[EnglishLanguage 2119] Re: Topics for the list 2007, 2008Pamela Haran harangod at comcast.netThu Feb 7 12:36:58 EST 2008
Hi. I used the book Fast Track Phonics with my beginning class recently. They are low level readers--Grade 1--2. I told them it was a good way to learn proper English pronunciation. I think it has helped their reading. Then I moved onto the Challenger reading series. I do the phonics/reading in conjunction with regular ESL type lessons (we are also uning English No Problem). I think the stress on phonics at the beginning of the class has helped. Good luck. Pam Haran ----- Original Message ----- From: "Aderman Elizabeth M (79D755)" <EAderma at schools.nyc.gov> To: "The Adult English Language Learners Discussion List" <englishlanguage at nifl.gov> Sent: Thursday, February 07, 2008 11:03 AM Subject: [EnglishLanguage 2117] Re: Topics for the list 2007, 2008 > I'm very concerned about Literacy, too. It's important we bring in the > subject of PHONICS if we are going to help ELLs READ. Margo DelliCarpini > of Lehman College, NYC puts in phonics under PHONOLOGICAL AWARENESS. How > about this, there may be many ways to make the sound of aw- as in ball, > caught, bought, long. To teach beginning phonics, we can start with the > phonogram -all-and teach students to recognize the sound-syllable > correspondence in the syllables all, ball, fall, call, mall. What do you > do about phonics? > > ________________________________ > > From: englishlanguage-bounces at nifl.gov on behalf of Sally Bishop > Sent: Mon 2/4/2008 11:04 AM > To: The Adult English Language Learners Discussion List > Subject: [EnglishLanguage 2106] Re: Topics for the list 2007, 2008 > > > I have been hoping for this for a long time. > > SB > > On Feb 1, 2008, at 6:14 PM, Ted Klein wrote: > > > Lynda, > > I would like to see a serious discussion on the current meaning(s) of the > word "literacy." I recently polled a number of my long-term ESL colleagues > and most of us, including yours truly, tend to accept the semantically and > historically original meaning, "the ability to read and write." Now the > limits seem to be changing and expanding quite a bit. Either we need > extensive agreement on something that is mutually realistic or we need to > clarify and make it "graphic literacy," "communication literacy," and/or > something more tangible. If we are going to talk about it, we need to know > what it really is. When I first heard of NIFL, I thought that it was all > about reading, which interests me less than language teaching > methodologies, techniques, approaches, the application of phonology, > cultural factors and measurement in total L2 acquisition. NIFL seems to > represent much more than my original interpretation. > > Thank you. > > Ted Klein > Lake Travis in Texas > www.tedklein-ESL.com <http://www.tedklein-esl.com/> > > ----- Original Message ----- > > From: Lynda Terrill <mailto:lterrill at cal.org> > To: englishlanguage at nifl.gov > Sent: Thursday, January 31, 2008 11:48 AM > Subject: [EnglishLanguage 2101] Topics for the list 2007, 2008 > > > Dear subscribers, > > I'd like to sum up the topics the list discussed last year and also to > look forward to possible topics of discussion this year on the list. > > First, I want to say that my favorite thing about this list community is > that so many of you bring up topics of interest and concern and so many > of you respond so quickly. In fact, this is a subscriber -centered list > and, to me, that makes this list a powerful tool. > > In 2007, we had several successful guest facilitated discussions and we > spent some time in the fall sharing resources in a focused and reflective > way, but you brought up and worked on many other important topics as well > > Last year there were guest facilitated discussions on > > * workplace ESL > * teaching writing to adult English language learners > * adult ESL content standards > * practical strategies for working with literacy-level learners. > > > In addition to the focused sharing of resources, we also had the yearly > discussion and sharing about TESOL/COABE sessions (as we will again). > > Other topics you brought up-- which were sometimes part of the above > discussions or offshoots of them-- included the following: > > * immigration, citizenship preparation, and EL/civics > * native language literacy > * bilingual classes > * phonemics and pronunciation\ > * reading aloud in adult ESL classes > * multilevel classes; > * vocabulary acquisition > * offering a menu of classes rather than general ESL classes; > * technology and distance learning. > > > By February 11, will you send your suggestions to the list for "special" > discussions? > > Thanks, and, as always, please bring to the list issues related to > teaching adult ESL as they come up. . > > Sincerely, > > Lynda Terrill > List moderator > lterrill at cal.org > > > > > > > > ________________________________ > > > ---------------------------------------------------- > National Institute for Literacy > Adult English Language Learners mailing list > EnglishLanguage at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/englishlanguage > Email delivered to taklein at austin.rr.com > > ---------------------------------------------------- > National Institute for Literacy > Adult English Language Learners mailing list > EnglishLanguage at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/englishlanguage > Email delivered to bishopsl at cc.usu.edu > > > ---------------------------------------------------- > National Institute for Literacy > Adult English Language Learners mailing list > EnglishLanguage at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/englishlanguage > Email delivered to harangod at comcast.net
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