| Author |
Title |
Publishing
Information |
Abstract |
| Action
Research Group on Learning Disabilities |
If
only I could--read, write, spell: identifying and helping adults who find
learning difficult in Seeds of Innovation |
Tennessee Literacy Resource Center, Knoxville, TN, Fall 1994 |
If
Only I Could" is the result of an action research poject undertaken
by seven Tennessee adult basic education practitioners. It addresses issues
of assessment and instructional strategies, and includes an annotated
bibliography of materials helpful to teachers of students with learning
disabilities. |
Adkins,
M.A. Sample, B.
Birman, D. |
Mental
Health and the Adult Refugee: The Role of the ESL Teacher |
www.ericacve.org
ERIC Number 439625 |
This
article focuses on how teachers can help adult refugees and immigrant
learners make significant progress in adjusting to a new life in an unfamiliar
culture. It discusses the qualities of mental health, stresses faced by
refugees, and three things that teachers can do to help their students
adjust. |
Agger,
I.
Bille, M. |
The
Blue Room: Trauma & Testimony Among Refugee Women, a Psycho-Social
Exploration |
NJ,
Zed Books, 1992. |
A
collection of narrative accounts and insightful analyses of refugee women's
experiences. |
| Auerbach,
E. |
Creating
Participatory Learning Communities: Paradoxes and Possibilities in the
Sociopolitics of English Language Teaching |
Clevedon,
England: Multilingual Matters, 2000 |
A
guide to participatory curriculum development based on adult education
theory and Paolo Freire's approach to education for conscientization and
action. It includes a chapter on the principles and research that inform
this approach drawn from adult development and adult learning theories. |
| Bigelow,
Bill//Peterson, Bob eds. |
Rethinking
Columbus: The Next 500 Years |
Rethinking
Schools, Limited, Milwaukee, WI, 1998 |
Why
rethink Christopher Columbus? Because the Columbus story is a foundation
for people's beliefs about society. Columbus is often a child's first
lesson about encounters between different cultures and races. The legend
tells us whose version of history to accept and whose to ignore. Most
history books tell the story of Columbus from one point of view. The MA
ABE Social Studies Framework encourages us to help learners understand
historical perspective and multiple viewpoints. This book includes more
than 90 essays, poems, interviews, historical vignettes, and lesson plans
re-evaluate the myth of Columbus and issues of indigenous rights. |
| Bledsoe,
L.J. |
Working
Parts: A Novel |
Emeryville,
CA: Seal Press, distributed by Publishers Group West, 1997 |
From
Amazon.com "Working Parts examines the life of a smart, funny, accomplished
woman who finally faces the hard truth that, at the age of 27, she cannot
read. Lori Taylor makes a pact with her best friend, fellow bike mechanic
Miguel, that she will learn to read if he, a virgin, learns to kiss. This
book follows these best buddies, a lesbian and a straight man, as they
confront then try to overcome their secret shames. Lucy Jane Bledsoe creates
believable, lovable, well-rounded characters while examining important
social issues of literacy, race, age, class, physical appearance, and
bicycle maintenance." |
| Bley,
N, Thornton, C. |
Teaching
Mathematics to the Learning Disabled |
Pro-ED,Austin,
Texas, 1995
www.proEdinc.com - $39.00 |
This
book presents a brief overview of learning disabilities and their effect
on learning elementary through junior-high math. It focuses on general
techniques that can aid the planning and implementation of mathematics
instruction. It also deals with specific areas of mathematical instruction
and looks at new curricula content and ways of helping LE students cope
with them. |
| Christensen,
L. |
Reading,
Writing, and Rising Up: Teaching About Social Justice and the Written
Word |
Milwaukee,
WI: Rethinking Schools, 2000 |
This
book presents examples of thematic units that address issues of equity
while promoting literacy development. It is written for a high school
context, but is relevant for adult education as well. |
|
Christison,
Mary Ann; Kennedy, Deborah
|
Multiple
Intelligences: Theory and Practice in Adult ESL
|
|
This
article underlines the basic tenets of Multiple Intelligence (MI) Theory
and describes how it has been applied in teaching ESOL to adults. MI
Theory broadens the traditional view of intelligence. MI Theory maintains
that all humans have at least eight different intelligences that represent
a variety of ways to learn and demonstrate understanding. Teachers who
use MI to inform their curriculum development find that they gain a
deeper understanding of their students' learning preferences and a great
appreciation of their strengths, which generally results in higher levels
of student engagement.
|
| Fadiman,
Anne |
The
spirit catches you and you fall down: a Hmong child, her American doctors,
and the collision of two cultures |
Noonday
Press, New York, NY, 1998 |
This
is the story of three-month-old Lia Lee and her family as they experience
the cultural values around health and health care. Lia's parents, Foua
and Nao Kao, were part of a large Hmong community in Merced, refugees
from the CIA-run "Quiet War" in Laos. The Hmong, traditionally
a close-knit and fiercely independent people, have been less amenable
to assimilation than most immigrants, adhering steadfastly to the rituals
and beliefs of their ancestors. Lia's pediatricians, Neil Ernst and his
wife, Peggy Philp, cleaved just as strongly to another tradition: that
of Western medicine. When Lia Lee entered the American medical system,
diagnosed as an epileptic, her story became a tragic case history of cultural
miscommunication. |
| Guy,
T. (ed) |
Providing
Culturally Relevant Adult Education: A challenge for the Twenty-First
Century |
Jossey-Bass,
1999 |
This
edited collection provides insightful commentary on culturally relevant
education and how it can be constructed within adult education settings
in general and with African American, Hispanic, Navajo students in particular.
|
| Heath,
S. B. |
Ways
with words: language, life, and work in communities and classrooms |
Cambridge
University Press, Cambridge, NY, 1983 |
Language
is power. Heath, a reflective practitioner of both human nature and schooling,
provides an in-depth view of communities which epitomize the struggle
for such power. In her ethnographic study of Trackton and Roadville, Heath
lays bare the socializing process of children through words. The discontinuity
between home and school is disturbing; a realization that students who
do not fit the traditional way of schooling are left behind. Clearly illustrated
is the need for teachers and students to bridge the gap which exists in
relation to both language and culture, for without this effort some students
will never acquire the power needed to take control of their education
or pursue opportunities from which they have previously been excluded. |
| Horsman,
Jennifer |
Something
in my mind besides the everyday: women and literacy |
Women's
Press, Toronto, 1990 |
The
author of this 238-page study set out to challenge the myths of illiteracy
by listening to women's accounts of their own lives. She interviewed 23
women participating in literacy and training programs and workers in these
programs in rural Nova Scotia. She examines some of the myths about illiteracy
such as literacy will automatically improve lives; "illiterates"
can't think abstractly or use logic; and women are to blame for their
own illiteracy. She identifies social structures that support the myths
of illiteracy. The author makes a powerful case for valuing these womens'
experiences and recognizing that many left school for complex reasons
rather than lack of motivation. |
| Isserlis,
Janet |
Trauma
and the Adult English Language Learner |
www.ericacve.org
ERIC Number 444397
Also at:
www.cal.org/ncle/DIGESTS/
trauma2..htm |
This
article describes trauma and abuse in immigrant communities, discusses
the effects of trauma on learning, and suggests ways in which practitioners
can modify their practice to facilitate learning among victims of trauma
and violence. It includes a bulleted list of implications for practice. |
| Journal,
One Issue |
Issue
Topic: Accountability and Learner Assessment |
Field Notes
v10, n3
Online:
www.sabes.org/resources/
fieldnotes/vol10/fn103.htm
|
This
issue contains a dozen articles ranging from statewide issues of creating
an accountability system in Massachusetts to assessment with learning
disabled learners. It also includes information about Equipped for the
Future's take on assessment as well as resources on standardized tests
which are used in ABE. |
| Journal,
One Issue |
Issue
Topic: Approaches to Teaching Immigrant Women |
TESOL
Quarterly, Autumn 1999
v33, n3 |
This
special issue on Critical Approaches to TESOL includes numerous articles
related to pedagogical approaches to teaching immigrant women. |
| Journal,
One Issue |
Issue
Topic: Is Your Program Safe? |
Field
Notes, Winter 2000
v9, n3
www.sabes.org/resources/
brightideas/vol9/bi93.htm |
This
entire number is devoted to issues relating to, and challenges facing,
gays and lesbians, with special emphasis on learners' and teachers' actual
stories. Also contains glossary, teaching ideas, and additional resources. |
| Journal:
All Issues |
ANNALS
of Dyslexia: An Interdisciplinary Journal of the International Dyslexia
Assoc. |
Chester
Bldg, Suite 382, 8600 LaSalle Road, Baltimore, MD 21204 |
The
Annals is an annual journal offering a wide range of articles/studies
on primarily language disabilities: etiology, instructionally focused
research, analyses, experimental approaches, and remediations. |
| Lavoie,
R. |
VIDEO:
How Difficult Can This Be? The F.A.T. City Workshop |
www.ldonline.org/ld_store/
lavoie_fatcity.html
|
This
remarkable video covers a workshop led by Richard Lavoie in which a group
of parents, educators, psychologists, and children actually experience
what it's like to have a learning disability. By dramatizing the LD child's
classroom experience so vividly, Lavoie lets us experience what many adult
learners have experienced. At the end of the workshop, participants discuss
strategies for working more effectively with learning disabled students.
|
| Lee,
Eni, Menkart, Deborah, Okazawa-Rey, Margo |
Beyond
heroes and holidays: a practical guide to K-12 anti-racist, multicultural
education and staff development |
Network
of Educators on the Americas, Washington, DC, 1998 |
This
book functions as a interdisciplinary guide for teachers, administrators,
students and parents. It offers lessons and readings developed by teachers
that show how to analyze the roots of racism, investigate the impact of
racism on all our lives, our families and our communities, examine the
relationship between racism and other forms of oppression such as sexism,
classism and heterosexism, and learn to work to dismantle racism in our
schools, communities and wider society. |
| Lee,
Enid, Menkart, Deborah, Okazawa-Rey, Margo |
Beyond
heroes and holidays: a practical guide to K-12 anti-racist, multicultural
education and staff development |
Network
of Educators on the Americas, Washington, DC, 1998 |
This
book functions as a interdisciplinary guide for teachers, administrators,
students and parents. It offers lessons and readings developed by teachers
that show how to analyze the roots of racism, investigate the impact of
racism on all our lives, our families and our communities, examine the
relationship between racism and other forms of oppression such as sexism,
classism and heterosexism, and learn to work to dismantle racism in our
schools, communities and wider society. |
| Leonelli,
E. |
The
ABE Math Standards Project |
Malden,
MA (MassDOE), Massachusetts ABE Math Team, 1994
Call 781-338-3833 for possible copy. |
"Main
funding came as an award from The National Institute for Literacy Grant
Program to Holyoke Community College in collaboration with SABES and The
Massachusetts Department of Education." Vol. 1. The Massachusetts
adult basic education math standards -- Vol. 2. Implementing the Massachusetts
adult basic education math standards: our research stories. |
| Martin,
R |
Other
Colors: Stories of Women Immigrants |
Schreiber,
Tatiana: Radio Project, 1994
Other Colors Project, P.O. Box 4190
Albuquerque, NM 87196.
Call 505-265-3405
|
Includes
two audiocassettes and a teacher's guide. The cassettes have excerpts
from interviews of women immigrants from a variety of countries. The first
cassette has two parts, "No Time for Home" and "Here, Everything
is Different." The second cassette includes discussions of domestic
violence; mothers and daughters; employment; lesbian immigrants; and race,
color and identity. The teacher's guide includes suggestions for activities
to use before, during, and after listening to the tapes. The activities
are writing and processing exercises that provoke thoughtful discussion
and can be adapted to ESOL and ABE. The Teacher's Guide includes sections
on Facilitating Rich Discussions, and Notes on the Uses of Writing, as
well as suggested readings. |
| Martin,
Rachel |
Listening
up: reinventing ourselves as teachers and students |
Boynton/Cook
Publishers-Heinemann, Portsmith, NH, 2001 |
Through
her own compelling example, Martin demonstrates the power of a sustained
dialogue between critical theory and classroom and community practice.
She advocates for a pedagogy that places teachers in a more genuine position
of colearner as together with students, they question the meanings they
make. Later chapters highlight the practical implications that notions
of multiple voices and identities have for the teaching of writing and
the questions they raise about the teaching of reading. The author also
describes community publishing projects. Poor and working-class people
are too seldom able to have their written visions and strategies distributed,
to become part of the way the world is described and possibilities for
change are widely considered. Martin argues that community publishing
does that, as it also links self-definition to self-determination. |
| McIntosh,
P. |
McIntosh
White Privilege Questionnaire |
Download
from:
http://hosting.uaa.edu/afewv/
Race_relations/white
_privilege.htm
|
Same
as above. |
| McIntosh,
P. |
White
Privilege and Male Privilege: A Personal Account of coming to See Correspondences
through Work in Women's Studies |
Any information
on full copy publication?
Shorter
version at:
http://nunic.nu.edu/~mnatera/
assign3.html
|
Peggy
Macintosh, an Anglo American sociologist, says that white people carry
around an "invisible knapsack" of privileges. She is referring
to the way that society is organized so that white people receive privileges
of which they are usually unaware. For example, white students usually
do not have to be concerned that they will be the only one from their
racial background in the classroom. Whites seeking rental property do
not have to fear that they will be turned away because of their race.
Generate a list of invisible privileges that whites have in U.S. society. |
| Nieto,
Sonia |
Affirming
diversity : the sociopolitical context of multicultural education |
Longman
Publishers USA, Whiteplains NY |
Affirming
Diversity is a comprehensive presentation of the multicultural paradigm.
Sonia Nieto's holistic perspective holds that social and political realities,
school curricula and practices, and the multiple cultures of students
and their communities must be understood in tandem. In her view, multicultural
education entails a thorough pedagogical and structural reformation of
schooling, including a serious rethinking of tracking and testing, textbooks
and narrow curricula, and lack of student participation in their own learning.
Affirming Diversity is makes a good case for a democratic education that
"takes students seriously, uses their experiences as a basis for
further learning, and helps them develop into critical and empowered citizens."
|
| Nonesuch,
K. |
Making
Connections: Literacy and EAL Curriculum from a Feminist Perspective |
Toronto,
Canadian Congress for Learning Opportunities for Women (CCLOW), 1996
www.nald.ca/province/bc/lbc
/pub/bulletin/spring98/
page20.htm
|
Making
Connections, a clear and practical guide for addressing issues of women
learners, was created by a diverse group of Canadian women in literacy,
EAL/ESL and women's learning. As the Introduction explains, a feminist
curriculum "does not tell women what tothink, how to live or what
to do, " but instead, makes space for women's experience and invites
learners "to make connections between their lives and the lives of
others, and to think about issues of invisibility and power." These
materials are not for women-only groups. Except for specific topics (e.g.
Choosing Safer Sex), they are meant to be used with mixed groups of women
and men or in one-to-one work. Chapter themes include: Daily Lives, Self
Esteem and Literacy, Cultural Awareness, and Gender Roles. |
| Schwarz,
Robin; Burt, Miriam |
ESL
Instruction for Learning Disabled Adults |
www.ericacve.org
ERIC 379966
|
This
article discusses identification of LD in the ESL population, issues around
assessment of LD and the use of standardized tests with non- English speakers,
as well as instructional methods and materials. |
| Sleeter,
C. |
"Diversity
vs. White Privilege" |
Rethinking
Schools, Winter 2000
v15, n2, Winter 2000
www.rethinkingschools.org/
Archives/15_02/Int152.htm |
This
article is an interview with Christine Sleeter, a professor at California
State University and co-editor of Multicultural Education, Critical Pedagogy,
and the Politics of Pedagogy. Ms Sleeter explains why multiculturalism
at its core is a struggle against racism, and must go beyond an appreciation
of diversity. Very accessible piece. |
| Smoke,
T. (ed) |
Adult
ESL: Politics, Pedagogy and Participation in Classroom and Community Programs |
Mahwaw,
NJ: L. Erlbaum Associates, 1998 |
This
book presents a range of models for drawing on learners' strengths in
teaching adult ESL. |
| Takaki,
R. |
A
Different Mirror: A History of Multicultural America |
Boston:
Little, Brown, 1994 |
This
book chronicles US history through the experiences of immigrants and minorities
and challenges readers to expand our conception of what it means to be
American. |
| Vella,
J. K. |
Taking
Learning to Task: Creative Strategies for Teaching Adults |
Jossey-Bass,
San Fransisco, CA, 2000 |
Jane
Vella writes with one basic assumption: that learning is most effective
when teachers involve their students in the learning process. In Taking
Learning to Task, Vella shifts the spotlight from teaching tasks to learning
tasks. Unlike traditional teaching methods, learning tasks are open questions
leading to open dialogue between teacher and learner. To illustrate this
unique approach, Vella provides seven steps to planning learning-centered
courses, four types of learning tasks, a checklist of principles and practices,
critical questions for instructional design, key components for evaluation,
and other tools. She also shares real-world examples of successful learning
programs, including online and distance-learning courses. Taking Learning
to Task is a hands-on, practical guide to designing effective learning
tasks for diverse learners and diverse content. |
| Vella,
J. K. |
Training
through Dialogue:Promoting Effective Learning and Change with Adults |
Jossey-Bass,
San Fransisco, CA, 1995 |
"Training
Through Dialogue" applies the principles of adult learning to the
tasks of designing and implementing educational programs. She draws on
the field of popular education, in which learners are essentially partners.
Through numerous examples in a variety of settings, Vella illustrates
the effectiveness of her train-the-trainer program: in Chile with community
health educators, in rural Arkansas with small business developers, in
New England with trainers from diverse nonprofit organizations etc. Each
chapter ends with a summary that invites critique and suggestions and
presents indicators of changed behavior from individuals who took part
in that particular program. |
| Warschauer,
M. |
Electronic
Literacies: Language, Culture, and Power in Online Education |
Mahwaw,
NJ: L. Erlbaum, 1999 |
A
study of the challenges and contradictions that arise as culturally and
linguistically diverse learners engage in new language and literacy practices
which use technology, particularly the internet. This book is one of the
first to present research on the role of the internet and other technologies
in the development of language and literacy, and considers how the nature
of reading and writing is changing and how those changes are being addressed
in the classroom. It's based on a 2 year ethnographic study of the uses
of the Net in four language and writing classrooms. Includes data from
interviews with students and teachers, classroom observations, and analysis
of student's texts. |
| Website |
Color-Lines |
www.colorlines.com |
"The
nation's leading magazine on race, culture, and organizing." |
| Website |
Racial
Intervention Story Exchange |
http://rise.pdx.edu |
This
Web repository is a place where students, teachers, employees, managers,
and other concerned people can exchange stories of the ways in which they
have intervened across racial lines. This repository contains encouraging
and cautioning stories from other ordinary people, of all ethnicities,
that describe what they saw, how they responded, and what resulted. |
| Website |
The
Whole World Was Watching |
www.stg.brown.edu/projects/
1968/ |
This
website is a wonderful example of a project based learning activity which
integrates technology. It's a joint project between South Kingstown High
School and Brown University's Scholarly Technology Group. The resource
contains transcripts, audio recordings, and edited stories of a series
of interviews conducted in the spring of 1998. Members of the Sophomore
Class at SKHS interviewed Rhode Islanders about their recollections of
the year 1968. Their stories, which include references to the Vietnam
War, the struggle for Civil Rights, the Assassinations of Martin Luther
King and Robert Kennedy as well as many more personal memories are a living
history of one of the most tumultuous years in United States history.
The project includes a glossary, timeline, and bibliography of references
for 1968 and the period in which it is embedded. |
| Website |
VALUE
(Voice for Adult Literacy United for Education) |
http://literacynet.org/value/
index.html |
This
is the website for the national group called VALUE, a non-profit organization
whose members consist of adult learners, adult learner organizations,
other individuals who support learner leadership, non-profit adult education
organizations, other kinds of non-profits, and corporations. VALUE’s
mission is to help adult learners become effective leaders in their education
programs. From that experience, learners can then apply their leadership
skills in their communities, workplaces, and families. They encourage
adult learners to have a voice and participate in their programs and communities
through: recruitment of new learners into adult education programs, retention
of learners in programs by providing support so learners don’t drop
out. The website provides information not only about the organization
but also a newsletter, sections on learners as writers and as advocates,
as well as resources for learners and practitioners interested in developing
learner leadership skills. |
| Weinstein,
Gail |
Learners'
Lives as Curriculum: Six Journeys to Immigrant Literacy |
Delta Systems,
McHenry, IL, 1999
For ordering
information:
www.delta-systems.com/
|
This
book outlines a model for creating curricula that are truly based on the
lives of the learners. It explains how to use directed listening to elicit
a learner-generated text, and then how to transform the text into lessons
and eventually thematic units. Teachers who used the method to develop
curricula in this way describe six examples of the process. |
| Zinn,
Howard |
A
people's history of the United States |
NY:
Harper Perennial, 1990 |
"...A
moving history of the american people from the point of view of those
who have been exploited politically and economically and whose plight
has been largely omitted from most histories. |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
All
additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
