[Assessment 1111] Re: Factors affecting student advancement

Share: Share on LinkedIn! Print page! More options

Archived Content Disclaimer

This page contains archived content from a LINCS email discussion list that closed in 2012. This content is not updated as part of LINCS’ ongoing website maintenance, and hyperlinks may be broken.

Marie Cora marie.cora at hotspurpartners.com
Tue Feb 5 14:56:39 EST 2008

Hi Gail, thanks for your post.

I think you raise some interesting issues to add to the list of items in
question. You've noted that a student's educational experience often
seems to help, that perhaps the teacher's skill level could be at play,
and that small program's face many challenges that could exacerbate the
entire situation.

It's great to know that your program does its best to help you improve
your skills Gail. At least you have that piece of the puzzle to an

How about other factors that could cause problems? Does anyone have
other things to add - and what you or your program tries to do to
address the issues?



-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Gail Burnett
Sent: Monday, February 04, 2008 8:35 PM
To: The Assessment Discussion List
Subject: [Assessment 1104] {Dangerous Content?} RE: No Questions

Warning: This message has had one or more attachments removed
Warning: (not named).
Warning: Please read the "AttachmentWarning.txt" attachment(s) for more

In our small adult education program, my experience (just about three
years) is that students with solid educational backgrounds advance,
particularly if they're not working too many hours. Those who advance
the slowest, if at all, are immigrants who are barely literate in their
first language. I would say that lack of education is a bigger factor
than lack of time; a student who works full-time and is exhausted often
will still succeed because he/she is familiar with academic work, and is
goal-oriented. What we do is try to get our low-level students to come
up with goals, but that's a hard concept in a second language.

This does not mean that the factors mentioned in the research don't play
a part, though. I'm one of those barely-trained teachers (transitioned
from another career, got trained mainly through workshops rather than
classes). My skill level very well may contribute to students' slow
advancement. It's hard for small adult education programs to get highly
skilled ESL teachers. The pay is low and there are no benefits. But my
program is encouraging me to get extra training and has me on a plan of
improvement. I think we're making some progress.

Does this address any of the issues? And am I submitting it right?


From: assessment-bounces at nifl.gov on behalf of Marie Cora
Sent: Mon 2/4/2008 6:50 PM
To: Assessment at nifl.gov
Subject: [Assessment 1103] No Questions or Comments?!

Hello everyone,

I'm so surprised! No one has anything to comment on regarding your
program's effectiveness at helping ESL students advance?? I was very
curious to know if subscribers experience the same types of issues that
Dr. Chisman and Dr. Crandall found in their research: a lack of
intensity of instruction/few protocols for transitioning students/few
opportunities for professional development.

What are the issues in your program that you feel inhibit the ESL
student from advancing? What do you try to do about that?

Please post your questions and comments now.


Marie Cora
Assessment Discussion List Moderator

Marie Cora
marie.cora at hotspurpartners.com <mailto:marie.cora at hotspurpartners.com>
NIFL Assessment Discussion List Moderator

This email and any files transmitted with it are confidential and
intended solely for the use of the individual or entity to whom they are
addressed. If you have received this email in error please notify the
system manager. This message contains confidential information and is
intended only for the individual named. If you are not the named
addressee you should not disseminate, distribute or copy this e-mail.