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.
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