Hello all,

I hope I'm in the right place. I am looking for information about how to 
start a career in adult basic education teaching. Can anyone direct me to 
some resources? I'd like to find out where the job opportunities are 
(agencies, community colleges, etc) and what qualifications I would need.

Thanks so much,

Audrey


>From: povertyracewomen-request at nifl.gov

>Reply-To: povertyracewomen at nifl.gov

>To: povertyracewomen at nifl.gov

>Subject: PovertyRaceWomen Digest, Vol 2, Issue 29

>Date: Fri, 29 Dec 2006 12:00:04 -0500

>

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>Today's Topics:

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>    1. [PovertyRaceWomen 156] Re: dialect and standard English

>       (Daphne Greenberg)

>

>

>----------------------------------------------------------------------

>

>Message: 1

>Date: Fri, 29 Dec 2006 11:36:42 -0500

>From: "Daphne Greenberg" <alcdgg at langate.gsu.edu>

>Subject: [PovertyRaceWomen 156] Re: dialect and standard English

>To: <povertyracewomen at nifl.gov>

>Message-ID: <4594FDCB0200003100010FD8 at mailsrv4.gsu.edu>

>Content-Type: text/plain; charset=US-ASCII

>

>Mev,

>In your group read alouds, do you also read aloud with them? I was

>wondering if it would make a difference if you modeled reading the swear

>words, dialect, slang and whether that could free up the group's comfort

>in also doing so.

>I have experience reading out loud with women who have very low reading

>skills and they appreciate hearing me model how text is read. We have

>talked about the various ways of writing, genres, and styles. We talk

>about making the characters coming alive by reading their words the way

>we think they may sound, given what we know about the characters (for

>example, whether they are young or old, from the Caribbean or from

>China, etc., etc).

>I have run into resistance from teachers who feel uncomfortable reading

>swear words, dialect, slang. In terms of the swear words, they don't

>think that it is "appropriate" to swear, and in terms of dialect, they

>"don't want to reinforce non standard English" I have even come across a

>copy of the book Push where the teacher crossed out all the swear

>words!!!!!!!!!! I find it harder to convince these teachers than I have

>found it to be convincing students who are struggling readers.

>Daphne

>

> >>> "mev at litwomen.org" <mev at litwomen.org> 12/29/06 8:18 AM >>>

>This is an interesting conversation...and I'd like to add a different

>spin to it. I am currently facilitating Women Leading Through Reading

>Discussion Circles with women in Rhode Island [see WE LEARN Article:

>http://www.litwomen.org/news/06nov.pdf] . As women in these groups read

>

>aloud to each other, I have found 2 things: 1) they often will not read

>

>aloud any swear words they encounter; and 2) if they see  some form of

>dialect or slang written for a character's conversation, they often do

>not read it aloud that way -- they "translate" it into "correct"

>English and read aloud the "corrected" version! This happens more often

>

>than not.

>

>even though I encourage students to read it the way it's written, they

>clearly have some discomfort in doing this.   I find it's not always

>clear why ... Do they want to demonstrate that they "know" this is

>"improper" English? What level of shame is already operative? Do they

>not want to read for a white woman their street language (though I have

>

>seen them correct the written word with black teachers as well)? When I

>

>have asked why they don't read what's written, they will often say

>"because it's wrong" or "we're not supposed to talk that way."

>

>I would also wonder how many of us truly stick to proper English in the

>

>classroom? I have found myself in some situations where we're having

>social conversation and my own informal terminologies and

>pronunciations, well, slide.... I have lived in several states with

>varying dialects and accents...as I age, I carry and combine pieces of

>each in a mixed up way  -- some I "call up" as needed and others I can

>no longer discreetly identify! (I'm a language chameleon and often take

>

>on what I hear, especially in various regions of the country, even when

>

>it's not my region of origin.) Also, as someone mentioned, this brings

>up an interesting situation when there are English language learners

>also present in the room -- as everyone works to "decipher" accents and

>

>pronunciations.

>

>So, as we have these discussions with our students, we may want to have

>

>the "values" conversation as well. What do they value and why? What do

>they need (or want) to do to "fit in" -- and how do they know when,

>where and why to do this? What's important to "succeed" -- and what

>does that mean -(when & where & at what)? Success could mean in the

>business world, but it might also mean what they need to do to live

>without threat in their neighborhood or home.  This, I think, becomes a

>

>gender issue as women will more often care about what people think,

>will consider how to be pleasing, and will know (or learn) how to adapt

>

>to survive or get what they need/want -- regardless of their economic

>situation.

>

>Mev Miller

>WE LEARN

>

>

>

>

>------------------------------

>

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>End of PovertyRaceWomen Digest, Vol 2, Issue 29

>***********************************************


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