SPECIALISTS AND LIBRARIANS: OFFERING YOU THE BEST

By Elaine-Kirn Rubin and Arthur Rubin

Resource specialists, materials coordinators and librarians have opportunities to acquire a thorough knowledge of, and when called upon, to recommend to those who need them, the best language education materials out there. They usually are fully aware of—or are equipped to find out—about the most valuable content, whether in print, audio, visual, or online form. And their breadth of knowledge enables them to organize, prioritize, and communicate useful information and ideas.

Are you, the teacher, seeking information about American history, geography, government, current events, psychology, math, the sciences, technology, or any other field of study? If so, would it help if the material was simplified or made more accessible to English-language learners, new readers, or members of the aging population? Of course, the answer is YES.  Do you, the student or prospective student, need to learn how to learn, to become a U.S. citizen, to get and keep a job in a changing international economy, to think critically, parent effectively, simply improve your day-to-day life? Again, the answer is virtually certain to be yes.  

SPECIALISTS AND LIBRARIANS CAN HELP WITH ALL THAT. 

ADULT EDUCATION – WHO, WHY, WHERE, WHAT

By Arthur Rubin

Adults and those approaching adulthood can have a wide variety of  reasons for studying ESL. Both native and non-native speakers may want to complete their GED (the high school equivalency exam); to get a job or advance in their careers; to tutor or help their children at home; or simply to improve their minds and/or day-to-day lives. 

These people can undertake their studies in a variety of different settings: college extensions, career training or lifelong learning centers, public libraries, or other nonprofit venues. They can participate in “distance learning” (e.g. online courses), or pick up what they need independently from multiple sources.  They can study on their own, with a tutor or family member, in a "learning group," or in a structured classroom with a set curriculum.

Regarding the specific content of such instruction, native and non-native speakers may need or desire additional training in the four primary language skills: listening, speaking, reading and writing.  Some focus on the clarity/and or accuracy of their accents. Almost everyone can benefit from – and enjoy - an update in grammar and vocabulary, and in their communication skills in general.

The conventional wisdom is that when it comes to language learning, children have a significant advantage over their elders. The latter, however, do have a number of things going for them. These include: vastly greater experience, a practical and goal-oriented mindset, and gratitude for the opportunity to learn.

CHALLENGES OLD AND NEW, FOR COORDINATORS AND ADMINISTRATORS

By Arthur Rubin

Wherever offered – in public or private secondary schools, community colleges or 4-year institutions -- most English language programs have always required the participation of coordinators or administrators. Now that funding for language education is in the process of being reduced, these people’s chief focus has become to keep school doors open—not only by retaining students currently enrolled but by recruiting new ones via program promotion. So even coordinators or administrators without any prior marketing experience may feel obligated - or perhaps even eager—to develop an attractive image for their program; a “presence” in the “language-education marketplace.” To do so, they work to build and maintain contacts throughout the neighborhood, community and even the world. They strive to provide useful information and assistance to prospective students, to advertise in ways that are both truthful and motivating in the hope of generating a positive response.

Of course, the implication here is NOT that the traditional administrative functions of coordinators and administrators are going to disappear any time soon. On the contrary, these officials will continue to hire, train, supervise and evaluate instructional staff. (Some will even continue teaching a course or two.) It will remain their responsibility to establish, oversee and/or direct curriculum and methodologies, effect changes that are necessary to keep up with the times, fulfill national, state and local requirements; in short, to meet the needs of their student “clients.” And they will remain responsible for student support services, which encompass mentoring, problem-solving and others kinds of assistance.

America’s Newest Immigrants: Who Are They? Where Are They?

By Lesli Maxwell on November 18, 2011

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In this recent piece, Education reporter Lesli Maxwell draws attention to some interesting shifts in immigration patterns. A report released by the U.S. Census Bureau shows that increasing numbers of immigrants are appearing in states other than the traditional gateway ones, and fewer are from Mexico, Latin America and the Caribbean. These numbers have important implications for K-12 schools.

Read the article here:

http://blogs.edweek.org/edweek/learning-the-language/2011/11/newest_immigrants_to_us_who_ar.html

VARIED APPROACHES TO EDUCATING “SPECIAL NEEDS” AND “AT-RISK CHILDREN

By Arthur Rubin

Children with special needs, often also referred to as educationally challenged, are, unfortunately, all too often defined by what they cannot do. Such children may suffer from developmental or learning disabilities, physical limitations, medical problems, communication difficulties and/or behavioral issues. Then there are “at-risk” students who may drop out of school because they are not performing well. Although not disabled, they are often instructed along with “special-needs kids,” which may or may not be to either group’s advantage.

Special education can be defined as “the teaching of students with special needs in a way that addresses their individual difficulties and differences.” Special education includes educational services such as differentiated teaching methodologies, use of custom-designed technology, an adapted learning area and/or a resource room staffed by specialists. Attempts may be made to meet learners’ needs in “mainstream classes” (the “inclusion” model”), in “pull-out groups” for part of the school day or week, or in separate classes or schools.

Some of the modifications typically offered to special-needs and/or at-risk students are the omission of certain subjects or units deemed too difficult or unnecessary; simplified reading material written at a lower proficiency level; briefer assignments and tests, and/or extended time limits for completing tests; the ready availability of aids such as word lists, hints, dictionaries and answer keys. Other adaptations: physical accommodations; multi-media presentations (e.g., in aural or physical, as well as in visual and printed form); creative use of media (recording, CDs/DVDs, computer features, animation, TV, etc.); opportunities for learners to “perform” in various modes (e.g. by gesturing, “dictating,” typing, or whatever works) and the like.

I believe that many special needs and at-risk youth need just a little extra. This means that fresh thought must be given to new classroom materials and techniques, as well as to new forms of teacher training.

English Language Proficiency and Today’s Workplace

By Arthur Rubin

 People are more than ever focused on how to navigate today’s tortuous economy. In an increasingly English-speaking world, command of that language is critical to everyone in the workplace. Linguistic proficiency is advantageous for getting and keeping a good job, for career advancement, for enjoying work and simply keeping up with day-day-to-day life.  

Vocational education is non-academic in orientation; its purpose is to prepare trainees for manual and technical jobs. Language proficiency plays an important role here: the skills learned via voc ed are more easily acquired by students working to improve their oral and written language skills (VESL, or Vocational English as a Second Language).

Then there is language training designed to help people fulfill academic and career goals, often referred to as English for Special Purposes. This can be used for career development, job search preparation, starting or growing a business, customer relations, sales skills, functioning in teams, presentation anxiety, dealing with stress, “thriving vs. surviving” in the workplace and other relevant topics. Moreover, such language training can focus on specific industries: healthcare, finance, law, psychology, social work and others.

To conclude: whatever their ultimate goals, young people desiring secure and satisfying careers can benefit from the acquisition and/or improvement of English language skills.

SELF-STUDY AND HOME SCHOOLING

By Elaine-Kirn Rubin and Arthur Rubin

There are many adults and near-adults who choose to learn a language on their own rather than in the classroom.  There are a variety of reasons for this, among them: a shortage of appropriate, cost-effective language courses, available or accessible at convenient locations and/or times; a lack of transportation; a distaste for “one-size-fits-all” lesson plans, pacing, assessment instruments, or other traditional features of formal education. Furthermore, many find teacher-centered or collaborative-learning classroom styles constricting, or don’t want to bother acquiring academic credits or certificates of completion.

Whatever the rationale, it is indisputable that there many out there who want to “learn it themselves.” And with the right tools, such students can remain motivated, follow through and get the most out of their own custom-designed (but flexible and fun) courses of study.

In addition, more and more parents are arranging to “homeschool” their children.  Also referred to as “home-based learning,” homeschooling can best be defined as an education provided by parents or tutors to children who, for whatever reason, cannot attend or do not thrive in the formal setting of an educational institution. Some families even choose “unschooling,” based on educational philosophies and practices that allow youngsters to learn in more “natural” ways than those usually provided by standardized school curricula and requirements

Common to each of these scenarios: language acquisition and improvement, good listening and speaking skills, are critical to any student’s educational progress and success.

THE “FAMOUS PEOPLE PORTRAIT GRID” – A COST-EFFECTIVE EDUCATIONAL TOOL

By Arthur Rubin

Authors & Editors offers a wide array of low-cost but highly effective visual and/or print materials. I’d like to dwell at length on one such tool - our “Famous People Portrait Grid.” It’s amazing the number of uses to which this item can be put.    

On one side of the “Famous People Portrait Grid” can be found the faces of 16 public figures (for example, Bill Cosby, Indira Gandhi, Bill Gates, Mohammed Ali); on the other, their names. The teacher can use these names to improve pronunciation of syllable-stress patterns in words, as well as in memory improvement exercises which can help with building vocabulary.  One memory and name pronunciation game involves using copies of the “Famous People Portrait Grid” without printed names. Each participant tries to give the names of 1, 2 or 3 public figures in order – from left to right and from top to bottom. The participant who correctly pronounces the name of the figure depicted in the last grid wins the game.   

Another way to utilize the portraits involves categories or classifications. The idea behind this is to develop organizational and outlining skills. The 16 figures from the “Famous People Portrait Grid” are printed on cards and the teacher encourages students to classify them (the most obvious classifications would be 4 athletes, 4 businesspeople, 4 entertainers and 4 political leaders). The cards are shuffled and distributed to the participants, who then divide up into groups of 4. Each group explains to those in the other groups why the people pictured in the cards they hold qualify to be in that category.

In addition, there is “Concentration,” a game in which group members spread out on a table shuffled decks, each comprised of 16 cards. The purpose of the game is to make the most “matches” – that is to say, pairs of cards with famous people in the same category. Furthermore, players are called upon to turn 2 cards up and then name the public figures, and describe what they do. Players who succeed in making a match get to keep the cards and are entitled to another turn. If they fail to make a match, the cards are again turned face down and another participant takes his or her turn.

The next learning activity idea involves describing people. Here the focus is on grammar – simple present statements, questions and answers, the verb TO BE and adjectives. Using the “Famous People Portrait Grid,” participants will, without identifying the famous person by name, describe his or personal appearance. The player continues with the description until someone else is able to name the famous person. Conversely, the teacher can have participants employ negative statements (“This person isn’t wearing glasses,” “She isn’t smiling”) to describe the public figures, while the other players try to identify them using the process of elimination.

These are only a few of the strategies we at Authors & Editors can suggest regarding the use of the “Famous People Portrait Grid” in the ESL classroom. There are doubtless very resourceful teachers out there who can come up with many more.

In this piece, Sparks herself unwittingly presents a partial rebuttal to the views she apparently shares with Calarco. She reports the findings of a study conducted by an neuroscience expert that suggest that joint training in cognitive techniques for at-risk children and their parents can help improve the former’s “attention, nonverbal IQ scores, associative memory and receptive language skills.”

Please read the full article: http://blogs.edweek.org/edweek/inside-school-research/2011/12/neuroscience_education_award_w.html