| Author |
Title |
Publishing
Information |
Abstract |
Adkins,
M.A. Sample, B.
Birman, D. |
Mental
Health and the Adult Refugee: The Role of the ESL Teacher |
www.ericacve.org
ERIC 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. |
Bigelow,
B.
Peterson, B. 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." |
| Daloz,
L. A. |
Effective
teaching and mentoring |
Jossey-Bass,
San Fransisco, CA, 1986 |
The
primary purpose of "Effective Teaching and Mentoring" is to
offere new perspectives for understanding adult learners and to suggest
in concrete, practical ways based on current developmental theory how
we can work more effectively to improve the quality of their educational
experience. Chapters include: "Three Useful Maps of How Adults Change
& Develop," "The Unsettling First Steps of and Educational
Journey," and "How Learning Changes the Learner" |
| Daloz,
L.A. |
Mentor:
Guiding the Journey of Adult Learners |
Jossey-Bass,
1999 |
Drawing
on the myth of Mentor as companion and advisor to Odysseus, preeminent
educational mentoring expert Laurent A. Daloz uses the metaphor of the
mythic journey as a way of making sense of life's changes. He looks closely
at what good teachers and mentors actually do, and inspires post-secondary
educators to think of their work in fresh new ways. |
| Fadiman,
A. |
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. |
| 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,
J. |
Drawing
the Line Kit |
Online:
www.nald.ca/Province/Sask/SLN/
Resource/newords/drawline.htm |
Saskatchewan
Literacy Network developed the Saskatchewan Level 2 Drawing the Line Kit
to provide literacy workers with the information they need about violence
and learning, and drawing the line between tutoring and counseling. The
kit is based on the research, experience, and writings of Dr. Jenny Horsman,.
Highlights of the Drawing the Line Kit include: Naming the presence of
violence, Balancing needs and respecting boundaries, Bringing the whole
person to learning and Taking safety seriously. See also her website:
Http://www.JennyHorsman.com |
| 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,
J. |
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: Is Your Program Safe? |
Field
Notes, Winter 2000
v9, n3
www.sabes.org/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. |
| 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,
E.
Menkart, D.|
Okazawa-Rey, M. |
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. |
| MacArthur,
C.A. |
"Using
Technologies to Enhance the Writing Processes of Students with LD" |
Journal
of Learning Disabilities
v29 n4
www.ldonline.org/ld_indepth/
technology/tech_writing.html
|
Reviews
the ways that computers can support writing by students with learning
disabilities, with an emphasis on applications that go beyond word processing.
Following an overview of research on word processing is a discussion of
software that assists with the basic prediction, and grammar and style
checkers. Next, applications that support the cognitive software, and
multimedia applications. Finally, the use of computer networks to support
collaboration and communication with diverse audiences is addressed. |
| Nieto,
S. |
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
Online:
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. |
| Nunan,
D. |
The
Learner-Centred Curriculum |
Cambridge
University Press, Cambridge, England, 1988 |
Traditionally,
curriculum has been thought of as a statment of what SHOULD BE done in
a course of study. This books takes as it's starting point, what IS being
done by language teachers in their classrooms. Mr Nunan puts forth in
the course of this book, a model for a negotiated curriculum which involves
collaboration between teachers and learners. |
| 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. |
| 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. |
| Weinstein,
G, |
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. |
| 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 |
