YEAR 9 ISSUE 3
JULY/SEPTEMBER 2014
ESL Newsletter
INDIAN RIVER STATE COLLEGE
S P E CI A L POINTS OF
A Word From Our Dean, Dr. Marta Yera-Cronin
I N TE RE S T : EASY LINKS Hands-on ECO Wise INSIDE THIS ISSUE: A Word From Our Dean, Dr. Marta Yera-Cronin
Notes from the Chair by Judy Martin-Hall
1
3
Learn a Little
6
Best Shift Ever
6
Words of Wisdom
7
In The Spotlight
7
Techno Tips by Suzanne Ensmann
8
Important Dates
9
And Much More...
Welcome Back, Everyone! I thought we’d start out this year’s newsletters with some basic ESL teacher FAQs. These are things that I have personally witnessed dealt with in different ways (and sometimes not in what is considered by experts to be the best way). What may seem common knowledge to some may not be to others. This is especially important as we increase enrollment and bring new instructors into your ranks. We want to be sure that everyone is speaking the same language…and I don’t just mean English. J Should I correct an ESL student’s oral grammatical mistakes? Generally not. Students who answer questions in class are working hard to show what they know or have understood so they are not usually receptive to any feedback on the grammatical accuracy of their message. An indirect way to give corrective feedback is to acknowledge they were correct and repeat their answer in a more grammatically accurate way. Should I let ESL students talk in their native language in my classroom? It depends. Sometimes a more proficient student can help a less proficient one grasp a concept that is not easily understood in their native language. But, of course, whenever possible, students should be practicing their English skills. Why should I use cooperative learning in my classroom? Researchers have found that language learning takes place most effectively when learners are engaged in interesting tasks that allow plenty of meaningful interaction with sympathetic native speakers. While it is useful to do individualized lab work, keep in mind that not all noise is bad. Most human beings are social creatures by nature. Give your students the opportunity to learn both language and social skills at the same time. I understand that, to some of you, this may be preaching to the choir but I hope that others might consider trying a little something in their classroom that is outside of their comfort zone. You never know what may become of it. Let’s make this a wonderful year for our students.
YEAR 9 ISSUE 3
PA G E 2
Best Practices by Glenda Morley You Either Love It or Hate It What am I talking about? Nothing else, but “sentence diagramming.” According to an article by Kitty Burns Florey in the New York Times Opinionator section, there are many people who have such diverse thoughts and feelings on this subject. I happen to be one of those people who loves it, and teaches the basics in my English as a Second Language (ESL) High Intermediate, and Transition classes. The purpose of sentence diagramming has always been to learn parts of speech; show how each word works together with other words to form a complete thought (sentence). I hope to explain how I use sentence diagramming in my classes and to give a brief history on the subject. So, if you are one of those people who “hates” sentence diagramming, you are “excused” from “this classroom.” Originally after correcting student’s writings, I wanted to visually show them where, adjectives, adverbs, and basic parts of speech go within a sentence. So, I begin with the basic meaning of the lines, then subjects, verbs, direct objects, and then modifiers. I eventually include prepositional phrases. I write out the sentences under the diagram, and read it out loud from the diagram. Hopefully, showing how words relate to each other. Then I have students do some exercises with what they learned that day. Over the course of the semester, I slowly incorporate other parts of speech. In my Transition to GED classes, I have taught the basics leading up to include verbal phrases. By semester end, I draw some empty sentences on the board with no diagrams. Then I ask for volunteer students to come forward and work out both types of sentence with the class. Students seem to have fun with this exercise. At the very beginning of talking of sentence diagramming, I always give a very brief history of he subject. Credit was given to traditional diagramming to Alonzo Reed and Brainerd Kellogg who published books about grammar and diagramming between 1875 and 1877. Before this time students diagrammed sentences using circles or boxes connected to each other. So, try using diagramming in your ESL teaching. I believe it helps students, and especially our ESL population, graphically see the whole sentence, and not just a word. It will also give the students the “why” we use this word, or “why” we write a certain way. An added benefit may be that students learn diagrams and graph structures for other areas. The web is full of sites to explain sentence diagramming basics, to complex sentences and plenty of exercises. There are also many books doing exactly the same thing. I have read where I can make a sentence diagramming games with teams. I have not tired that yet, but I will. I guess that the questions remains, Well..., do you love it…? Or do you hate it…? Glenda Morley, ESL Adjunct Faculty at Indian River State College To find more ideas about diagramming follow the links below. https://web.cn.edu/kwheeler/diagram_gram00.html http://en.wikipedia.org/wiki/Sentence_diagram http://1mild.asia/sentence-diagramming-worksheets
YEAR 9 ISSUE 3
PA G E 3
Notes from the Chair by Judy Martin-Hall Happy New Academic Year 2014-15! Thanks to all our ESL team members for your hard work to enroll and welcome new and continuing students! The reduction of our students’ tuition to $30, regardless of their residency documents, should make this a “Happy New Academic Year” indeed for our ESL students. As a result of this fee reduction, enrollment has increased 25% in ESL college-wide, and we expect it to continue to increase. Our burgeoning enrollment will provide us with unique opportunities this year as Adult Education Programs throughout Florida are being held to even higher College and Career Readiness Standards (CCRS) to better prepare our ESL students with the 21st Century skills they need to transition to career pathways. Workshops will be offered to support our instructors with tools and strategies to infuse CCRS into the classrooms and labs. The first of these workshops, sponsored by Adult and Community Educators (ACE), is scheduled for Friday, October 10, 2014, at BEB in Fort Pierce from 8:30 a.m. to 12:30 p.m. This engaging, hands-on workshop will be led by national trainers and textbook authors, Jayme Adelson-Goldstein and Lori Howard. Registration information will follow shortly via e-mail. We know as ESL educators that our work isn’t done until our students have the guidance, skills and knowledge to successfully transition from ESL into further studies and careers. As always, we will add classes where needed and review and pilot new materials to help our students at every campus choose a career path and achieve the critical goal of consistent, rapid progress through our ESL program. To this end, we have just added a special ESOL Transitions/Pre-GED class to Chastain campus and will be scheduling a workshop on CHOICES – an interactive career exploration program with many wonderful resources - as one of our PD opportunities. In closing, I want to thank the ESL and Adult Ed team for your efforts to collaborate and make suggestions which drive continuous improvement to benefit our students. Working together we can do great things. I’m looking forward to an exciting and productive year. Thank you for your dedication.
PA G E 4
YEAR 9 ISSUE 3 Hands-on
For those of you looking to make a difference in someone’s life, a big number of “someones,” please contact Kim Milner and Jennifer Johnson. Kim is riding for Multiple Sclerosis, and Jennifer is building new “Habitats for Humanity.”
Kim (center)
Multiple sclerosis (MS) is an unpredictable, often disabling disease of the central nervous system that disrupts the flow of information within the brain, and between the brain and body. Over the past two years I have had the opportunity to get to know the struggles MS victims face personally from several students in my classes. with daughter Danielle Comprehensive MS care begins with the diagnosis and lasts a lifetime. Training is costly, but it can make a tremendous difference in the life of MS patients. On September 20 and September 21, I will be riding my bike 167 miles from St. Augustine to Daytona and back to raise money for MS. I’ll be riding with a group which includes my daughter Danielle and son-in-law Matt. If you can give to this incredible cause you will be supporting training for MS patients and research for a cure. The link below will take you to an online site for contributions that support my ride. Thanks for your support and encouragement – Kim’s Ride for MS: http://tinyurl.com/mv37xxb
(A message from Jennifer Johnson)
Hello! Yes, I am on the Family Services Committee and we help select families to partner with Habitat, conduct home visits, and mentor families throughout the process of becoming homeowners. We are always looking for volunteers in any capacity; you don’t need to know how to build a house! We have a special event “Ladies Build” coming up in October. It is a great way to get involved, reach out to the community, meet people, network, and make a real difference. Support Habitat for Humanity. E-mail Jennifer at jljohnso@irsc.edu
(A message from Anneliesse Prahl) Hello everyone! I have been serving as a Board member for Learn to Read of Saint Lucie County for almost two years now. As you might already know Learn to Read is a non-profit organization that helps improve literacy and English skills through confidential, one-on one tutoring. All its members from the tutors to the Board of Directors are volunteers. Therefore, creative fundraising is always the best way to raise money for books, and other necessary materials to assist the learners in achieving their dreams. There are a couple of fundraising activities coming our way, and I would like to take the opportunity to talk to you about them. One is Adopt a Learner, and the other is Feast for Literacy. To learn more contact Hands-On Sincerely, Anneliesse Prahl If you wish to add your Hands-On story to the next ESL newsletter and involve more people, get in touch with us and let us know how we can help make a difference. E-mail us at
Hands-on
YEAR 9 ISSUE 3
PA G E 5
Professional Development Offerings from LINCS ELL-U—The Best “ESL Specific” PD Available Second Language Acquisition Teaching Emergent Readers Formative Assessment The Role of Culture Principles of Second Language Teaching
Learning to Achieve
Learning Disabilities and Accommodations Learning Disabilities and English Language learners Learning Disabilities and Neuroscience Professional’s Guide to Educating Adults
LINCS Science
Engaging Adult Learners in Science Scientific Practices in Context
LINCS Technology and Learning
Integrating Technology in the Adult Education Classroom
Adult Career Pathways
Building Strategic Partnerships Developing Effective Bridge Programs Designing Contextualized Instruction Integrating Career Counseling and Planning Engaging Employers in Adult Career Pathways
LINCS Learning Portal Log In
https://auth.lincs.ed.gov/idp/Authn/UserPassword
Learning To Achieve (L2A)
For those of our newsletter readers who wish to expand their knowledge of Adults with Learning Disabilities, there are now more modules being offered online by LINCS. If you wish to take the online modules follow these simple steps: 1. Go to http://moodle.cls.utk.edu/login/index.php 2. Click on "Create New Account" 3. Enter the Enrollment key = LTARRCII 4. Upon module completion and survey completion you will receive a certificate.
English Language Learner University (ELL-U)
ELL-U is now a member of the LINCS family (Literacy Information and Communication System). You may access all ELL-U resources by visiting the LINCS page at http://lincs.ed.gov/programs/ell-u/ “ELL-U was a free professional development network for ESOL practitioners. The resources developed through this federally-funded initiative were designed to broaden, deepen, and strengthen the knowledge and skills of educators working with adult ELLs. ESOL practitioners and ELLs may continue to leverage these resources and the network of practitioners where hey now reside on the LINCS site. Follow the links below to explore these evidencebased, high quality courses and resources. The National Adult English Language Learning Professional Development Network is a “Professional Development Portal for Adult ESOL Educators.” (http://lincs.ed.gov/programs/ell-u/)
YEAR 9 ISSUE 3
PA G E 6
Best Shift Ever Help usually comes from the most unexpected places, and most of the time when we think we are making a difference in someone’s life, they are they ones making all the difference in ours. Sometimes as educators we think that we are making, shaping and transforming our students’ lives when it is actually them who are molding and sculpting ours. Click the picture and learn about Chelsea Roff and her Best Shift Ever. So next time ask yourselves: How many lives have changed mine today?
Learn a Little From Burma to New York is the story of an ESL student, and his journey from extreme poverty and oppression to a new world filled with opportunities as well as difficult yet rewarding new beginnings.
YEAR 9 ISSUE 3
PA G E 7 Words of Wisdom "If you are compassionate in your approach to all tasks in life, believing that all "problems" contain valuable lessons, you will find peace of mind." Dr. Lee Jampolsky (http://www.drleejampolsky.com/about.php) "Give people a fact or an idea and you enlighten their minds; tell them a story and you touch their souls." Hasidic proverb (http://youtu.be/SMoFQhOG_Ok / http://youtu.be/b8bcbYf1k-k) "Circumstances may cause interruptions and delays, but never lose sight of your goal. Prepare yourself in every way you can by increasing your knowledge and adding to your experience, so that you can make the most of opportunity when it occurs." Mario Andretti (http://www.marioandretti.com/biography) "The three great essentials to achieving anything worthwhile are; first, hard work, second, stick-to-it-iveness, and third, common sense." Thomas Edison (http://www.biography.com/#!/people/thomas-edison-9284349) "Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen." Anonymous "A successful man is one who can lay a firm foundation with the bricks others have thrown at him." David Brinkley (http://www.brainyquote.com/quotes/authors/d/david_brinkley.html) "The best preparation for a better life next year is a full, complete, harmonious, joyous life this year." Thomas Dreier (http://www.goodreads.com/author/quotes/1048525.Thomas_Dreier)
In The Spotlight
Congratulations IRSC for being chosen by the ASPEN Institute as one of the top-ten finalist for the prestigious “Aspen Prize for Community College Excellence.�
I would like to welcome Clark Lewis to the ESL Team. He will be working fulltime in the ESL Department beginning this fall. He is passionate about working with students from diverse backgrounds and who speak other languages. Clark began his career at IRSC working in ESL as an adjunct and facilitator. He then became a full time employee and moved over to ABE/GED. He is now returning to our department. Clark is a versatile, dynamic individual who has an endless abundance of energy and comes to the Blackburn Building with technology skills and a zest for helping our students. He will truly be an asset to our team. Please join me in welcoming Clark Lewis! Sarita Akhtar
YEAR 9 ISSUE 3
PAGE 8 Techno Tips by Suzanne Ensmann So, I had the pleasure of presenting at a STEM Expo for students. My given topic: "Technology." No problem with that!
I have a ton of resources I would love to share with students to engage them in their learning! With every opportunity comes responsibility, however. As teachers, we get to be the ones on the front-line to bring them that news.
So, I thought we would first look at the wonderful merits of the technologies our students use. (And, they do use it. 3 out of 250 said they didn't use social media.
2 out of that 250 didn't have a smartphone.)
I showed them a video of what could go wrong if they left a digital media imprint that was unfavorable of them. Watch this funny video clip of the job applicant who can't quite bluff his way out with charisma and charm after making poor social media choices: https://www.youtube.com/watch?v=TcnO5tH0gf4
Then, we discussed how we can make certain this doesn't happen to us: It begins with the actions: Don't type it, say it or do it (don't forget, your friend's are videotaping you too) unless you would do it in front of your grandmother or the President of the United States. It DOESN'T go away. Try plugging something into the Way Back Machine (http://archive.org/web/) like the IRCC website which has been gone for years. There are ways to retrieve it! Repeat the mantra above. Then, on to security: Make your social media as secure as you can. Protect you and your loved ones from predators and smears. So when that "friend" does post something to your page you wouldn't want your grandmother to see, you have just a few more minutes to "hide" it before it's retrieved one day. Don't give identifiable information (SS #, etc.); log out of everything you log in to. Now, brand yourself! Your students will work hard to market themselves for a job. Let's teach them to make use of technology to work smarter, not harder.
I grouped the students into pairs (they shouldn't know each other) and told them to Google their
partner. Of course, we had ground rules. We discussed how they would close a page if something lewd came up on the computer; be respectful; and, their goal was to see if they could describe their partner by Googling their name.
The result: Most were happy to find a professional image they would want an employer to see. Almost just as many would not want an employer to see their results. Some couldn't find their partner, but a lot of other people with their name. Concern arose if those names also returned mug shots or similar images. And, lastly, some couldn't find anything... at least on the first or second page of the 400 million. (Some where surprised to see their name, address and phone number come up one the White pages, though.)
My point to them: Don't let your future university or employer wonder which picture is yours. You drive your digital
footprint by making certain you follow the 3-Steps above to brand your image with the message you wish to portray. Then, use other tools to help you bring the portrait you wish to create to the top and bury the others. I use a free tool called Brand Yourself, but there are lots out there. Google it. :) Google me. The first page which comes up should display the professional image I wish to portray. That's not by accident.
So,
go
to drive W h a t
on.
Help
their image d o e s
me
preach th e impo rtan ce of teach in g our students how before just handing them the keys to the Internet Highway. y o u r d i g i t a l i m p r i n t l o o k l i k e ?
P.S. I had a student ask me once: "Ms. Ensmann, you always tell us to 'Google it.' What did people do before Google?" I told him that they weren't as smart as him. They didn't have the world of knowledge in their pocket like we do. (Typically, the volumes of knowledge were left at home to get dusty on a shelf.:))
YEAR 9 ISSUE 3
PAGE 9
Important Dates Hispanic Heritage Celebration—Kight Center—October 3rd— 6:00 PM Jayme Adelson-Goldstein—October 10——Workshop for ESL Instructors—Time: TBA International Education Week— November - Date and time: TBA Veteran’s Day— November 11th—School Closed Find Your Path Fall Event—November 15th - 10:00 AM—1:00 PM—BEB Thanksgiving—Holiday—November 26, 27, 28—School Closed Fall CASAS Post Testing— Week of November 17th—All Sites and Campuses
Using Local Government and Community Resources to Engage ESL Students Would you like to involve your students more in their local community? There is a way for your ESL students to learn how local government works, and at the same time participate actively and contribute to their local community. Give them a schedule of City Council meetings, and invite them to attend. General public has the right of word before the council for 3 minutes or less. It may vary depending on the city. However, if they are in the agenda for the meeting they have more time. The links below take you directly to City Council meeting schedules in the four-county area.
Language Adventures Is it true or false? T F The chess term “checkmate” comes from a 14th century Arabic phrase, “shah mat”, which means “the king is helpless”. T F Earth is the only planet in our solar system that’s not named after a god. T F Farsi is the third most commonly spoken language in the world (the first and second are German and Spanish). Send your answers to aprahl@irsc.edu
ECO Wise If You are wondering about how to talk to your ESL students about the environment, follow the links below and you will find a wealth of resources from lesson plans to worksheets and even videos to introduce your students to the topic. http://www.eslflow.com/Environmental-issues-speaking-activity.html http://iteslj.org/questions/environment.html http://www.eslprintables.com/vocabulary_worksheets/environment_and_nature/
PAGE 10
YEAR 9 ISSUE 3
EASY LINKS 60-Second Civics The Grammar Teaching Newsletter
Find flashcards to study Teaching Strategies: Easing the Pathway for Adult Learners with Disabilities to Develop competence in the Classroom and Beyond
SHARE YOUR STORIES AND BEST PRACTICES WITH US, AND REMEMBER: “IF YOU HAVE NEWS TO TELL AND BEST PRACTICES TO SHARE… THE ESL NEWSLETTER IS THE BEST WAY.”
WE ARE ON THE WEB IRSC Mission Statement Indian River State College is a comprehensive college accredited to award Baccalaureate Degrees, Associate Degrees, and Career and Technical Certificates. As a leader in education and innovation, IRSC transforms lives by offering highquality, affordable and accessible education to the residents of Indian River, Martin, Okeechobee, and St. Lucie counties through traditional and electronic delivery. We commit to: • Creating a superior teaching and learning environment • Cultivating student success • Embracing diversity • Stimulating economic growth • Developing a highly-skilled workforce • Building partnerships to expand opportunities • Providing cultural enrichment and lifelong learning