Acknowledgments
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Acknowledgments |
A Guide for Family Literacy E.S.L.
Developed and written by: Kathleen Holloway, MaryAnn Phillips; Sylvan Rainwater, Sonia Patricia Vertner; Nancy Monroe, Director; Don Prickel, Instruction Systems Specialist/Consultant.
Thanks to the following people who made this project possible:
Nan Poppe, Dean of Instruction, Adult and Continuing
Education at Portland Community College (and Joe Ponce, retired Division Dean
Adult Basic Education) for proposing and supporting the beginning of this
project in 1999-2000.
Cathy Lindsley, from the Oregon Department of Community
Colleges and Workforce Development, for her pragmatic and visionary sense and
her support to see the project through to the first stage of completion.
Clackamas County Children’s Commission for administering the second year of the project and in particular Susan Wood, for her exceptionally helpfulness.
The following team of inspired instructors who gave many
volunteer hours to this project: Sylvan Rainwater, Kathleen Holloway, MaryAnn
Phillips, and Sonia Patricia Vertner.
ESL Instructors Ruth Merz, Melissa Ellis and Juliet Pursell
for their contributions.
The always ready Catherine Thomas, our capable technical
editor.
Sylvan Rainwater, who worked to complete the final editing.
Community Action Organization Head Start for use of their
past and present health forms.
Lane Community College ESL Program
Creative INK for interpreting Sylvan Rainwater’s icon
idea.
Finally, thanks to our helpful and hopeful guide throughout this project, Dr. Don Prickel, Oregon State University.--------------
This two-year process began with a core group of ESL
instructors who were invested in the concept of family literacy, and who wanted
to create a helpful guide for new and experienced ESL instructors, but lacking
the articulation on the “big picture” and coming up somewhat short on
assessment.
Enter the enthusiastic consultant. Under the tutelage of
our guide, we brainstormed program and participant outcomes going from global to
particular, zooming in and out. We grouped these ideas and struggled with how to
group, what to merge and what to keep. We played with creation of an icon to
represent the program outcomes. In the process, we came to the realization that
there are two overriding ideas essential to and interwoven throughout the three
Equipped for the Future roles of family, worker and community: that in serving
an ESL population, culture and personal development are infused into and vital
to any curriculum.
We got into the real work of Assessment. What can a student
do in the classroom that “proves” he or she can do it (has done it) in real
life? We worked on what the instructor needs to teach so that the student can
achieve the assessment tasks and we looked behind these skills to find concepts
the instructor needs to address. This design-down process is a valuable planning
tool for instruction. It’s been exciting to be a part of this process. We hope
you, the reader, will benefit from our work and add to it.”
From Nancy Monroe, Project manager