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 i1JG6aI05866; Thu, 19 Feb 2004 11:06:37 -0500 (EST) Date: Thu, 19 Feb 2004 11:06:37 -0500 (EST) Message-Id: <BC5A480D.963C%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:9938] Re: Staff Diversity in ABE ESOL Programs X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 9201 Lines: 228 Is there any reason to think David's experience couldn't transfer to L2 role models? That is, individuals from diverse linguistic backgrounds becoming mentors? > From: "Lynne Weintraub" <lynneweintraub@hotmail.com> > Reply-To: nifl-esl@nifl.gov > Date: Thu, 19 Feb 2004 10:42:00 -0500 (EST) > To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> > Subject: [NIFL-ESL:9937] Re: Staff Diversity in ABE ESOL Programs > > David--this is a good example in a native speaker ABE context, but I think > the issues in ESL programs (especially those serving multi-ethnic > communities) are a little different. Would you offer an example that relates > more to ESL? > > >> From: David Rosen <djrosen@comcast.net> >> Reply-To: nifl-esl@nifl.gov >> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> >> Subject: [NIFL-ESL:9935] Re: Staff Diversity in ABE ESOL Programs >> Date: Thu, 19 Feb 2004 10:18:09 -0500 (EST) >> >> John and Maurice, >> >> I would like to suggest why staff diversity is important in achieving >> quality. To do so, let me give one example. Many adult literacy programs >> have difficulty recruiting/attracting and retaining African American male >> adult learners. A community-based program I have visited in Boston, >> actively concerned to address this problem, has hired several >> well-qualified African American male teachers, some of whom have also been >> in circumstances similar to the students they have recruited. They are >> good teachers, good role models, and they can understand and empathize from >> experience. So far -- in its second or third year now, the program has a >> 100% retention rate. >> >> >> David J. Rosen >> djrosen@comcast.net >> >> >> >> On Thursday, February 19, 2004, at 09:51 AM, John Kamplain wrote: >> >>> Maurice, >>> >>> Well, I would say that it's a sometimes difficult thing to strive for, >>> this "...goal that staff >>> reflect similar cultural, racial/ethnic, and linguistic background as >>> that of the student population." >>> >>> For example, at Albany Park Community Center's Literacy Program (where >>> I'm a teacher and coordinator) we have a student body that represents 30 >>> different languages and almost as many different countries; as well, the >>> surrounding neighborhood we serve is the most ethnically diverse in the >>> city of Chicago. Our teaching and administrative staff doesn't come >>> anywhere near representing the diversity of the population, and yet >>> we're one of the best run agencies in the state with one of the best >>> retention and success rates. I can't speak for the hiring practices of >>> our administrators, but it seems to me that although I know they're not >>> in any way against diversity, they've always concerned themselves with >>> hiring the best person for the best job. In my humble opinion, >>> government agencies should be more concerned that funds are being spent >>> on qualified teachers and programs and not on whether or not there's a >>> quota being met. >>> >>> I will say that a positive side of the issue Maria is bringing up is >>> that I'm now interested in the policies of my own state's programs. I've >>> heard anecdotal evidence from teachers in Chicago Public Schools as well >>> as within the community college system in Chicago that if you don't meet >>> a certain ethnic "profile" your chances of getting the job are pretty >>> slim. And that's a sad statement to make no matter which profile they're >>> pushing. >>> >>> Anyway, this an interesting topic and I look forward to reading on. I'm >>> particularly curious if anyone has read any study that establishes a >>> positive correlation between good teaching and matching diverse staff to >>> diverse groups. >>> >>> Regards, >>> >>>> -----Original Message----- >>>> From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov] On Behalf >>>> Of m.white >>>> Sent: Wednesday, February 18, 2004 5:33 PM >>>> To: Multiple recipients of list >>>> Subject: [NIFL-ESL:9933] Re: Staff Diversity in ABE ESOL Programs >>>> >>>> >>>> John, >>>> >>>> No one would disagree that good teaching isn't based on skin >>>> color. Your thoughts on the larger issue Maria brought up >>>> would be interesting to read. >>>> >>>> Maurice White >>>> >>>> John Kamplain wrote: >>>> >>>>> I always thought that teaching (like anything else) wasn't >>>> based on a >>>>> person's skin color but how well they teach? >>>>> >>>>>> -----Original Message----- >>>>>> From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov] On Behalf Of >>>>>> m.white >>>>>> Sent: Wednesday, February 18, 2004 12:27 PM >>>>>> To: Multiple recipients of list >>>>>> Subject: [NIFL-ESL:9930] Re: Staff Diversity in ABE ESOL Programs >>>>>> >>>>>> >>>>>> Dear Maria, >>>>>> >>>>>> This is not a non-issue. I brought this subject up at a recent >>>>>> strategic planning meeting for adult education here in Kentucky. >>>>>> The state is serving an increasingly more diverse adult >>>> population, >>>>>> but that diversity is not relected in the overall >>>> staffing patterns >>>>>> - this includes the administration and the people in the field. >>>>>> However, there are currently efforts in progress to address this >>>>>> issue. >>>>>> >>>>>> As an African-American of mixed heritage, and the ESOL >>>> professional >>>>>> development specialist for adult education in Kentucky, I >>>> am keenly >>>>>> aware of the situation. Over the last year of conducting >>>> a variety >>>>>> of training workshops for ESOL practitioners and program >>>>>> supervisors, I have had the pleasure of working with hundreds of >>>>>> wonderfully dedicated professionals - two of them have >>>> been Hispanic >>>>>> and one of them has been African-American. >>>>>> >>>>>> There are many good reasons why people are drawn to this >>>> field, and >>>>>> as was mentioned by another respondent, there's an equal >>>> number of >>>>>> reasons why this profession does not top the "1st choice" >>>> list. For >>>>>> adult students of color, this means there is a paucity of >>>>>> professional who they can fully identify with. We know >>>> how this may >>>>>> affect motivation, retention, and success in our programs. >>>>>> >>>>>> These are just a few thoughts. A growing group, one of >>>> the caucuses >>>>>> of TESOL is International Black Professionals & Friends >>>> in TESOL. >>>>>> Diversity among ESOL professionals is at the forefront of their >>>>>> agenda. I'll pass on the names and email addresses of >>>> the current >>>>>> chair & co-chair of IBPFT: >>>>>> >>>>>> Shondel Nero, Chair neros@stjohns.edu or >>>>>> snero@earthlink.net >>>>>> Khadar Bashir-Ali, Co-Chair khadarbashir_ali@hotmail.com >>>>>> >>>>>> Good luck! Maria. >>>>>> >>>>>> Maurice White >>>>>> >>>>>> Maria Elena Gonzalez wrote: >>>>>> >>>>>>> Dear Colleagues, >>>>>>> >>>>>>> A week or so ago I posted a message inquiring about the >>>>>> issue of staff >>>>>>> diversity in ESOL programs for adults. I am looking for >>>>>> information >>>>>>> on how other states, programs, or individuals might have dealt >>>>>>> with this issue. Except for one person who wrote directly to me >>>>>> asking that >>>>>>> I post any information that I receive to the entire list, >>>>>> no one has >>>>>>> responded. >>>>>>> >>>>>>> So now I'm pushing the envelope a little bit and >>>> asking: Is this >>>>>>> a non-issue? In Massachusetts, the Quality Indicators for >>>>>> ABE Programs >>>>>>> funded by DOE include under Program Management and >>>>>> Accountability that >>>>>>> programs show progress "...toward the goal that staff >>>>>> reflect similar >>>>>>> cultural, racial/ethnic, and linguistic background as >>>> that of the >>>>>>> student population." It has been difficult for many programs to >>>>>>> achieve this goal and that is why the Massachusetts System >>>>>> for Adult >>>>>>> Basic Education Support (SABES) is currently >>>> researching promising >>>>>>> practices in the hiring and retention of diverse staff >>>> in ABE/ESOL >>>>>>> programs. We are planning to talk directly to programs >>>> across the >>>>>>> state who have implemented such policies but are also looking >>>>>>> nationally for similar information. >>>>>>> >>>>>>> What do you think? Does your program have a diverse staff? >>>>>> If so, why is >>>>>>> it so? If not, why do you think it's so? Does your state >>>>>> have a similar >>>>>>> goal for state-funded DOE programs? If so, are they posted >>>>>> somewhere >>>>>>> so I can access the information? >>>>>>> >>>>>>> You can respond directly to me (email below) or to the >>>>>> entire list. >>>>>>> If responding directly to me, please indicate if I may >>>>>> share your answer with >>>>>>> others. Thank you very much for your help. >>>>>>> >>>>>>> Maria E. Gonzalez >>>>>>> SABES Coordinator >>>>>>> Adult Literacy Resource Institute/Boston >>>>>>> SABES Regional Center >>>>>>> 617-782-8956, X15 >>>>>>> 617-782-9011 (fax) >>>>>> >>>> >>> >> > > _________________________________________________________________ > Say “good-bye” to spam, viruses and pop-ups with MSN Premium -- free trial > offer! http://click.atdmt.com/AVE/go/onm00200359ave/direct/01/
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