Hi Laila,
Yes we do have literacy teachers, and the other ESOL teachers and I
have had a lot of discussions with them and our managers (some of whom
are on this list!). We have helped each other a lot, but no-one is both
an ESOL and literacy specialist.
Karina
>----Original Message----
>From: [log in to unmask]
>Date: 07/12/2015 17:27
>To: <[log in to unmask]>
>Subj: Re: "English" classes
>
>Just occurred to me Karina, have you got a literacy department in your
institution? Would be good to talk to the literacy teachers
>
>From: ESOL-Research discussion forum and message board [mailto:ESOL-
[log in to unmask]] On Behalf Of Isserlis, Janet
>Sent: 07 December 2015 17:24
>To: [log in to unmask]
>Subject: Re: "English" classes
>
>Although set in a US context, some very useful things here, I think
>
>making it real tacoma house
>
>
>http://www.tacomacommunityhouse.org/wp-content/uploads/2014/08/Making-it-Real.pdf
>
>and see some of Heide Wrigley's resources
>http://www.literacywork.com/Literacywork.com/Welcome.html
>
>best,
>
>On Mon, Dec 7, 2015 at 9:30 AM, Julie Douglas <[log in to unmask]
co.za<mailto:[log in to unmask]>> wrote:
>Hi ESOL Research group
>
>This is Julie from Talk English South Africa. We’ve
been following the posts on teaching literacy to non-English speaking
adults. We have an influx of Somalian and Ruandan refugees – some with
low or no literacy. I’ve been trying to trace the teachers’ guide
mentioned in a British Council ESOL NEXUS seminar: Spiegel, M. and
Sunderland H. (2006) Teaching Basic Literacy to ESOL Learners. London:
LLU. It’s referred to in many texts and presentations but I can’t seem
to source a copy – can’t find it on Amazon or via google. Can any of
you help? Also can anyone recommend other similar texts.
>
>Hope that you are all safe in the floods and best wishes to all for
the holidays
>
>Julie
>
>From: James Simpson<mailto:[log in to unmask]>
>Sent: Sunday, December 6, 2015 11:34 AM
>To: [log in to unmask]<mailto:[log in to unmask]>
>Subject: Re: "English" classes
>
>Hello Karina
>The organisation RaPAL would be useful for you - Research and Practice
in Adult Literacies (RaPAL.org.uk<http://RaPAL.org.uk>.
>They have a list of resources for those working in adult literacy who
have ESOL students in their classrooms: http://rapal.org.uk/resources/teaching-and-learning/literacy-esol-cross-over-resources/
>Your message makes the point that this is a complex issue - it's not
a case of there being one set of practices, approaches, methods and
materials appropriate for one (local born/ 'native speaker') group and
another set for another ('L2'/'ESOL') group. Sometimes - often - the
categories break down and become invalid.
>Quite a while ago now I worked on a project with colleagues looking at
the placement of students on ESOL or Literacy courses, and the
decisions informing placement practices. Available here: http://dera.ioe.ac.uk/21969/1/doc_4021.pdf
>All the best
>James
>
>
>James Simpson
>School of Education
>University of Leeds
>LS2 9JT
>[log in to unmask]<mailto:J.e.b.
[log in to unmask]>
>
>On 5 Dec 2015, at 21:34, "[log in to unmask]<mailto:
[log in to unmask]>" <[log in to unmask]<mailto:
[log in to unmask]>> wrote:
>Hi All,
>Does anyone have experience of teaching English to native speakers
>(what was called “Literacy”), especially Entry 1 or Entry 2? I’ve
been
>teaching three “English” classes since September, two of which are
>mixed E1/2. In each class I have a combination of native speakers,
some
>of whom have dyslexia, traditional ESOL learners, 2nd language
speakers
>who have lived in the UK a very long time and are effectively native
>speakers, and learners who were born and went to school here, but
whose
>parents have a different 1st language.
>
>The learning aims of the classes are the C&G progression awards. I’ve
>found that within each of the skills, the native and 2nd language
>speakers have different strengths and weaknesses, and I’m having
>difficulty managing the native speakers’ needs. I’ve done quite a lot
>of research into dyslexia, and I’ve found that language experience
>works well, although it’s quite hard to fit into the sessions. I’m
also
>trying to adapt strategies I use with ESOL learners, and in some
ways,
>the mix of learners works, and they learn from each other.
>
>I am enjoying teaching the classes, but I don’t feel I have enough
>background knowledge to teach the native speakers as well as I could
>do. If anyone has any suggestions, comments, ideas for resources,
>reading or training I could do to enhance my knowledge, I would be
very
>grateful.
>
>Thank you!
>
>Karina
>
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>*********************************** ESOL-Research is a forum for
researchers and practitioners with an interest in research into
teaching and learning ESOL. ESOL-Research is managed by James Simpson
at the Centre for Language Education Research, School of Education,
University of Leeds. To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html
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and practitioners with an interest in research into teaching and
learning ESOL. ESOL-Research is managed by James Simpson at the Centre
for Language Education Research, School of Education, University of
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