MacArthur Studies of Successful Aging found that people with more years of schooling are more likely to continue high cognitive function. It may also set a pattern well into older adulthood of continued participation in educational activities (Rowe & Kahn, 1998).
However, according to Mehrotta (2003), for those subgroups (Hispanics and Blacks) who are not as well educated, there is a need for more classes on study skills, memory techniques, and learning approaches, which promote more self-regulated Third Age learners. See the comments of Maria and Mimose. This is the way to bridge the gap between the education gap.
Monday, January 31, 2011
Re: Social Support
Jeanne, Pam, and Ann spoke about the socialization that is so key in their classrooms for their students. Rowe and Kahn (1998) outline four ways (652) that social support promotes health in the Mehrotta article (2003--older ed. programs article).
Re: Safety in the English Cafe classes (WE & WR)
Both Jeanne and Gary spoke about the issue of safety in their classrooms. This is one of the first needs in Maslow's (1954) hierarchy of needs.
Re: Positive Feedback
Teacher, Ann K., wrote in her essay as well as spoke in her interview about the importance of giving her learners positive feedback. This is confirmed by research, (i.e., that older adults need more than young adults in order to achieve the same gains in self-efficacy) (Mehrotta, 2003).
Friday, January 7, 2011
Fri. 1/7/11
I was scheduled to go over Aida's transcript today b/c she finally called me on Wed. to say she was finally available to meet with me. I was delighted that she called. However, I called and cancelled about 40 minutes prior to our appointment because I was involved in an employee issue. I am glad that I cancelled because I needed to take care of these things first. I also got a chance to go the FAU Library and pick up to SLA books by Krashen and to get a copy of my revised POS. I got Lave and Wenger's book on Situated Learning also. I read from all three books this afternoon.
I left vb a Skype message on her Skype voicemail saying that I will be needing more time to complete my draft of Chapter 4 and 5 due the work issue above. I said I would be ready to submit the draft by the second week of Feb. (knowing that my week's leave will occur then) I am not sure if she checks this voicemail so I will also leave her an email.
I need to add Aida to my diss. as a learner who did approve her transcript with me personally over the phone.
Sunday I plan on working on my learner codes and themes.
I left vb a Skype message on her Skype voicemail saying that I will be needing more time to complete my draft of Chapter 4 and 5 due the work issue above. I said I would be ready to submit the draft by the second week of Feb. (knowing that my week's leave will occur then) I am not sure if she checks this voicemail so I will also leave her an email.
I need to add Aida to my diss. as a learner who did approve her transcript with me personally over the phone.
Sunday I plan on working on my learner codes and themes.
Wednesday, December 22, 2010
Wed. 12/22/10
Emailed Ann K. to let her know that my research is taking an interesting turn, and that I may in touch w/her about her referring to me a previous student (her "daughter") who could help me facilitate a focus learner focus group.
-Motivations
-Supports
-Barriers
-Recommendations for changes/improvements
-Motivations
-Supports
-Barriers
-Recommendations for changes/improvements
Wed. 12/22/10
I wrote to Dr. Bryan yesterday and told her that I was not able to use the learners' interview data (solely-b/c of the language barrier) and that I want to add a focus group(s). I would like to perhaps still use some of this interview data that I already got but also add some focus groups. Perhaps one for the teachers and one for the learners. I would ask a neutral person (not a BCL English Cafe teacher) with ESOL teaching experience preferrably to translate.
Also what about adding a protocol where I interview family members of learners who are in the program, to further assess the sociocultural supporting element? I would do this in a focus group with the criteria that family members must be speakers of English. Or I would have on hand a bilingual translator? Would this person need to take the CITI training and be designated as a co-researcher?
See Chavez dissertation (USC, 2005)
Also what about adding a protocol where I interview family members of learners who are in the program, to further assess the sociocultural supporting element? I would do this in a focus group with the criteria that family members must be speakers of English. Or I would have on hand a bilingual translator? Would this person need to take the CITI training and be designated as a co-researcher?
See Chavez dissertation (USC, 2005)
Saturday, December 18, 2010
Self-directed Learners in the Study, Sat. 12/18/10
Mika, Eugenia, Henrico, and Cruz are all self-directed learners as exhibited by several indicators. One indicator is their regular attendance in the library's English Cafe classes. Henrico, a retiree, is the only one who has not been regularly attending a library English classes except for the past few Wednesdays. He has been more committed to attending formal classes at the local adult education annex five days a week for the past five months. This is due mainly to the fact that he is retired now and has made learning English his primary goal. Also, the formal school board program is more intensive and it is a full-time program. It is also more in sync with his preference for morning classes. I met him when he began attending the library Wednesday evening class in Weston back in August.
Another indicator is the cluster of learning strategies that these learners have developed for themselves. Mimose talks about class habits she's developed on her own, "I like to sit in the front—always! The same place. I do that because I was a teacher in my country... I love my class...I come with one word or two words [whose meanings she does not know and wants to ask about]. I ask her to pronounce them for me and write them. Sometimes I ask her to write them on the board... When I ask my word sometimes, I have too many—too many questions! Teacher Nancy asks the other people first and then me last...When Nancy ask [s], Do you have a question? No questions? Everyone says, Mimose has [one], Mimose has [one]!..
She goes on to discuss a teaching technique of her teacher's. "We have books, dictionaries. Nancy brings these books. Last week, Nancy brought a book, about how to take notes. And she told me—I asked her, Where can I find [it]? I go to the library and I ask sometime and I got the same book."
It came time for Mika return the study skills book but rather than do that, she told me she renewed the book because it was so helpful to her. She continued and describe some of her own study habits:
"Sometimes I sit in the back of the library at 8:30 [am], in the quiet study [area]. I pass one hour, one hour and a half to read before I go to Nancy’s class."
Eugenia, 60, is a former Portuguese adult education teacher, and has taught at two different area night schools. She has attended the English Cafe regularly for the past three months. She talks about the value of repetitive listening as an informal strategy for learning a language as an older adult. She says that she enjoys listening to musical vocalists and books on CD. "I try to listen to the music in my car in English. Example: I love Natalie Cole and I have five CDs [of hers]. But I was in love with her. I was listening to her every single day. And I repeated the music, repeated the music. Repeat the music to understand the lyrics, no? And when she came here to Atlantic, I sang together [with her through] all the show b/c [laughing]I knew all the lyrics, all the music [laughing]. Oh my goodness, it was fantastic! And then I listen [to] books in my car, when I go to my job and return to my house.
Cruz--
Henrico--
Another indicator is the cluster of learning strategies that these learners have developed for themselves. Mimose talks about class habits she's developed on her own, "I like to sit in the front—always! The same place. I do that because I was a teacher in my country... I love my class...I come with one word or two words [whose meanings she does not know and wants to ask about]. I ask her to pronounce them for me and write them. Sometimes I ask her to write them on the board... When I ask my word sometimes, I have too many—too many questions! Teacher Nancy asks the other people first and then me last...When Nancy ask [s], Do you have a question? No questions? Everyone says, Mimose has [one], Mimose has [one]!..
She goes on to discuss a teaching technique of her teacher's. "We have books, dictionaries. Nancy brings these books. Last week, Nancy brought a book, about how to take notes. And she told me—I asked her, Where can I find [it]? I go to the library and I ask sometime and I got the same book."
It came time for Mika return the study skills book but rather than do that, she told me she renewed the book because it was so helpful to her. She continued and describe some of her own study habits:
"Sometimes I sit in the back of the library at 8:30 [am], in the quiet study [area]. I pass one hour, one hour and a half to read before I go to Nancy’s class."
Eugenia, 60, is a former Portuguese adult education teacher, and has taught at two different area night schools. She has attended the English Cafe regularly for the past three months. She talks about the value of repetitive listening as an informal strategy for learning a language as an older adult. She says that she enjoys listening to musical vocalists and books on CD. "I try to listen to the music in my car in English. Example: I love Natalie Cole and I have five CDs [of hers]. But I was in love with her. I was listening to her every single day. And I repeated the music, repeated the music. Repeat the music to understand the lyrics, no? And when she came here to Atlantic, I sang together [with her through] all the show b/c [laughing]I knew all the lyrics, all the music [laughing]. Oh my goodness, it was fantastic! And then I listen [to] books in my car, when I go to my job and return to my house.
Cruz--
Henrico--
Age as a Factor in Learning for 55 to 64 year old ELLs
I found that there was no significant difference or barrier (or rather no one chose to mention any signicant age-related barriers*) for those I interviewed in this age group. This is true no matter which end of the age spectrum I looked at,whether 55 year of age or 64 year old. In fact, I observed Janine (Jeanne's) class of nine learners where the average age of the class was 52.
She had them play a memory game and, in fact, one learner, Henrico (Hector), 62, did a superior job. I would like to know if he has any memory strategies he uses to help the others. I found that they all performed in this oral language memory exercise at about the same level with no one struggling anymore or less than anyone else. In fact, everyone displayed more than the normal level of nonverbal behaviors during this memory game exercise. Behaviors such as head holding, closing of eyes, concentrated, focused stares, and face scrunching were observed in most everyone, no matter their age.
Also, on 10/24/10, in my interview with Elida, 61, she told me that she did not experience anything differently as a learner at this age as compared to ten years earlier. She said, in fact, "In the library, I feel comfortable. It looks like I don't have age."
She had them play a memory game and, in fact, one learner, Henrico (Hector), 62, did a superior job. I would like to know if he has any memory strategies he uses to help the others. I found that they all performed in this oral language memory exercise at about the same level with no one struggling anymore or less than anyone else. In fact, everyone displayed more than the normal level of nonverbal behaviors during this memory game exercise. Behaviors such as head holding, closing of eyes, concentrated, focused stares, and face scrunching were observed in most everyone, no matter their age.
Also, on 10/24/10, in my interview with Elida, 61, she told me that she did not experience anything differently as a learner at this age as compared to ten years earlier. She said, in fact, "In the library, I feel comfortable. It looks like I don't have age."
Sunday, December 5, 2010
Sun. 12/5/10 Reflections about revealing others responses in an interview
I caught myself revealing what other people had said in their interviews. I did use names on some occasions, especially in Carlos's interview (I mentioned Mimose's and Ann's names). I must not continue that habit as it is breaking the anonymity of participants.
Sun. 12/5/10 Journaling and Learning Style inventories
In transcribing Carlos's interview, I realize from a conversation I had with Dr. Bryan this past Friday, that he may be telling me some things about his learning style, his personality, and his learning mood (lines 333-341).
I go on to encourage him to journal and write about his feelings and experiences with learning English (autographia). I am coming from the belief that his self esteem and confidence in his learning ability need to be worked on. Today, I heard from Hector on this very topic of writing about what one is learning. He writes: "A good idea is to have a diary where you record your daily experiences. [write and] read [it] aloud." This is autograpia and autologia (Lomb).
As Dr. Bryan said, it would have been good to give each learner a learning style inventory or perhaps a personality inventory (See Janine, lines 206-115) in order to assess the learners first.
However, Carlos says that for him, he gets quiet in class when he thinks or perceives that he is not the most proficient in the room (line 341). He goes on from there and talks about his desire to check out audiobooks and books so he can read and listen to the book at the same time. I realize that he is expressing a need to expand his repetoire of learning activities. That is, he desires to use some informal, self-directed auditory means of learning to support his overall language learning goal. Another way of saying this is that listening to audiobooks is an informal learning strategy.
I go on to encourage him to journal and write about his feelings and experiences with learning English (autographia). I am coming from the belief that his self esteem and confidence in his learning ability need to be worked on. Today, I heard from Hector on this very topic of writing about what one is learning. He writes: "A good idea is to have a diary where you record your daily experiences. [write and] read [it] aloud." This is autograpia and autologia (Lomb).
As Dr. Bryan said, it would have been good to give each learner a learning style inventory or perhaps a personality inventory (See Janine, lines 206-115) in order to assess the learners first.
However, Carlos says that for him, he gets quiet in class when he thinks or perceives that he is not the most proficient in the room (line 341). He goes on from there and talks about his desire to check out audiobooks and books so he can read and listen to the book at the same time. I realize that he is expressing a need to expand his repetoire of learning activities. That is, he desires to use some informal, self-directed auditory means of learning to support his overall language learning goal. Another way of saying this is that listening to audiobooks is an informal learning strategy.
Sun. 12/5/10, Consistent Feelings I had throughout the study
I was frustrated and concerned that the learners were not fully able to express their thoughts and ideas in the interviews due to their struggle with English language proficiency. The only learners among the eight whom I interviewed that were not very concerning were Hector and Elida. Both had taught before and both had a fairly good command of English. (Hector had been a submarine school instructor for the Colombian Navy and had studied English pretty extensively while working for the Navy. Elida had taught Portuguese in a South Florida community school setting.)
I was surprised that more learners did not opt to write their responses in Spanish. This leads me to ask for what reasons the learners were really participating. I have no direct evidence but I feel that it is because they wanted a chance to practice their English with me (which I mentioned as a benefit for participating in my study during my classroom recruitment talks with students). Only two students met with me in person for a second time to go over their transcripts (Mimose and Celina). The others were too busy and preferred for me to email them their transcripts which they all okayed with no corrections, deletions or additions.
I was surprised that more learners did not opt to write their responses in Spanish. This leads me to ask for what reasons the learners were really participating. I have no direct evidence but I feel that it is because they wanted a chance to practice their English with me (which I mentioned as a benefit for participating in my study during my classroom recruitment talks with students). Only two students met with me in person for a second time to go over their transcripts (Mimose and Celina). The others were too busy and preferred for me to email them their transcripts which they all okayed with no corrections, deletions or additions.
Thursday, December 2, 2010
RE: Interview Questions
Teachers:
Guy seemed to find some of the questions fuzzy, especially those about the two-prong questions about motivators and barriers. I think the questions were asked in combination, and maybe if I had broken the questions into two separate distinct questions, it would have been clearer. Also I think that Dr. G. may have confused me when she wanted me to distinguish between motivators in getting to class vs. motivators in keeping them in class.
Ann had asked me for the questions ahead of time because she is very conscientious. I found that it did help since she had already thought about her answers and come up with the basis of her responses before we actually sat and did the interview.
Learners:
All of the interviews were challenging for me, and I believe the learners as well. Because their English was more limited than mine and I did not speak Spanish, it made for communication difficulties. I used a lot of repetition of the questions and rephrasing of their responses. A recommendation is to conduct this study in Spanish with the learners (not the teachers). Although the learner interview process was difficult, I felt I got substantial answers. Holding the interviews with the teachers did help to validate the learner responses. Another reco is to interview family members.
Guy seemed to find some of the questions fuzzy, especially those about the two-prong questions about motivators and barriers. I think the questions were asked in combination, and maybe if I had broken the questions into two separate distinct questions, it would have been clearer. Also I think that Dr. G. may have confused me when she wanted me to distinguish between motivators in getting to class vs. motivators in keeping them in class.
Ann had asked me for the questions ahead of time because she is very conscientious. I found that it did help since she had already thought about her answers and come up with the basis of her responses before we actually sat and did the interview.
Learners:
All of the interviews were challenging for me, and I believe the learners as well. Because their English was more limited than mine and I did not speak Spanish, it made for communication difficulties. I used a lot of repetition of the questions and rephrasing of their responses. A recommendation is to conduct this study in Spanish with the learners (not the teachers). Although the learner interview process was difficult, I felt I got substantial answers. Holding the interviews with the teachers did help to validate the learner responses. Another reco is to interview family members.
Thurs. 12/2/10 Types of Interview Participants
First, the essays were not as popular as I anticipated. However, I was glad that it was available for participants who wanted to participate but otherwise could not have because their English was not as good.
Home Interviews:
Graciela (the 1st interview was conducted in the library and the 2nd interview was conducted in her home).
Elida (my only interview with her was conducted in her home).
Phone Interview:
Pam, c0-teacher of Ann
Co-teacher Participants:
Suzi-Sandi
Guy
Undereducated Learner Participant:
Celina (no high school diploma or GED)
PhD Learner Participant:
Olga
Couple Learner Participants:
Ernesto & Olga
Orlando & (wife)-Wife only came to help w/ a little bit of translation; she is not a student.
Participants Who Got Tearful or Sad:
Celina (lost several family members including her parents at a young age; has a handicapped daughter w/ musical talent but who has no schooling options at the moment due to her age, 22).
Ann (is widowed & lost most of her family)
Aida (sad, is divorced).
Limited English Speakers:
Maria
Lilia
Essays Only:
Maria
Home Interviews:
Graciela (the 1st interview was conducted in the library and the 2nd interview was conducted in her home).
Elida (my only interview with her was conducted in her home).
Phone Interview:
Pam, c0-teacher of Ann
Co-teacher Participants:
Suzi-Sandi
Guy
Undereducated Learner Participant:
Celina (no high school diploma or GED)
PhD Learner Participant:
Olga
Couple Learner Participants:
Ernesto & Olga
Orlando & (wife)-Wife only came to help w/ a little bit of translation; she is not a student.
Participants Who Got Tearful or Sad:
Celina (lost several family members including her parents at a young age; has a handicapped daughter w/ musical talent but who has no schooling options at the moment due to her age, 22).
Ann (is widowed & lost most of her family)
Aida (sad, is divorced).
Limited English Speakers:
Maria
Lilia
Essays Only:
Maria
Wednesday, December 1, 2010
Wed. 12/1/10 Last interview completed (Sandi, NOR)
My last interview was completed last night. It was with a co-teacher (Sandi) of someone I already interviewed (Suzi). This interview allows me to confirm and validate what I observed in Suzi's class and interview (I did not observe the two of them teaching, however.)
She allayed my concerns about the fact that Suzi arrives late to class. Sandi let me know that she is one who comes early to class and stays afterwards. She herself suffered with rheumatoid arthritis since she was twelve. I think her physical challenges have a way of reaching the students affectively.
She highlighted a few stories about students who come early to class and stay later. It reaffirmed an earlier finding from at least three of the other teachers I interviewed: this is a learner strategy that they have which helps them to overcome the fear of embarrassment from making a mistake in the large group. In fact, she is the one who comes to class early and stays late. The class often goes past 12 and they often stay an additional 15 0r 20 minutes.
She also said that she tries to speak at a slower rate, she repeats infomation, she uses eye contact and she smiles and stays relaxed when she teaches. I was happy to hear this since I noticed that Suzi has a faster rate of speech that was a bit concerning. These are all effective ESL teacher traits.
She also uses the technique that Nancy uses a lot. She starts the class with students asking about word meanings and such, e.g. her "fasting" example.
She and Suzi are now also using children's materials in class (see Janine, Lisa, Ann, Myra, and Jimena).
She allayed my concerns about the fact that Suzi arrives late to class. Sandi let me know that she is one who comes early to class and stays afterwards. She herself suffered with rheumatoid arthritis since she was twelve. I think her physical challenges have a way of reaching the students affectively.
She highlighted a few stories about students who come early to class and stay later. It reaffirmed an earlier finding from at least three of the other teachers I interviewed: this is a learner strategy that they have which helps them to overcome the fear of embarrassment from making a mistake in the large group. In fact, she is the one who comes to class early and stays late. The class often goes past 12 and they often stay an additional 15 0r 20 minutes.
She also said that she tries to speak at a slower rate, she repeats infomation, she uses eye contact and she smiles and stays relaxed when she teaches. I was happy to hear this since I noticed that Suzi has a faster rate of speech that was a bit concerning. These are all effective ESL teacher traits.
She also uses the technique that Nancy uses a lot. She starts the class with students asking about word meanings and such, e.g. her "fasting" example.
She and Suzi are now also using children's materials in class (see Janine, Lisa, Ann, Myra, and Jimena).
Sunday, November 28, 2010
Sun. 11/28/10 Teacher vs. Learner Findings
I will need to delineate "Teacher Perceived Motivations vs. Learner Perceived Motivations."
Also "Teacher Perceived Support Factors" vs. "Learner Perceived Support Factors."
And "Teacher Perceived Barriers vs. Learner Perceived Barriers."
Also there needs to be a section in the Findings on "Knowledge & Skills Sought by Learners," "New Services Recommended by Learners," "Teaching Approaches, Materials, Techniques & Strategies Used by Teachers," and "Sociocultural Factors Recommended by Learners."
Also "Teacher Perceived Support Factors" vs. "Learner Perceived Support Factors."
And "Teacher Perceived Barriers vs. Learner Perceived Barriers."
Also there needs to be a section in the Findings on "Knowledge & Skills Sought by Learners," "New Services Recommended by Learners," "Teaching Approaches, Materials, Techniques & Strategies Used by Teachers," and "Sociocultural Factors Recommended by Learners."
Thursday, November 25, 2010
THurs. 11/25/10 Formal & Nonformal Enrollees
I will probably want to discuss the students who dually enrolled in both nonformal and formal ELL. Mimose, Hector and Carlos are currently dually enrolled. Mimose and Carlos are unemployed and Hector is retired. Some have been previously enrolled in formal education prior to discovering the library's English Cafe: Elida, Orlando, and Aida. One has attended only several English Cafe classes and no other English classes yet she has lived in the U.S. for 25 years. As a mother of a 22 year old Downs Syndrome daughter, this may explain in part why.
Wednesday, November 24, 2010
Wed. 11/24/10 Interview w/Hector (Henrico)--Weston
Hector, age 62, had the best fluency of all the learners I interviewed so far. His wife is Colombian but she lived in the U.S. before and worked in Colombia as an English teacher. Interestingly from the comments he made in our interview, he is a self-directed lifelong learner! He taught me a word: autographia. I thought it meant spelling but when I went home, I went on the Internet and found out that it is one of three self-directed strategies originated by the Hungarian multilinguist, Dr. Kato Lomb.
Lomb died in 2003 at 94 years of age, having mastered 17 languages!
Three of her strategies are given below. Hector knew about them as well because he replied to a question I asked him via email, Tell me what you know about 'autographia.' This is what he wrote:
Autolexia: reading for myself.
Autographia: writing for myself, When I try to write about what I'm thinking about each situation.
Autologia: speaking with myself, Thinking in English and having English conversations with myself.
She also has "10 Suggestions for Language Learning" and "10 No's of Language Learning"
Reference: http://www.lingua.org.uk/lomb.alkire.html Originally published in The International Journal of Foreign Language Teaching (Fall 2005) [not owned by Nova or FAU Libraries].
Her language learning research is "relatively unknown" in the SLA field. The article cited above correlates her strategies to documented strategies, and it can be seen that her work actually lays the foundation for the past 25 years of SLA theory.
Hector responded about what his obstacles are to learning English. He said that he believes it is better not to focus on learning the rules of English so much as learning to listen and develop an ear for English (See Jimena), (lines 465-492). This is in line with the thinking of immersing oneself in all forms of learning a language: informal, formal and nonformal. Also to write about what one is learning, Hector says. Hector epitomizes the ideal Third Age learner because he has the time to dedicate to learning now, and he is consciously aware of his need to incorporate all three forms of learning. He also is an active member of the South FL Astronomers' Association. I witnessed him asking students of the Weston English Cafe to come with him--and one did, I later learned!
Motivation:
An important reason for Hector to come to the E.C. is just to know people (line 552).
Moreover, it became clear to me that most of the participants attending the BCL's English Cafe are quite educated with a minimum of a college degree. This helps explain why so many are over age 50. Therefore, with classes comprised mostly of the young-old or middle-aged, it is appropriate to address their unique learning needs and to discuss andragocial teaching strategies with volunteer teacher and paid staff alike. With increased understanding and awareness of their language learning needs and supports as well as knowledge of their motivations and barriers, administrators and teachers alike will be better prepared and capable of meeting them.
Lomb died in 2003 at 94 years of age, having mastered 17 languages!
Three of her strategies are given below. Hector knew about them as well because he replied to a question I asked him via email, Tell me what you know about 'autographia.' This is what he wrote:
Autolexia: reading for myself.
Autographia: writing for myself, When I try to write about what I'm thinking about each situation.
Autologia: speaking with myself, Thinking in English and having English conversations with myself.
She also has "10 Suggestions for Language Learning" and "10 No's of Language Learning"
Reference: http://www.lingua.org.uk/lomb.alkire.html Originally published in The International Journal of Foreign Language Teaching (Fall 2005) [not owned by Nova or FAU Libraries].
Her language learning research is "relatively unknown" in the SLA field. The article cited above correlates her strategies to documented strategies, and it can be seen that her work actually lays the foundation for the past 25 years of SLA theory.
Hector responded about what his obstacles are to learning English. He said that he believes it is better not to focus on learning the rules of English so much as learning to listen and develop an ear for English (See Jimena), (lines 465-492). This is in line with the thinking of immersing oneself in all forms of learning a language: informal, formal and nonformal. Also to write about what one is learning, Hector says. Hector epitomizes the ideal Third Age learner because he has the time to dedicate to learning now, and he is consciously aware of his need to incorporate all three forms of learning. He also is an active member of the South FL Astronomers' Association. I witnessed him asking students of the Weston English Cafe to come with him--and one did, I later learned!
Motivation:
An important reason for Hector to come to the E.C. is just to know people (line 552).
Moreover, it became clear to me that most of the participants attending the BCL's English Cafe are quite educated with a minimum of a college degree. This helps explain why so many are over age 50. Therefore, with classes comprised mostly of the young-old or middle-aged, it is appropriate to address their unique learning needs and to discuss andragocial teaching strategies with volunteer teacher and paid staff alike. With increased understanding and awareness of their language learning needs and supports as well as knowledge of their motivations and barriers, administrators and teachers alike will be better prepared and capable of meeting them.
Friday, November 19, 2010
Fri. 11/19/10 Interview over phone w/ Pam (SWR)
The phone interview was conducted using GoogleTalk and my digital recorder. (I debated about using an online phone recording company but realized that is wasn't necessary.) It went well except for when the reception got poor midway through. I called Pam back and things cleared up from there.
My interview with Pam was an overall terrific confirmation of my interview & observations of Ann on 11/1 and 11/15. I need to mention here that I should have asked Lydia her age when I was there. She heard my introduction and did not initially volunteer. Pam is not sure if she is older than 67 (Pam's age) or not, but she said that she will call her and suggest she talk with me. Her English is quite proficient and she has been in the class for three years.
This interview with Pam is giving me the idea that I should interview Sandy now, Suzi's cohort at NOR. I want to plan that for the first week in Dec.
Background on Pam:
She has taught since 2005 or 2006. She has been a widow for a couple of years. She is 67 and has 35 years teaching mostly high school English. She is one of Ann Kearny's assistants (Ann has 4 or so of them: Lydia [proficient English speaker now/3 yr. ELL student of the E.C., Mary Lou (hospitality); Pat (small group helper), and Pam (English grammarian)].
My interview with Pam was an overall terrific confirmation of my interview & observations of Ann on 11/1 and 11/15. I need to mention here that I should have asked Lydia her age when I was there. She heard my introduction and did not initially volunteer. Pam is not sure if she is older than 67 (Pam's age) or not, but she said that she will call her and suggest she talk with me. Her English is quite proficient and she has been in the class for three years.
This interview with Pam is giving me the idea that I should interview Sandy now, Suzi's cohort at NOR. I want to plan that for the first week in Dec.
Background on Pam:
She has taught since 2005 or 2006. She has been a widow for a couple of years. She is 67 and has 35 years teaching mostly high school English. She is one of Ann Kearny's assistants (Ann has 4 or so of them: Lydia [proficient English speaker now/3 yr. ELL student of the E.C., Mary Lou (hospitality); Pat (small group helper), and Pam (English grammarian)].
Tuesday, November 16, 2010
RE: Visit on Mon. 11/15/10 to Ann K's class @ SWR
I met two more of Ann's assistants, Pam and Mary Lou. Mary Lou helps with new student registration and putting out the snacks at breaktime. Pam is a retired high school English teacher who helps in the small group discussions. She also helps with recruiting learners for the Florida Literacy Coalition's Adult Learner Essay contest. She told me that last year, her students entered but her name was not listed as is was in the past in the booklet...
Ann invited me back to their Christmas potluck party on Dec. 13.
Follow up and ask Pam why...I sent her an email on Tues. 11/16 asking her to describe the adult literacy contest (with ipod prize, according to Ann) as well as the Dominoes social group.
I emailed her on Wed. 11/17 and no response yet. I will call her this morning.
Ann invited me back to their Christmas potluck party on Dec. 13.
Follow up and ask Pam why...I sent her an email on Tues. 11/16 asking her to describe the adult literacy contest (with ipod prize, according to Ann) as well as the Dominoes social group.
I emailed her on Wed. 11/17 and no response yet. I will call her this morning.
Subscribe to:
Posts (Atom)