10:15 am
I called Guy Slack at WR to talk about observing the English Cafe classes next week.
He says that he co-teachers with Harriet (a volunteer), alternating weeks whenever the need arises. He says that the Wed. class is different than the Tues./Thurs. class. The Tues. class is taught by a new volunteer, Traina (early 40s). She is working on her TESOL certification. The Thurs. class (mostly the same students as the Thurs. class) is taught by Pat.
I will first observe Traina next Tues. Then I will try to return and observe Guy or Harriet on Wed.
Thursday, September 30, 2010
Tuesday, September 28, 2010
Tues. Sept. 28, 2010 Follow-Up call w/Myra (NOR)
Follow-Up Call with Myra:
ca. 9:15 pm
Myra called me back tonight on my cell. It was great talking with her.
She corrected some minor typos and asked me to correct line 3o3. Instead she wants me to say: "I don't have to turn in a formal plan..." Meaning that she still has a lesson plan, but it's just less formal.
She told me some interesting things:
1.) (See Also Nancy, PE) She explained that one of the grandmothers in the class was motivated to learn English b/c her grandchild laughed at her. It was b/c her English was too poor. Myra suggested that to help with this, the grandmother (the family) could say that Sat. is for communicating in English only, and Sun. is for communicating in Spanish only. A penalty jar could be put out when family members relapse, i.e., a nickel could be charged.
2.) We talked about how older learners let her know what they need to learn. They come to her after class and talk with her one-on-one or in smaller groups. Hence, the need for teachers to make the effort to personally connect with the learners of this age group--to listen to them and hear their concerns and questions. Then they need to base some of their lesson plan on these concerns/issues.
3.) We talked about how visiting out-of-town guests even hear about the classes and they come to the class with their regularly attending relatives (lines 332, 339). I asked her what this is indicative of? She couldn't say, so I suggested that it was the SUPPORT they feel in the classes.
4.) She told me how much of a library resource I was when I was the Literacy Contact. I told her about resources like the Rosetta Stone software and Internet websites. LIBRARY STAFF AS TEACHER SUPPORTS (Add as a new theme).
In libraries where library staff teach the classes, this is less of an issue. But at the regionals, there are more volunteers teaching the classes, and some have no teaching background so some sort of training support is needed.
5.) She mentioned that Barbara is coming back to teach in Jan. and that she and Barbara will approach Melinda then to set up a teacher support session.
6.) I shared what I thought was the most interesting part of the interview, which was when she talked to me about the importance of reaching the women in the class who have been living in this country for sometimes 10 years, and yet they are still linguistically isolated. This is due to their having to provide for the family's welfare (machismo Latin culture) such as cooking and childcare before taking care of their own needs to learn a new language. So it isn't until they are older that they can finally take a class (Riley's age stratfication theory). Nonformal classes are where they prefer to come b/c they don't require a rigid curriculum, grading or attendance requirements. Social relationships built on trust and respect of the teacher are often the key to helping them to experience a sense of progress, or at least support and encouragement for trying to learn.
7.) I am debating about whether to ask the question: What do you think is the attraction of our older learners for the library's English Cafe and the community night school's program?
Reco: Do a mixed methods study surveying the ages of ELLs who attend community school ESL programs verses library and other nonacademic ESL programs.
ca. 9:15 pm
Myra called me back tonight on my cell. It was great talking with her.
She corrected some minor typos and asked me to correct line 3o3. Instead she wants me to say: "I don't have to turn in a formal plan..." Meaning that she still has a lesson plan, but it's just less formal.
She told me some interesting things:
1.) (See Also Nancy, PE) She explained that one of the grandmothers in the class was motivated to learn English b/c her grandchild laughed at her. It was b/c her English was too poor. Myra suggested that to help with this, the grandmother (the family) could say that Sat. is for communicating in English only, and Sun. is for communicating in Spanish only. A penalty jar could be put out when family members relapse, i.e., a nickel could be charged.
2.) We talked about how older learners let her know what they need to learn. They come to her after class and talk with her one-on-one or in smaller groups. Hence, the need for teachers to make the effort to personally connect with the learners of this age group--to listen to them and hear their concerns and questions. Then they need to base some of their lesson plan on these concerns/issues.
3.) We talked about how visiting out-of-town guests even hear about the classes and they come to the class with their regularly attending relatives (lines 332, 339). I asked her what this is indicative of? She couldn't say, so I suggested that it was the SUPPORT they feel in the classes.
4.) She told me how much of a library resource I was when I was the Literacy Contact. I told her about resources like the Rosetta Stone software and Internet websites. LIBRARY STAFF AS TEACHER SUPPORTS (Add as a new theme).
In libraries where library staff teach the classes, this is less of an issue. But at the regionals, there are more volunteers teaching the classes, and some have no teaching background so some sort of training support is needed.
5.) She mentioned that Barbara is coming back to teach in Jan. and that she and Barbara will approach Melinda then to set up a teacher support session.
6.) I shared what I thought was the most interesting part of the interview, which was when she talked to me about the importance of reaching the women in the class who have been living in this country for sometimes 10 years, and yet they are still linguistically isolated. This is due to their having to provide for the family's welfare (machismo Latin culture) such as cooking and childcare before taking care of their own needs to learn a new language. So it isn't until they are older that they can finally take a class (Riley's age stratfication theory). Nonformal classes are where they prefer to come b/c they don't require a rigid curriculum, grading or attendance requirements. Social relationships built on trust and respect of the teacher are often the key to helping them to experience a sense of progress, or at least support and encouragement for trying to learn.
7.) I am debating about whether to ask the question: What do you think is the attraction of our older learners for the library's English Cafe and the community night school's program?
Reco: Do a mixed methods study surveying the ages of ELLs who attend community school ESL programs verses library and other nonacademic ESL programs.
Friday, September 24, 2010
Fri. Sept. 24, 2010 First Coding & Coding Matrix (Miles & Huberman)
Today I spent time coding. I reviewed the learner interview fieldnotes, the one set of essays translated from Spanish and a couple of learner transcripts. I discovered that my original proposal had a Miles and Huberman Thematic Aspects/Salient Points matrix that is proving bery helping in coding each individual interview and essay. I created a sheet for each learner and teacher and began coding the learners' interviews using it. So far, I have completed Orlando's, Graciela's, Maria's.
I started my TOC, headings and beginning paragraphs for Chapters 4 and 5. I put Ch. 3 into the past tense. Then I began Aida's transcription.
I will email Nancy to ask Mimose to be interviewed by me afterall.
I started my TOC, headings and beginning paragraphs for Chapters 4 and 5. I put Ch. 3 into the past tense. Then I began Aida's transcription.
I will email Nancy to ask Mimose to be interviewed by me afterall.
Thursday, September 23, 2010
Teacher Protocol and Learner Protocol
Additional questions for Teacher Protocol:
Add DOB at the very top below Particpant's Pseudonym.
4. What is your employment/volunteer status?
5. Are you fluent in any other language(s)?
Additional questions for Learner Background Screening:
What is your marital status?
What is your employment/volunteer status?
I went back and changed the protocols (for future participants and in the dissertation) and emailed the participants for this information.
Add DOB at the very top below Particpant's Pseudonym.
4. What is your employment/volunteer status?
5. Are you fluent in any other language(s)?
Additional questions for Learner Background Screening:
What is your marital status?
What is your employment/volunteer status?
I went back and changed the protocols (for future participants and in the dissertation) and emailed the participants for this information.
Wednesday, September 22, 2010
Wed. 9/22/10--Study Day (SL from work)
Today I took a sick leave day and I really feel like I got a lot done. I finished Graciela's second interview transcript (the tape recorder completely malfunctioned) and I did not record our first interview. It was about an hour interview and it took me about four and a half hours to transcribe. I will email her the transcript tonight.
I went to FAU from 4:00 to about 6 pm. I turned in my Application for Degree to Student Support Services. I spoke to a really nice woman who wouldn't tellme her name, but she has worked on my Plan of Study before and knows the hurdles I've climbed so far. She said that "I rock" and she was really proud of me. She told me that my Plan of Study was approved and that my application would indicate that I would be graduating in Spring of 2011 (rather than the original plan of Dec. 2010). We spoke about the hurdles of formatting the dissertation. I asked for some tips but she just looked at me, and gave me a knowing smile that I could do it~I got that from her in her nonverbal communication!
I also "got from her" that I need to get moving on structuring my tables and my Chapters 4 and 5; I must begin writing now. I went to the FAU library and did some ProQuest database checking of dissertations on "nonformal learning" and ESL populations. I found that my literature review should probably include more on ESL nonformal adult learning (Smith, 2006--see Motley-Abbbot, 2006 diss.)...I still need to ask vb if I should amend my Ch 2 lit review...
I also got a good idea about how to present my RQ findings in table format (also from Motley-Abbott diss.). I need to create a table on Friday this week, showing the RQs, coded responses, and participant pseudonyms. I also created two Demographics tables--one for the learners and one for the teachers. I completed the learner table tonight, and I will begin filling in the teacher one (via email correspondance) over the next two days.
I went to FAU from 4:00 to about 6 pm. I turned in my Application for Degree to Student Support Services. I spoke to a really nice woman who wouldn't tellme her name, but she has worked on my Plan of Study before and knows the hurdles I've climbed so far. She said that "I rock" and she was really proud of me. She told me that my Plan of Study was approved and that my application would indicate that I would be graduating in Spring of 2011 (rather than the original plan of Dec. 2010). We spoke about the hurdles of formatting the dissertation. I asked for some tips but she just looked at me, and gave me a knowing smile that I could do it~I got that from her in her nonverbal communication!
I also "got from her" that I need to get moving on structuring my tables and my Chapters 4 and 5; I must begin writing now. I went to the FAU library and did some ProQuest database checking of dissertations on "nonformal learning" and ESL populations. I found that my literature review should probably include more on ESL nonformal adult learning (Smith, 2006--see Motley-Abbbot, 2006 diss.)...I still need to ask vb if I should amend my Ch 2 lit review...
I also got a good idea about how to present my RQ findings in table format (also from Motley-Abbott diss.). I need to create a table on Friday this week, showing the RQs, coded responses, and participant pseudonyms. I also created two Demographics tables--one for the learners and one for the teachers. I completed the learner table tonight, and I will begin filling in the teacher one (via email correspondance) over the next two days.
Tuesday, September 21, 2010
Tues. Sept. 21, 2010
I spoke with Dr. Bryan over the phone today. I asked her about the RQs revealing different motivatons than what I orginally expected. The learners are more motivated by their need to communicate in English and to learn to pronounce properly, and secondarily, to learn some grammar. For example, Orlando.
I do think that the older ones (age 60 to 64) have more of a need to be supported by a group of like-minded learners and their teacher(s), e.g. Graciella.
She has no problem with me adding more learners to my participant pool, especially if I am interviewing them and taking less interviews (1 to 2, rather than 3) to gather my data.
She put the screws to me and said that I need to have a rough draft of my Ch. 4 to her by mid-December. Also, I need to defend sometime in January. I also need to have my Plan of Study and my Applicaton for the Degree in now for approval.
I called Jimena today and learned that her Basic English class only has two learners in it right now. She told me that Melinda is not listing it on the ESOL class flyer...I asked her for an interview and I was able to set up an interview with her for next Wed.! I am looking forward to it. In fact, I would rather get this interview than one with Melinda right now.
I asked about Becky and her students and Jimena said that they have been meeting in each other's homes rather than in the library. So I will not call on Becky for now.
I do think that the older ones (age 60 to 64) have more of a need to be supported by a group of like-minded learners and their teacher(s), e.g. Graciella.
She has no problem with me adding more learners to my participant pool, especially if I am interviewing them and taking less interviews (1 to 2, rather than 3) to gather my data.
She put the screws to me and said that I need to have a rough draft of my Ch. 4 to her by mid-December. Also, I need to defend sometime in January. I also need to have my Plan of Study and my Applicaton for the Degree in now for approval.
I called Jimena today and learned that her Basic English class only has two learners in it right now. She told me that Melinda is not listing it on the ESOL class flyer...I asked her for an interview and I was able to set up an interview with her for next Wed.! I am looking forward to it. In fact, I would rather get this interview than one with Melinda right now.
I asked about Becky and her students and Jimena said that they have been meeting in each other's homes rather than in the library. So I will not call on Becky for now.
Saturday, September 18, 2010
Fri. Sept. 17, 2010
Interview w/Aida@PE, 9/17/10, 9:30 am
I interviewed Aida at PE as scheduled and it was good. She opened up to me as we went along. By the end of the hour, she was wanting to chat on a mor personal basis with me. As she said, this is so key with Hispanic people, i.e., relationship. She truly showed interest in my research and indicated that she loves to learn, but that English has been a long time in coming. She completes her realtor paperwork in English up pretty well herself, but the oral communications with the banks seems to be her greatest challenge.
She spends time in the library working on a library computer, now that the housing market is down. She lives alone and doesn't like to be alone too much so this is another reason why she comes to class. Nancy said at the Reference Desk to me, however, before I met up with her yesterday, that she has not been in class regularly due to (she thinks) some personal matters. Interestingly, Aida did not indicate that she had any issues per se in our interview.
She gave me several "new" ideas regarding improvements for the program. These are: to add a larger sign to put on an easel in front of the classroom each time class is in session; to keep the door of the classroom open while it's in session; to make an announcement a few minutes before class; to advertise for 1:1 ESL literacy tutors from across the street at C.V.
Interview w/Lilia@ NOR, 2:30 pm, 9/17/10 liliach46@hotmail.com
Lilia turned out to be more comprehensible than I expected. She was quite interactive and responsive towards my questions in the Adult Sceening portion of the interview. We met in the lobby at one of the little tables b/c I knew that I did not want to do a full-fledged audio-taped interview with her due to her limited English. I gave her a stamped envelope and the three essays in Spanish to do at home over the course of one week. She will mail them back. The only drawback is that she has only been attending the English Cafe for two months. But that is better than one, and I think that she will offer me some thoughtful responses.
Lilia is a well-educated mother of two grown children. She lives with her daughter and her family. Her husband is in Venezuela but they are not divorced...It sounded complicated, that they own property and cannot quite let go of their life in Venezuela entirely just yet...But that she and her husband are doing it gradually to be here with their family in South Florida.
She is trying to establish independence here and is applying for work with H&R Block as a tax preparer. The training program starts this Monday and it will be taught in both Spanish and English. She then wants to move into her own apartment. So she is very motivated and she has also only lived here for just over a year.
Follow-up questions by email:
Is she attending the Basic English class also?
Does she attend any other English class right now?
If so, what does she like about the library's (nonformal) classes verses the (formal) community school classes?
I interviewed Aida at PE as scheduled and it was good. She opened up to me as we went along. By the end of the hour, she was wanting to chat on a mor personal basis with me. As she said, this is so key with Hispanic people, i.e., relationship. She truly showed interest in my research and indicated that she loves to learn, but that English has been a long time in coming. She completes her realtor paperwork in English up pretty well herself, but the oral communications with the banks seems to be her greatest challenge.
She spends time in the library working on a library computer, now that the housing market is down. She lives alone and doesn't like to be alone too much so this is another reason why she comes to class. Nancy said at the Reference Desk to me, however, before I met up with her yesterday, that she has not been in class regularly due to (she thinks) some personal matters. Interestingly, Aida did not indicate that she had any issues per se in our interview.
She gave me several "new" ideas regarding improvements for the program. These are: to add a larger sign to put on an easel in front of the classroom each time class is in session; to keep the door of the classroom open while it's in session; to make an announcement a few minutes before class; to advertise for 1:1 ESL literacy tutors from across the street at C.V.
Interview w/Lilia@ NOR, 2:30 pm, 9/17/10 liliach46@hotmail.com
Lilia turned out to be more comprehensible than I expected. She was quite interactive and responsive towards my questions in the Adult Sceening portion of the interview. We met in the lobby at one of the little tables b/c I knew that I did not want to do a full-fledged audio-taped interview with her due to her limited English. I gave her a stamped envelope and the three essays in Spanish to do at home over the course of one week. She will mail them back. The only drawback is that she has only been attending the English Cafe for two months. But that is better than one, and I think that she will offer me some thoughtful responses.
Lilia is a well-educated mother of two grown children. She lives with her daughter and her family. Her husband is in Venezuela but they are not divorced...It sounded complicated, that they own property and cannot quite let go of their life in Venezuela entirely just yet...But that she and her husband are doing it gradually to be here with their family in South Florida.
She is trying to establish independence here and is applying for work with H&R Block as a tax preparer. The training program starts this Monday and it will be taught in both Spanish and English. She then wants to move into her own apartment. So she is very motivated and she has also only lived here for just over a year.
Follow-up questions by email:
Is she attending the Basic English class also?
Does she attend any other English class right now?
If so, what does she like about the library's (nonformal) classes verses the (formal) community school classes?
Wednesday, September 15, 2010
Wed. Sept. 15, 2010
Today, I heard back from Nancy Cole. She corrected a few DOB calculation errors of mine and spelled Meimose's name "properly" for me: Mimose. She also spelled Celsa's name for me and Huilu's name. She said that Maria whom she was referring to as having slow progress was not the same Venzuelan woman I had interviewed.
I wanted her to do the follow-up questions, but she said that she didn't have enough time. I thought of emailing her back and giving her a whole month since she pointed out that time was the issue. But I didn't...I also was going to ask her to answer an embedded question I had raised inside brackets in the transcript: Had she ever considered doing a "Participation rather than a Graduation" ceremony with the students? But I didn't...I still may though.
GOOD NEWS:
I thanked Nancy too for having Aida call me back (her second time). She said that Aida had lost my phone number. Aida called me this afternoon and I returned her call on the way home from work. I checked my schedule and the PE schedule for tomorrow and Friday. Then I called Aida back and left her a message re: meeting on Fri. at 9:30 am.
I also called Diego tonight from Myra's class and cancelled our Fri. 1 pm interview since he is really a Basic English student and is just starting in the English Cafe.
THIS MORNING:
I heard back from Thais (age 35, NOR learner) who agreed to help me as a liaison in finding participants in the next couple of months. I think she will be a good person to assist me! These events since Monday's visit to NOR have been quite encouraging for me.
Today, I heard back from Nancy Cole. She corrected a few DOB calculation errors of mine and spelled Meimose's name "properly" for me: Mimose. She also spelled Celsa's name for me and Huilu's name. She said that Maria whom she was referring to as having slow progress was not the same Venzuelan woman I had interviewed.
I wanted her to do the follow-up questions, but she said that she didn't have enough time. I thought of emailing her back and giving her a whole month since she pointed out that time was the issue. But I didn't...I also was going to ask her to answer an embedded question I had raised inside brackets in the transcript: Had she ever considered doing a "Participation rather than a Graduation" ceremony with the students? But I didn't...I still may though.
GOOD NEWS:
I thanked Nancy too for having Aida call me back (her second time). She said that Aida had lost my phone number. Aida called me this afternoon and I returned her call on the way home from work. I checked my schedule and the PE schedule for tomorrow and Friday. Then I called Aida back and left her a message re: meeting on Fri. at 9:30 am.
I also called Diego tonight from Myra's class and cancelled our Fri. 1 pm interview since he is really a Basic English student and is just starting in the English Cafe.
THIS MORNING:
I heard back from Thais (age 35, NOR learner) who agreed to help me as a liaison in finding participants in the next couple of months. I think she will be a good person to assist me! These events since Monday's visit to NOR have been quite encouraging for me.
Tuesday, September 14, 2010
Mon. 9/13/10--NOR Library, Myra's class
I visited Myra's class and there were 27 students!!! Hard to believe though that only two qualified and both were not longterm students. One, Diego, was actually a Basic English student...I still will meet with both of them, and if anything, I will allow them to write their responses as essays.
My prayer is that HO Branch has the intermediate level students I am looking for. Lord, from my mouth to your ear.
Myra told me in her interview that she has on average 15-22 studnets. There are 8-10 regulars with two in their seventies (Theresa and Ella, whom I interviewed in my pilot study) and the others in their 40's, 50's. Some are in their 20s and 30s as well.
I was surprised that Myra gave me a 35 minute interview in a way, but then again, not. The most revealing thing from this interview is that she gave me a forthright answer to my question regarding the level of support she was receiving as a volunteer literacy teacher--as forthright as my question to her. My question was a spin-off of QIV: How are you informed in what you do? That is, how are you supported or trained as a tutor/teacher?
She proceeded to tell me about her reaching out to Melinda and being told that there was no way such a meeting could be scheduled among her and all the teachers...
I actually need to report this to Vonda, but yet I know what she will tell me--that she is only one person and she cannot grow the LHC's AND continue addressing the needs of the English Cafe based on the staff cuts in the program.
My prayer is that HO Branch has the intermediate level students I am looking for. Lord, from my mouth to your ear.
Myra told me in her interview that she has on average 15-22 studnets. There are 8-10 regulars with two in their seventies (Theresa and Ella, whom I interviewed in my pilot study) and the others in their 40's, 50's. Some are in their 20s and 30s as well.
I was surprised that Myra gave me a 35 minute interview in a way, but then again, not. The most revealing thing from this interview is that she gave me a forthright answer to my question regarding the level of support she was receiving as a volunteer literacy teacher--as forthright as my question to her. My question was a spin-off of QIV: How are you informed in what you do? That is, how are you supported or trained as a tutor/teacher?
She proceeded to tell me about her reaching out to Melinda and being told that there was no way such a meeting could be scheduled among her and all the teachers...
I actually need to report this to Vonda, but yet I know what she will tell me--that she is only one person and she cannot grow the LHC's AND continue addressing the needs of the English Cafe based on the staff cuts in the program.
Saturday, September 11, 2010
Sat. Sept. 11, 2010
Today I received an email response from Heddy Cuthberson of Margate Branch. She tells me that all of her students are over age 65! I am amazed. I am also glad that she did not just decide to ignore my email...
I am debating about observing and interviewing her anyway...I will email her back on Monday, 9/13.
9/11/10, 11 pm
I just finished typing up Nancy's transcript. It was 26 pages long and must have take me 3 hours to type. It took about 4 hours to transcibe the interview.
I feel that I have some good quotes, however, re: the "barriers" of older ELLs. In particular, when she talks about a woman who came here to live with her granddaughter because her daughter (the girl's mother) had died. How mean the granddaughter was to her b/c she could not speak English, and how difficult it must have been for the grandmother, an adult learner, to come and live with this mistreatment.
Motivators to Attend Class:
-For teachers, it is b/c the learners are so motivated & appreciative to have the classes (Pam, lines 480-498)
-To practice speaking in Enlgish (everyone)
-To come to a place there they know they will be held accountable to speak English (Guy, 151-152; Janine, Lisa, etc.)
-The comradeship (Pam, lines 503-519; 532-533; 536-538)
-To get to meet and know people (Hector, line 552; Sandi, line 49).
-To feel welcomed and respected (Sandi, line 242-243; Pam ).
-To communicate w/ children & grandchildren (Ann, Myra, Nancy, Lisa's email, etc.
-To pass the U.S. Citizenship exam (Orlando-Adult Screening interview (not transcribed).
-To teach manners to grandson in English (Ann, 284-85)
-The class helps them to feel less embarrassed/self conscious about trying to speak English; gives them a better comfort level (Lisa's class discussion; Ann, 373-380)
-To communicate w/people at church (Ann)
-Students are in transition times (Ann, 190-191), e.g. overcoming stroke symptoms (Ann, 197-201)
-The students themselves are very welcoming to other learners (Guy, 286-87)
-A family culture often develops (Guy, 290)
-To understand the news (Jimena, Ann, Elida, Janine)
-For better employment (Ann, 286-87, etc.)
-Frustration and feeling that she is stupid b/c her English communication skills are poor (Aida).
-Importance of the teacher's role (Olga, Mimose)
-Adapting to the United States (Ann, line 354)
-Desperate need as an older caregiver to communicate in English w/ the doctors (Celina, Nancy, Ann, lines 192-195)
-Assiduousness of teacher (Elida, Jimena)
-Having a teacher who is more like a coach and mentor, who's walked the walk (Jimena, 298-301; Ann)
-To quit smoking (due to Ann's health literacy lesson) and to do so in English (lines 295-301; 303-304)
-To watch TV & thenews in English (Ann, 359; Elida, Janine)
-To have fun (Pam re: the Dominoes group; Mahjong group/Luis--cognitive memory studies done by Hong Kong; Ann, 449)
-To communicate w/neighbors (Ann 355-370, Ernesto/Olga, Elida)
-To communicate w/merchants (Janine, Ann, Graciela)
-To help teach their grandchildren manners (Ann, lines 284-85)
-For the women, to develop fluency in order to establish a real estate business (Aida, Ann, lines 288-89)
-Economics (Ann, line 288, Myra)
-To improve their self esteem (Ann, Graciela)
-Having a positive mental attitude (Carlos)
-Class's close proximity to home.
-Peer mentors (matching high with low ability level students) (Guy)
-Survival in a foreign country: need for a job or to enhance one's job performance (Orlando)
-Striving to be involved/a part of things, with their teen children (Janine, Nancy--2 tchrs)
-Refusal of family members to teach them (see Nancy, lines 322 & 334; lines 337-339)
-Need help with job application or employment matters (Janine, Lisa )
-Specific grammar questions (Jimena, Nancy, Mimose)
-English Cafe is free and always available (Graciela; Orlando, lines 171-173). BUT JIMENA, AS A TEACHER, FEELS THIS IS A BARRIER.
-Accent reduction (Myra, Lisa...)
-More time now due to family obligations lessening (Myra)
-Need to break out of linguistic isolation (Myra, Ann p.1; Pam, Orlando, Carlos, Aida, Elida)
Barriers to Attendance:
Sporadic attendance due to:
-Linguistic isolation (Myra, lines 174-180), i.e, many other people around who reinforce speaking Spanish-only rather than expecting English conversation (See Carlos, line 436; Aida, Lisa, Myra and Janine)
-Lack of fees charged--no value is placed on the classes (Jimena)
-Not enough opportunities to practice English (Pam, line 223; 496) & not enough classes to attend in libraries during the week (Carlos, lines 451-452)
-Fatigue (Jimena, Guy)
-Fear (Ann, line 417)
-Sense of shame (Ann, line 418)
-Feel unable to adapt to this language & culture (391-92; 402)
-Negative belief that they are unable to adapt to this language & culture (lines 389-90)
-Belief that younger people pick things up faster than middle aged learners (Ann, lines 391-92)
-Loss of self esteem (Ann, lines 372-379)
-Lack of motivation (Jimena, line 409)
-Laziness, lack of interest (Jimena, lines 409-412).
-Lack of library signage (Ernesto)
-Shortage of library bilingual staff (Ernesto, Carlos, Ann [386-90])
-Poor instructions to get to class, once in the library (Ernesto, Carlos).
-Lack of time (Olga, Elida)
-Transportation (Celine, Dilia in Sally's class; Pam, lines 568-585)
-Not having enough English to participate (Pam, lines 590-606) Contrast w/Sandi
-Child care (Celine)
-Slow learning progress (Nancy says of Maria; Orlando)
-Visual impairment (Graciela, age 64)
-Native occupational training is not portable here (Maria, Carlos)
-Criticism of neighbors & younger family members (Nancy, lines 347-350, Elida)
-Sickness of family members/Need to return to native country (see Nancy & Orlando interviews) -Business to tend to in other countries
-Not enough people in their line of work to communicate with in English (Orlando, line 180; Aida-first part of recorded interview; Carlos).
-Employment (Myra)
-Having employment or volunteer work w/only Spanish speakers (Orlando, Carlos, Fred, Aida, Lilia? Olga, Ernesto)
-Learners' school schedules (for this age group?) (Myra)
-Economic status (or "Poverty"-Myra, Ann)
-Large class size (not enough indiv. pronunciation help-Aida, Ernesto, Olga)
Knowledges/Skills Sought:
-Overall English communication skills (Maria R.) , esp. speaking (Aida, Orlando)
-To learn how to communicate w/medical personnel b/c students are caregivers (Mimose, Ann lines 192-195)
-Having conversational practice in class (Elida, Olga, Janine, Graciela, Lisa, Orlando, Aida...)
-Vowel sounds (Graciela, Jimena)
-Pronunication via reading aloud in class (Aida, Orlando, Graciela)
-Dialogue/conversation practice (Olga, Orlando, Celina)
-Writing & dictation (Jimena)
-Listening (Mimose, Orlando)
-Computer classes (Mimose, Aida)
-Accent reduction (Myra's interview)
-Slang expressions (Graciela)
-Idiomatic expressions (Olga, Suzi, Jimena)
-Spelling rules (Graciela, Jimena)
Recommended Improvements, New Services and Programs:
-Create a language learning lab in all of the regional libraries (Carlos)
-Public art design (see Maria's essay #3; Janine's interview)
-Reading program (see Maria's essay #3; Myra, Graciela interviews)
-Cultural interchange of Hispanic customs (See Maria's essay #3; PBCo Library System's 2010
-Hispanic Heritage Month bicentennial celebrations)
-U.S. history & customs class component (Lisa)
-American pop music
-Travelogue to teach U.S. geography (Graciela)
-Academic success (Maria's essay #3)
-Continuing studies (Maria's essay#3)
-Employee-related workshops (Maria's essay #3; see CAL and FL Literacy Coalition websites)
-Recruit 1:1 senior ESL literacy/pronunciation tutors from Century Village (Aida)
-More reading aloud in class for pronunciation practice (Aida, Elida)
-Book discussion groups for Spanish-speakers (Graciela; SWR)
-Add "different levels": a Basic English class and a night class (Aida/PE; Jimena)
-Add night and Saturday classes (Aida, Elida)
-Announce classes on the intercom (Aida)
-Create/make available more flyers and a large poster (Aida)
-Add Health care to the curriculum (Mimose/FLC; Ann)
Learner Sociocultural Supports:
* Teachers and teacher assistants also come to the classes for support from each other (Ann, Pam, lines 271-278).
-Assiduous teachers (constant personal attention)
-Having teachers who are the same age as the Third Age learners or who are older than that, so that a positive role model can be provided (Ann, Sally, Myra)
-Spanish and Portuguese-speaking teachers who have intercultural knowledge and can help students to "bridge" (Jimena, Janine; See Han article) to American culture.
-Support from family member(s) (Celina's 32 yr. old son encourages her and speaks only in English to her).
-The SWR had a Dominoes Group that formed a few years ago. Although English only is spoken in this group mainly because it is a mixed group of learners and teacher assistants and their American friends--the objective is mainly to have fun together (Pam lines 651-662)
-Playing music and studying lyrics is a way to teach culture (Lisa, Nancy)
-Teacher traits: same age teachers who have time flexibility (similar to their students, i.e., for making morning classes available); similar interests (for generating conversation topics, music selections, article topics) (Myra, Lisa); patience & understanding/empathy, assiduousness (Nancy; Myra; Elida; Jimena; Ann; Lisa)
-Have some sort of "Suggestion Box" for students to let teachers know [Give and Take] what they want to learn (Pam, lines 368-383; 392-398).
-Classes are free; attendance is not required (drop-in basis) (Maria R.; Elida; Ann)
-No homework (Ann, etc.)
-Lessons are self-contained (Ann, 206-212; 424-429)
-Availability of classes: morning, evening and weekend class hours at the library
-Previous continuous ESOL enrollment in family literacy program (Graciela)
-Networking opportunities for business & friendship (Graciela, Aida, Carlos)
-Announcing the class starting at certain libraries (PE, Aida)
-Availability of library U.S. Citizenship classes (Graciela)
-Close proximity of the library's E.C. program (Maria, Graciela, Mimose, Ernesto, Olga)
-More signage about the FREE class directly in front of the room where class is being held (Aida, Ernesto)
-More publicity done by the library to the Hispanic and other new immigrant groups (Graciela, Aida, Maria R.), including to the elementary schools (Carlos), but NOT in Spanish unless they are for Basic English classes (Graciela)
-Nonformal conversational language classes offered free of charge are necessary in South Florida public libraries b/c of the many rich and diverse community & educational resources they also contain, and for the day, evening and weekend hours that they are open during the week. They are especially necessary for older learners who are often "linguistically isolated"from the community (ALA, 2008, p. 15). They are living with their adult children whose teenagers may be unable to (or unwilling) to communicate in Spanish. So English across the generations is often the only way that communication in the family is kept open. There are also extensive numbers of these isolated people living in our South Florida communities who are not being reached yet through lack of knowledge and publicity about the library's services-- who could be "transformed into actual customers" (ALA, 2008, p. 14). Outreach and library facility location needs to be optimized; reduction of time needed to access library services and materials, and enhanced community and business partnerships need to be further explored, i.e, as with Hispanic Unity and OASIS (Older Adults Services and Information Systems).
-Working people need support b/c many are not working in their areas of specialization (Graciela, line ; Maria R. who's a lawyer). These classes offer that support.
-Only allowing & speaking in English in the English Cafe (Graciela, Janine, Lisa; Ann/Pam)
-Having a teacher who also socializes with her students (Janine, Graciela, Jimena, Becky, Pam/Ann)
-Having a student-supported coffee break (through rotation of responsibility) (Ann, Sally, Graciela; Pam, lines 229-239) to build community (146-148)
-Library is a place to network to develop business (Aida, Carlos)
-Serving as a volunteer in the library or community at large (Graciela, Olga, Ann K.), e.g., listening to kids read or just listening to the children (Ann, 352)
-Having employment in the U.S. where only English is spoken (Graciela; Elida)
-Attending several different E.C classes w/diff. tchrs at diff. times each week @ same library (Graciela, Carlos)
-The conversational style of the classes (Graciela, Olga; Elida)
-Support from other library personnel (G., Maria; Janine, Hector) (Lack of support, Ernesto)
-Multiple ages are included (Maria R.)
-Library (nonformal setting) is safe (Janine, Guy), i.e., a place where they are held gently to a higher standard of English-only conversation, a place where they can converse in English at whatever their ability level, and also a place where the teachers allow them to learn at their own pace (no strict attendance requirement) (Elida) and style (Janine).
-Small class size at WR (Elida).
Teaching Materials, Strategies, Techniques:
-Volunteers who teach along with Literacy Coordinators (WR before the new LSTA grant)
-Volunteers who co-teach alongside other volunteers (SWR; CP)
-Volunteers who teach under the direction of a Literacy Contact (NOR, NR)
-Asking person next to him in class for help (Carlos, line 239).
-Literacy Contacts who teach without volunteers (BR, DA, LTC, PE, MG, CR?)
-Staying very focused on objective of the class: promoting conversational practice & not trying to be everything to everyone (Ann, 100-101; 266-267; 276-277)
-Using health care as a subject of conversations, lessons & presentations (Ann 302-07)
-Dividing classes into two parts, separated by a social coffee break time (Ann, 138-163)
-Informally and on a once a month, the teacher can announce, s. can add a suggestion or question/comment to a suggestion box that teacher can incorportate into subsequent lessons (Pam)
-Constantly reinforcing the Third Age students with positive affirmations (Ann, lines 400-411; 449)
-culling from books, newspapers & magazines (Ann, 103-111)
-Games (Lisa, Janine, Ann)
-Inspirational/ Motivational themes (Ann)
-Speech making (Myra, Ann+ instruction on non-verbal/body language, 151-156; 439-443) & debate (Ann)
-Reading the book and listening to the audiobook simultaneously (Carlos, lines 360-371): auditory learning style.
-Occasional guest speakers (Ann)
-Small group discussion (Janine, Lisa, Ann, Guy)
-Picture file (Nancy, Ann, 124-130; 134-36)
-LEA approach (Sally)-RECOMMEND GIVING EACH LEARNING A LEARNING STYLES INVENTORY.
Supports for Teachers:
-Need to have a printed newsletter to share E.C. news and information (Ann, 254-58)
-E.C. teachers can co-teach together, specializing in grammar, writing & conversation (Pam, Ann, 267-70; 273-74)
-Need to have some kind of teacher training & support (Myra, lines 175-180)
-Ann's offer to serve as a teacher mentor (also Barbara who has done so at NOR)
-Jimena's comment that there need to be teaching reference books available near the teacher sign-in areas (for teachers to borrow); teachers should not have to go searching too far.
-Library's collection of books, magazines, community publications (e.g., Broward Educator), films & children's materials
-Professional library staff (adult & children's)
I am debating about observing and interviewing her anyway...I will email her back on Monday, 9/13.
9/11/10, 11 pm
I just finished typing up Nancy's transcript. It was 26 pages long and must have take me 3 hours to type. It took about 4 hours to transcibe the interview.
I feel that I have some good quotes, however, re: the "barriers" of older ELLs. In particular, when she talks about a woman who came here to live with her granddaughter because her daughter (the girl's mother) had died. How mean the granddaughter was to her b/c she could not speak English, and how difficult it must have been for the grandmother, an adult learner, to come and live with this mistreatment.
Motivators to Attend Class:
-For teachers, it is b/c the learners are so motivated & appreciative to have the classes (Pam, lines 480-498)
-To practice speaking in Enlgish (everyone)
-To come to a place there they know they will be held accountable to speak English (Guy, 151-152; Janine, Lisa, etc.)
-The comradeship (Pam, lines 503-519; 532-533; 536-538)
-To get to meet and know people (Hector, line 552; Sandi, line 49).
-To feel welcomed and respected (Sandi, line 242-243; Pam ).
-To communicate w/ children & grandchildren (Ann, Myra, Nancy, Lisa's email, etc.
-To pass the U.S. Citizenship exam (Orlando-Adult Screening interview (not transcribed).
-To teach manners to grandson in English (Ann, 284-85)
-The class helps them to feel less embarrassed/self conscious about trying to speak English; gives them a better comfort level (Lisa's class discussion; Ann, 373-380)
-To communicate w/people at church (Ann)
-Students are in transition times (Ann, 190-191), e.g. overcoming stroke symptoms (Ann, 197-201)
-The students themselves are very welcoming to other learners (Guy, 286-87)
-A family culture often develops (Guy, 290)
-To understand the news (Jimena, Ann, Elida, Janine)
-For better employment (Ann, 286-87, etc.)
-Frustration and feeling that she is stupid b/c her English communication skills are poor (Aida).
-Importance of the teacher's role (Olga, Mimose)
-Adapting to the United States (Ann, line 354)
-Desperate need as an older caregiver to communicate in English w/ the doctors (Celina, Nancy, Ann, lines 192-195)
-Assiduousness of teacher (Elida, Jimena)
-Having a teacher who is more like a coach and mentor, who's walked the walk (Jimena, 298-301; Ann)
-To quit smoking (due to Ann's health literacy lesson) and to do so in English (lines 295-301; 303-304)
-To watch TV & thenews in English (Ann, 359; Elida, Janine)
-To have fun (Pam re: the Dominoes group; Mahjong group/Luis--cognitive memory studies done by Hong Kong; Ann, 449)
-To communicate w/neighbors (Ann 355-370, Ernesto/Olga, Elida)
-To communicate w/merchants (Janine, Ann, Graciela)
-To help teach their grandchildren manners (Ann, lines 284-85)
-For the women, to develop fluency in order to establish a real estate business (Aida, Ann, lines 288-89)
-Economics (Ann, line 288, Myra)
-To improve their self esteem (Ann, Graciela)
-Having a positive mental attitude (Carlos)
-Class's close proximity to home.
-Peer mentors (matching high with low ability level students) (Guy)
-Survival in a foreign country: need for a job or to enhance one's job performance (Orlando)
-Striving to be involved/a part of things, with their teen children (Janine, Nancy--2 tchrs)
-Refusal of family members to teach them (see Nancy, lines 322 & 334; lines 337-339)
-Need help with job application or employment matters (Janine, Lisa )
-Specific grammar questions (Jimena, Nancy, Mimose)
-English Cafe is free and always available (Graciela; Orlando, lines 171-173). BUT JIMENA, AS A TEACHER, FEELS THIS IS A BARRIER.
-Accent reduction (Myra, Lisa...)
-More time now due to family obligations lessening (Myra)
-Need to break out of linguistic isolation (Myra, Ann p.1; Pam, Orlando, Carlos, Aida, Elida)
Barriers to Attendance:
Sporadic attendance due to:
-Linguistic isolation (Myra, lines 174-180), i.e, many other people around who reinforce speaking Spanish-only rather than expecting English conversation (See Carlos, line 436; Aida, Lisa, Myra and Janine)
-Lack of fees charged--no value is placed on the classes (Jimena)
-Not enough opportunities to practice English (Pam, line 223; 496) & not enough classes to attend in libraries during the week (Carlos, lines 451-452)
-Fatigue (Jimena, Guy)
-Fear (Ann, line 417)
-Sense of shame (Ann, line 418)
-Feel unable to adapt to this language & culture (391-92; 402)
-Negative belief that they are unable to adapt to this language & culture (lines 389-90)
-Belief that younger people pick things up faster than middle aged learners (Ann, lines 391-92)
-Loss of self esteem (Ann, lines 372-379)
-Lack of motivation (Jimena, line 409)
-Laziness, lack of interest (Jimena, lines 409-412).
-Lack of library signage (Ernesto)
-Shortage of library bilingual staff (Ernesto, Carlos, Ann [386-90])
-Poor instructions to get to class, once in the library (Ernesto, Carlos).
-Lack of time (Olga, Elida)
-Transportation (Celine, Dilia in Sally's class; Pam, lines 568-585)
-Not having enough English to participate (Pam, lines 590-606) Contrast w/Sandi
-Child care (Celine)
-Slow learning progress (Nancy says of Maria; Orlando)
-Visual impairment (Graciela, age 64)
-Native occupational training is not portable here (Maria, Carlos)
-Criticism of neighbors & younger family members (Nancy, lines 347-350, Elida)
-Sickness of family members/Need to return to native country (see Nancy & Orlando interviews) -Business to tend to in other countries
-Not enough people in their line of work to communicate with in English (Orlando, line 180; Aida-first part of recorded interview; Carlos).
-Employment (Myra)
-Having employment or volunteer work w/only Spanish speakers (Orlando, Carlos, Fred, Aida, Lilia? Olga, Ernesto)
-Learners' school schedules (for this age group?) (Myra)
-Economic status (or "Poverty"-Myra, Ann)
-Large class size (not enough indiv. pronunciation help-Aida, Ernesto, Olga)
Knowledges/Skills Sought:
-Overall English communication skills (Maria R.) , esp. speaking (Aida, Orlando)
-To learn how to communicate w/medical personnel b/c students are caregivers (Mimose, Ann lines 192-195)
-Having conversational practice in class (Elida, Olga, Janine, Graciela, Lisa, Orlando, Aida...)
-Vowel sounds (Graciela, Jimena)
-Pronunication via reading aloud in class (Aida, Orlando, Graciela)
-Dialogue/conversation practice (Olga, Orlando, Celina)
-Writing & dictation (Jimena)
-Listening (Mimose, Orlando)
-Computer classes (Mimose, Aida)
-Accent reduction (Myra's interview)
-Slang expressions (Graciela)
-Idiomatic expressions (Olga, Suzi, Jimena)
-Spelling rules (Graciela, Jimena)
Recommended Improvements, New Services and Programs:
-Create a language learning lab in all of the regional libraries (Carlos)
-Public art design (see Maria's essay #3; Janine's interview)
-Reading program (see Maria's essay #3; Myra, Graciela interviews)
-Cultural interchange of Hispanic customs (See Maria's essay #3; PBCo Library System's 2010
-Hispanic Heritage Month bicentennial celebrations)
-U.S. history & customs class component (Lisa)
-American pop music
-Travelogue to teach U.S. geography (Graciela)
-Academic success (Maria's essay #3)
-Continuing studies (Maria's essay#3)
-Employee-related workshops (Maria's essay #3; see CAL and FL Literacy Coalition websites)
-Recruit 1:1 senior ESL literacy/pronunciation tutors from Century Village (Aida)
-More reading aloud in class for pronunciation practice (Aida, Elida)
-Book discussion groups for Spanish-speakers (Graciela; SWR)
-Add "different levels": a Basic English class and a night class (Aida/PE; Jimena)
-Add night and Saturday classes (Aida, Elida)
-Announce classes on the intercom (Aida)
-Create/make available more flyers and a large poster (Aida)
-Add Health care to the curriculum (Mimose/FLC; Ann)
Learner Sociocultural Supports:
* Teachers and teacher assistants also come to the classes for support from each other (Ann, Pam, lines 271-278).
-Assiduous teachers (constant personal attention)
-Having teachers who are the same age as the Third Age learners or who are older than that, so that a positive role model can be provided (Ann, Sally, Myra)
-Spanish and Portuguese-speaking teachers who have intercultural knowledge and can help students to "bridge" (Jimena, Janine; See Han article) to American culture.
-Support from family member(s) (Celina's 32 yr. old son encourages her and speaks only in English to her).
-The SWR had a Dominoes Group that formed a few years ago. Although English only is spoken in this group mainly because it is a mixed group of learners and teacher assistants and their American friends--the objective is mainly to have fun together (Pam lines 651-662)
-Playing music and studying lyrics is a way to teach culture (Lisa, Nancy)
-Teacher traits: same age teachers who have time flexibility (similar to their students, i.e., for making morning classes available); similar interests (for generating conversation topics, music selections, article topics) (Myra, Lisa); patience & understanding/empathy, assiduousness (Nancy; Myra; Elida; Jimena; Ann; Lisa)
-Have some sort of "Suggestion Box" for students to let teachers know [Give and Take] what they want to learn (Pam, lines 368-383; 392-398).
-Classes are free; attendance is not required (drop-in basis) (Maria R.; Elida; Ann)
-No homework (Ann, etc.)
-Lessons are self-contained (Ann, 206-212; 424-429)
-Availability of classes: morning, evening and weekend class hours at the library
-Previous continuous ESOL enrollment in family literacy program (Graciela)
-Networking opportunities for business & friendship (Graciela, Aida, Carlos)
-Announcing the class starting at certain libraries (PE, Aida)
-Availability of library U.S. Citizenship classes (Graciela)
-Close proximity of the library's E.C. program (Maria, Graciela, Mimose, Ernesto, Olga)
-More signage about the FREE class directly in front of the room where class is being held (Aida, Ernesto)
-More publicity done by the library to the Hispanic and other new immigrant groups (Graciela, Aida, Maria R.), including to the elementary schools (Carlos), but NOT in Spanish unless they are for Basic English classes (Graciela)
-Nonformal conversational language classes offered free of charge are necessary in South Florida public libraries b/c of the many rich and diverse community & educational resources they also contain, and for the day, evening and weekend hours that they are open during the week. They are especially necessary for older learners who are often "linguistically isolated"from the community (ALA, 2008, p. 15). They are living with their adult children whose teenagers may be unable to (or unwilling) to communicate in Spanish. So English across the generations is often the only way that communication in the family is kept open. There are also extensive numbers of these isolated people living in our South Florida communities who are not being reached yet through lack of knowledge and publicity about the library's services-- who could be "transformed into actual customers" (ALA, 2008, p. 14). Outreach and library facility location needs to be optimized; reduction of time needed to access library services and materials, and enhanced community and business partnerships need to be further explored, i.e, as with Hispanic Unity and OASIS (Older Adults Services and Information Systems).
-Working people need support b/c many are not working in their areas of specialization (Graciela, line ; Maria R. who's a lawyer). These classes offer that support.
-Only allowing & speaking in English in the English Cafe (Graciela, Janine, Lisa; Ann/Pam)
-Having a teacher who also socializes with her students (Janine, Graciela, Jimena, Becky, Pam/Ann)
-Having a student-supported coffee break (through rotation of responsibility) (Ann, Sally, Graciela; Pam, lines 229-239) to build community (146-148)
-Library is a place to network to develop business (Aida, Carlos)
-Serving as a volunteer in the library or community at large (Graciela, Olga, Ann K.), e.g., listening to kids read or just listening to the children (Ann, 352)
-Having employment in the U.S. where only English is spoken (Graciela; Elida)
-Attending several different E.C classes w/diff. tchrs at diff. times each week @ same library (Graciela, Carlos)
-The conversational style of the classes (Graciela, Olga; Elida)
-Support from other library personnel (G., Maria; Janine, Hector) (Lack of support, Ernesto)
-Multiple ages are included (Maria R.)
-Library (nonformal setting) is safe (Janine, Guy), i.e., a place where they are held gently to a higher standard of English-only conversation, a place where they can converse in English at whatever their ability level, and also a place where the teachers allow them to learn at their own pace (no strict attendance requirement) (Elida) and style (Janine).
-Small class size at WR (Elida).
Teaching Materials, Strategies, Techniques:
-Volunteers who teach along with Literacy Coordinators (WR before the new LSTA grant)
-Volunteers who co-teach alongside other volunteers (SWR; CP)
-Volunteers who teach under the direction of a Literacy Contact (NOR, NR)
-Asking person next to him in class for help (Carlos, line 239).
-Literacy Contacts who teach without volunteers (BR, DA, LTC, PE, MG, CR?)
-Staying very focused on objective of the class: promoting conversational practice & not trying to be everything to everyone (Ann, 100-101; 266-267; 276-277)
-Using health care as a subject of conversations, lessons & presentations (Ann 302-07)
-Dividing classes into two parts, separated by a social coffee break time (Ann, 138-163)
-Informally and on a once a month, the teacher can announce, s. can add a suggestion or question/comment to a suggestion box that teacher can incorportate into subsequent lessons (Pam)
-Constantly reinforcing the Third Age students with positive affirmations (Ann, lines 400-411; 449)
-culling from books, newspapers & magazines (Ann, 103-111)
-Games (Lisa, Janine, Ann)
-Inspirational/ Motivational themes (Ann)
-Speech making (Myra, Ann+ instruction on non-verbal/body language, 151-156; 439-443) & debate (Ann)
-Reading the book and listening to the audiobook simultaneously (Carlos, lines 360-371): auditory learning style.
-Occasional guest speakers (Ann)
-Small group discussion (Janine, Lisa, Ann, Guy)
-Picture file (Nancy, Ann, 124-130; 134-36)
-LEA approach (Sally)-RECOMMEND GIVING EACH LEARNING A LEARNING STYLES INVENTORY.
Supports for Teachers:
-Need to have a printed newsletter to share E.C. news and information (Ann, 254-58)
-E.C. teachers can co-teach together, specializing in grammar, writing & conversation (Pam, Ann, 267-70; 273-74)
-Need to have some kind of teacher training & support (Myra, lines 175-180)
-Ann's offer to serve as a teacher mentor (also Barbara who has done so at NOR)
-Jimena's comment that there need to be teaching reference books available near the teacher sign-in areas (for teachers to borrow); teachers should not have to go searching too far.
-Library's collection of books, magazines, community publications (e.g., Broward Educator), films & children's materials
-Professional library staff (adult & children's)
Friday, September 10, 2010
Follow up re: teacher interviews
I sent Nancy some additional follow up questions after our interview, on Wed. 9/1/10. It is now 9/10/10 and I have not heard anything yet. I am ready to type up her transcribed interview today and I plan on emailing it to her by Monday, the 13th so she can check it for accuracy. At that point, I will ask her if Aida has been to class. If she could remind her again to call me on my cell phone number.
I am debating about whether to interview Melinda or not. Today would have been a good day in the afternoon perhaps. But I am not sure if she is working this Friday or next...
I emailed Myra, the Monday ESOL teacher at NOR Library, on Wed. 9/8/10 to introduce my study and to set up an observation and interview with her on Mon. 9/13. She did not respond so I looked her phone number up in the Reference USA database and left her a voicemail. Her husband called me back yesterday, and when I spoke with her for the first half of the conversation, she did not recognize who I was. Then it clicked in (I was trying to conceal our conversation as I was at work in the library), and she supportively agreed to all ow me to observe her and interview her next Monday. She thinks that she has at least one learner who will qualify...
I also emailed Heddy Cuthbertson at Margate yesterday and sent her the Study Invitational letter also. I have not heard from her yet. I need to call her today.
I emailed Carol Russo of HO on Tues. 9/7/10 and she replied on Wed. 9/8 that Sally, the teacher, would be away on Thurs. 10/7, the day I proposed to observe the class and interview Sally. Caol suggested that I choose another day, so I chose Thurs. 10/14 and emailed her that info.
I am debating about whether to interview Melinda or not. Today would have been a good day in the afternoon perhaps. But I am not sure if she is working this Friday or next...
I emailed Myra, the Monday ESOL teacher at NOR Library, on Wed. 9/8/10 to introduce my study and to set up an observation and interview with her on Mon. 9/13. She did not respond so I looked her phone number up in the Reference USA database and left her a voicemail. Her husband called me back yesterday, and when I spoke with her for the first half of the conversation, she did not recognize who I was. Then it clicked in (I was trying to conceal our conversation as I was at work in the library), and she supportively agreed to all ow me to observe her and interview her next Monday. She thinks that she has at least one learner who will qualify...
I also emailed Heddy Cuthbertson at Margate yesterday and sent her the Study Invitational letter also. I have not heard from her yet. I need to call her today.
I emailed Carol Russo of HO on Tues. 9/7/10 and she replied on Wed. 9/8 that Sally, the teacher, would be away on Thurs. 10/7, the day I proposed to observe the class and interview Sally. Caol suggested that I choose another day, so I chose Thurs. 10/14 and emailed her that info.
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