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 i0UKv8I04200; Fri, 30 Jan 2004 15:57:08 -0500 (EST) Date: Fri, 30 Jan 2004 15:57:08 -0500 (EST) Message-Id: <BC402E42.9022%lketzenberg@resolutionpictures.com> 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: Laurie Ketzenberg <lketzenberg@resolutionpictures.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9834] Re: Community Involvement X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset="US-ASCII" Status: O Content-Length: 2331 Lines: 49 In the Service Learning course I teach, instructors coordinate with program directors and set up orientation sessions so students don't have the daunting task of finding their own sites. Many of the suggested sites posted in this thread are very viable. Adults will likely want to make a clear connection between their community service and their language proficiency which is what distinguishes Service Learning from Volunteering. Thus, built into this type of program must be time for reflection on students' learning as community members. Fortunately, there is a lot out there on Service Learning and there are infinite ways to facilitate this type of pedagogy; there is room for learners from all types of backgrounds to participate in a variety of ways and get a lot out of their experience. Laurie Ketzenberg > From: "pruett said" <said@ameritech.net> > Reply-To: nifl-esl@nifl.gov > Date: Fri, 30 Jan 2004 11:07:03 -0500 (EST) > To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> > Subject: [NIFL-ESL:9830] Re: Community Involvement > > I know that for the grant I'm teaching under that there is also an > achievement goal of community involvement but the series we use interprets > community involvement as the abiltiy of students to do tasks in their > communities like use the library, understand laws, communicate with > government agencies including the police, getting a driver's license, > filling out tax forms and other government forms, understanding how local > government works, etc. It really doesn't have much to do with charity work. > Perhaps your students are different but my students often work long hours > and raise families, and finding time for English classes is a real > challenge. And I can't imagine they'd also have time in addition to learning > English to do something else. The other reality is that many of them are > working such low paying jobs that they should be on the receiving end of > charity. > > I have seen a very successful program that matched college ESL students with > people in retirement homes. But I also would warn about the loss of hearing > problem as my mother has significant loss of hearing and cannot communicate > with anyone who has a different accent or tone even than she is used to. > > Terry Pruett-Said > ESL teacher > Michigan > > >
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