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| November 2009 |
Vol 1, Issue 6 |
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A monthly publication of
Whatcom Literacy Council | |
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| Greetings! |
Well, it looks like we made it through October, and we now have 41 newly trained tutors along with 9 different small group classes up and running! It has been very exciting (and just a little exhausting) to see all of the enthusiasm for our programs around Whatcom County. Congratulations to all of our new tutors and kudos to our excellent staff for making so much great stuff happen!
One of the fun things I get to do in this job is give presentations about WLC to businesses, service clubs and other groups. I enjoy having the opportunity to tell people about the impact of the work we're doing. One thing that really helps people understand the power of our programs is when I can share specific success stories. I wonder if I could ask some or you to share a story or two about a recent or past success with me. We love to hear about your good work!
All the best,
Rachel Myers, Executive Director
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Monthly Tutor Primers |
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Tell your friends, colleagues and neighbors! Each month the Whatcom Literacy Council hosts a tutor information primer on the 3rd Wednesday of each month at 6pm at the Bellingham Public Library. Beginning in 2010, our monthly primers will begin at 5pm.
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| Quick Links |
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ELL Tutor Report
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| Tutors - We Need Your Reports! |
Just a reminder to all of you wonderful tutors that we need to receive a report from you each month to keep us up to date on how things are going with your learner. Please take a few minutes to click here and send us a report on all of the good work you do!
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| Program Views by Gina Barrieau-Gonzales |
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If staff energy were measured in terms of coffee, this month we'd all be in the double espresso category. Our coordinators are working hard on matching our newly trained tutors with waiting learners. Our five outreach E.L.L. classes are all up and running as of this week. We are running four classes here at our Elm Street office, including the Computer Lab on Tuesdays. We are making presentations, networking and attending more meetings than ever before, and the thing that most occurs to me is we couldn't do any of this without you.
Our volunteers, community partners, donors, board members, and fellow educators all contribute to the life blood of this agency and I'd like to thank you all for your consistent support. In particular, I'd like to thank our new partners at Lynden Reformed Church, Fisher Elementary School and Birchwood Elementary school. All three of those locations are thriving with strong enrollment, qualified volunteers and supportive staff.
Volunteer tutors, keep up the good work, and keep us informed so that we can continue to support your efforts! |
| Supporting Your Learner by Summer Ostlund |
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This fall during the tutor-learner matching process as I work with new ELL tutors, the question has come up about the intersection between English language learning and learning disabilities. Diagnosis of a learning disability can be an expensive process and the resulting stigma attached can also be damaging to a learner. Before heading in this direction it is important to consider contributing factors common to our adult learners which may cause them to progress more slowly than expected.
The article, ESL Instruction and Adults with Learning Disabilities, by Robin Schwarz and Lynda Terrill published in 2000, by The Center for Adult Language Acquisition (CAELA) sheds some light on these questions. The following excerpt from this article shares possible reasons for slow progress in learning English and recommendations for what a tutor can do to support the learner.
"Educators have noted the following reasons for slow progress in learning English:
- Limited academic skills in a learner's native language due to limited previous education
- Lack of effective study habits
- The interference of a learner's native language, particularly if the learner is used to a non-Roman alphabet
- A mismatch between the instructor's teaching style and the learner's expectations of how the class will be conducted
- Stress or trauma that refugees and other immigrants have experienced, causing symptoms such as difficulty in concentration and memory dysfunction
- Socio-cultural factors such as age, physical health, social identity, and even diet
- External problems with work, health, and family
- Sporadic attendance
- Lack of practice outside the classroom
Learning disabilities affect learning in any language and must therefore be a guiding factor in designing instruction for the adult learner with disabilities. Educators of learning disabled children and adults give the following suggestions for providing instruction.
- Be highly structured and predictable.
- Teach small amounts of material at one time in sequential steps.
- Include opportunities to use several senses and learning strategies.
- Recognize and build on learners' strengths and prior knowledge.
- Emphasize content words and make concepts accessible through the use of pictures, charts, maps, etc.
- Reinforce main ideas and concepts through rephrasing rather than through verbatim repetition.
- Be aware that learners often can take in information, but may experience difficulty retrieving it and sorting it appropriately.
- Provide a clean, uncluttered, quiet, and well-lit learning environment."
By taking these ideas into account you have the opportunity to support a learner who may themselves think that they will not be able to improve. At times it is difficult to see progress from week to week and a learner may become frustrated, but over a longer period of time growth is more apparent. One technique to demonstrate progress is to keep a portfolio of student work. Examples of what can be kept in portfolios include monthly writing samples, journal entries and tracking of concrete successes from a student's life such as the successful use of English such as the first time the learner called the doctor to schedule an appointment in English. Tracking progress helps to increase motivation in the learner. These portfolios can also help you consider information to include when you submit your monthly tutor/learner report.
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| Quotes from WLC Learners |
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"Working with the tutor for Whatcom Literacy Council has affected my life in many positive ways. It is hard for me to educate myself through the community college due to a language barrier. However, working with tutor gives me the attention I need to help understand my homework, answer questions I have, and to also improve my grammar. Working with the tutor has helped me improve my reading and writing skills, which is important to communicate and to live in this society."
- Nabiha Vwich
"I feel more confident that my English in improving and I am able to expresss myself more fluently in talking with others. I am not so shy or reticent as I was before, so am more sociable. I also find it easier making contacts in the outside world, such as making doctor or dentist appointments, or talking with my daughters' teachers. I want to communicate with others and have them understand what I am saying. I need better reading and writing skill sot get a good job and be a good worker. I want to be able to help my children with their homework."
-Marina Polishuk |
| 7th Annual Literacy Breakfast Fundraiser |
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There are still a few spots left at our annual Breakfast Fundraiser. Join our special guest speaker Nancy Pearl, author and NPR commentator, as she shares some of her favorite books. Guests at the breakfast will also have the opportunity to hear from a WLC learner about their experience with our programs. Attendees will be asked to make a contribution of at least $50 to support WLC programs. Please email Rachel for more information or to reserve your spot !
Friday, November 13, 2009
7:15 - 9 AM * Bellingham Golf & Country Club * 3729 Meridian Street | |
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If you have any questions or need help, please contact us at 647-3264 or by email:
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