semesters.  We developed a set syllabus, but certainly exercise
some flexibility.
 
Elizabeth B. Sinnes
Adult Education Programs Coordinator
Charles County Maryland Public Schools
301-753-1774
 
 
  _____  

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Barbara Jacala
Sent: Monday, February 02, 2009 9:16 PM
To: 'The Assessment Discussion List'
Subject: [Assessment 1567] Re: Transitions Discussion begins today!
We have advanced ESOL students who keep coming back because they want to
improve. However, their CASAS score is too high that we are not seeing any
more gains and they are therefore showing up in our reports as failures,
i.e. continued in the same level or left the program before completion. I am
thinking that we should try to move them over to the postsecondary
developmental English courses. We are also considering offering an academic
ESL course to transition such students to postsecondary. What are your
thoughts?
 
Barbara Jacala
Guam Community College
 
  _____  

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Wendy Quinones
Sent: Tuesday, February 03, 2009 2:07 AM
To: The Assessment Discussion List
Subject: [Assessment 1559] Re: Transitions Discussion begins today!
 
Hello and welcome everyone,
I'm Wendy Quiñones, an ABE teacher at a community-based learning center,
the Community Learning Center in Cambridge, Massachusetts.  I also taught
for two years in our college transition program while Cynthia Zafft, whom
you'll also meet in the course of the discussion – was head of NCTN.
Recently – this past Saturday, in fact – I also began teaching a
high-level ESOL communication class at a private tw-year college in Boston,
Urban College.  This class consists of women who are family day care
providers working toward a certificate; they have had all their content
courses in Spanish and are now trying an academic English course for the
first time.
 
Marie asked me to talk about the "process" at my learning center for
transitioning students from ESOL into ABE.  I can name it in a word:  none.
Our ABE program aims to move students toward a GED; many of our ESOL
students have no need of or desire for one.  We are also fortunate to
receive a number of scholarships to the ESOL program at Harvard University's
extension school, so our advanced students who want to work hard at
improving their English often go there.  We tried a specific transition
class one year, but it was the only time we had a large enough cohort of
students who were "stalled" in high-intermediate ESOL but wanted a GED.
 
However, when students do move into the ABE program from our ESOL classes,
or they enter the ABE program with skills that are too high for ESOL but low
by ABE standards, they generall go into a low-intermediate reading and
writing class which I taught for two years.  Higher-level students who
already have a high school credential (and sometimes college as well) in
their home countries often entered our transition to college program.  
 
As we all know, these students are very different from native speakers in
the same classes.  In his research on low-intermediate adult learners, John
Strucker noted the following distinction between native speakers and ELLs: 
§       Native speakers tended to have relatively stronger "meaning-based
skills" [like comprehension and vocabulary] as compared to "print-based
skills," [for example, word recognition] while non-native speakers exhibited
the opposite pattern. Chall (1991) reported similar findings. 
§       Many second-language speakers in ABE classes had surprisingly low
levels of oral vocabulary in English (GE 2 to GE 4), despite their fluent
levels of conversational English. Similarly low levels of oral vocabulary
occurred among some inner-city young adults who were native speakers.
Strucker, John.  "What Silent Reading Tests Alone Can't Tell You: Two Case
Studies in Adult Reading Differences," Focus on Basics, May 1997.
http://www.ncsall.net/?id=456 
So the question is, how do we cope with these learners with different needs?
At my center, teachers are mostly left to our own devices.  In the
lower-level classes, where student need is universal for vocabulary,
fluency, and comprehension instruction, concentrating on those is easy.  At
higher levels, it gets more complicated.  In my GED class, using "The Lord
is my shepherd" to demonstrate methaphor, my ELL students didn't know the
word "shepherd"; in my college class, my Spanish-speaking students didn't
know the word "rhyme."  
 
One year in the transitions class, I tried to differentiate the instruction,
having the lower-level ELLs work with an ESOL teacher for an hour of the
3-hour class.  They learned the same vocabulary words but in contexts they
could understand, and their writing assignments and grammar instruction paid
attention to more specific ESOL issues in which to this day I have not been
trained.  We learned that while we could expect these ELLs to learn the
words, we couldn't use the same tests; their tests needed to be much more
similar to the examples they used in class.  Native speakers and
higher-level ELLs could be expected to know the words in different contexts.
I also gave some readings at different levels – either different materials
or in many cases short stories for which I provided both an adapted version
and the original, like O. Henry's "The Gift of the Magi."  Except for the
fact that all the students were exposed to great American short stories, I
can't say that any of these techniques worked particularly well.
 
So I'm still hunting for a "process" that will help ELLs to transition into
ABE and college classes.  I imagine many of you have much better ideas than
I do.  I'm looking forward to hearing about them!
 
Regards,
Wendy
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