V o l u m e 1 , I ss u e 3 Spring 2007 T ESOL C ERTIFICATE P ROGRAM N EWSLETTER The TESOL Certificate Program is jointly sponsored by the OF MICE A N D M E N : W O R K I N G W I T H D AY Teachers College TESOL Graduate Program and the L A B O R E R S IN W E S T C H E S T E R , N E W YO R K Center for Educational Outreach (CEO&I) at Teachers College. By Maria Fisher (2006) For more information on the At 49, I am a mother, former TESOL Certificate Program, journalist, and alumna of the contact: TESOL Certificate Program seeking the intellectual chal- Linda Wine, Director lenge and rich personal inter- TESOL Certificate Program action that teaching English 525 West 120th St., Box 66 brings. The Certificate Pro- 422-O Thompson gram opened a new, reward- New York, NY 10027 ing world to me and, upon completion, I applied and was email@example.com accepted into the TESOL MA 212-678-3459 program. www.tc.edu/tesolcertificate Before beginning my MA in For information on the graduate program, call 212-678-3795 or January, I began volunteering visit the graduate program as an English teacher at the website at www.tc.edu/tesol Neighbors Link community center in Mount Kisco. While many Central and South Fisher teaching in the clean, well-lit, multipurpose space at Neighbors For information on year-round Link where day laborers attend basic classes while awaiting employment. TESOL workshops, visit the American immigrants have CEO&I website: been marginalized and dis- www.tc.edu/ceoi criminated against by metro- ment through classes in ESL, morning “Job English” classes politan area communities, Mt, computer literacy, sewing, where I assist a more experi- Kisco is committed to partner- employment basics, and citi- enced teacher provided by ing with local government, law zenship. The facility houses the County’s Board of Coop- enforcement, and volunteers the local Head Start program, erative Education (BOCES). to make a positive difference welcoming community café, Male day laborers attend in day laborers’ lives. and recreation room. Family, classes while awaiting em- legal, and medical services ployment. The women tend to Neighbors Link is a one-stop are also available. be mothers with young chil- center providing education, dren, or have day jobs in employment, and empower- My work has been in the (Continues on Page 2) The TESOL Certificate Pro- gram is a non-credit, non- degree program preparing people to teach English as a Second or Foreign Language, primarily to adults. It does not prepare for state public school certification. Shimrit Maoz (2006) with Andres Querijero (2005) with Gloria Galindo (2005) with student, Itay, in Israel. students in Vietnam. students in China. Page 2 V o l u m e 1 , I ss u e 3 WORKING WITH D AY LABORERS (CON’T) either childcare or cleaning me the conceptual framework sometimes must) numbers in services. Employers come to and tools to work with these English, the learner response the center and request work- learners. The topics and can be tepid. But when I ask ers. Skilled workers are as- tasks I bring to the classroom questions about numbers in signed by the job bank coordi- are tailored to their lives and context, say, what the men nator; general laborers are needs. Vocabulary often fo- pay for rent, or what percent- cuses on employment situa- age Western Union charges selected through a fair lottery. tions, such as often-used for money transfer back to This is a challenging teaching tools. Hands-on learning Guatemala, interest is in- environment. Many of the about possible workplace tense. workers have had little formal injuries includes actual ban- education in their native dages and advice on when I, the teacher, have learned and how to seek emer- that local landlords and West- gency care. A reading ern Union take advantage of and comprehension these immigrants. On their exercise for more ad- way to writing and pronounc- vanced learners in- ing numbers in English, the cluded an adaptation students learn that I under- of Steinbeck’s Of Mice stand and care about their and Men, a classic daily challenges. Our subse- story of agricultural quent conversation practice is workers from the animated and engaged, with 1930s suggested by even the least fluent students my fellow volunteer, participating. Maria Fisher and her student Luis Mendez, Therese Stolze. This “When real information a day laborer from Ecuador. story of downtrodden, When I complete my MA at hardworking men cling- TC, I hope to continue to work flows between teacher and Spanish, and class participa- ing to a dream was immedi- with Neighbors Link, or at a tion fluctuates according to students, both can learn so the availability of employ- ately understood. similar program. I plan to mix ment. So, despite strong my teaching between univer- much.” student motivation, progress Perhaps the most important sity students and basic ESL is interrupted. Additionally, idea I retained from my sum- classes. I’ve found that when many different ability levels mer at Teachers College was real information flows be- Maria Fisher are present in each class, so that real language learning tween teacher and student, lessons must be structured to occurs when teacher and both can learn so much. include and engage all partici- student exchange real infor- pants. mation. I’ll give you an exam- Maria Fisher: MAF172@columbia.edu ple from my “Job English” www.neighborslink.org class. When we drill (as we The Certificate Program gave FOOTBALL & CARS = THAT’S AMERICAN! Understanding American culture can be hard for international students, but Edna Graham (2005) and her husband Maurice have smoothed the way for two of Edna’s students, includ- ing teaching Jingko from Korea to drive. (Above right:) Edna, Luis, Maurice, and Jingko at a St. Louis Ram’s football game. (Far right) Jingko after he passed his driv- ing test, with newly acquired drivers license in hand. Jinkgo thanked Edna and Maurice by preparing a celebratory meal. T e s o l C e r t i f i c a t e Pr o g r a m Page 3 GOING ‘INDEPENDENT’ IN MEXICO YIELDS PERSONAL AND FINANCIAL GAINS Since graduating from the now I’ve established my- TESOL Certificate Program in self; students come to me 2003, Daire Coco has spent through word of mouth. most of her time teaching in It’s great to have new cli- Guadalajara, Mexico. When ents coming to me, instead Daire first arrived in Gaudala- of me having to look for jara, she taught in a private them.” school but, after one year, decided to go independent. ]In addition to teaching, Daire (who has a back- According to Daire, “It’s more ground in journalism and work, but far more rewarding international relations) is Daire Coco (2003) with her “all-time Caption describing picture or graphic. and profitable. I work all over doing copy editing at the favorite group of students” — waiters in the city and have a wide local English-language the upscale seafood restaurant, Cocina range of clients: waiters, hotel newspaper: “I really enjoy 88, in Guadalajara, Mexico. employees, students, busi- getting back into ‘news’ ness executives, etc.” and think it’s ideal to work part-time in both fields. “But for now,” Daire writes, “At first, business was slow. Keeps things interesting. In a “I’m too busy with my English In Mexico, no one will hire you few months, I’ll start contrib- clients to take that on!” unless they know you. But, uting stories to the paper.” “Teaching independently is TESOL C E R T I F I C AT E FA M I LY A L BU M more work, but far more rewarding and profitable. I work all over the city and have a wide range of clients.” Daire Coco Guadalajara, Mexico Evelyn Michelle Gilberg, daugh- Kerem, son of Pinar Hosgar (2005), Francesca Medeot’s (2005) new ter of Alyson Gilberg (2005). at home in Turkey. son Alexander Oliver Jansen. Go Polar Bears! Evelina Galaczi, Classroom Practices instructor Carol Crehan, director in 2002, with students in (2003), with young sons Daniel and Adrian. Ev- Doha, Qatar. Since leaving TC, Carol has taught elina is working for Cambridge in England on English and done teacher training in Sri Lanka, ESOL Research and Test Validation. Dubai, Cypress, and now Qatar. T e s o l C e r t i f i c a t e Pr o g r a m N e w s l e t t er Page 4 NEWS FLASH! WHERE ARE THEY NOW? Bill Zimmerman’s (2005) new John Choi (2006) Talks about grade. What makes these kids always the sadistic pleasure of website for creating comic books His Life Teaching in Korea special is they’ve had English giving tons of homework! is up and generating a lot of language experience at some traffic among educators teach- point. Most have lived in an ing English language, reading, English-speaking country for a and writing skills to natives and brief time and come to POLY to non-natives: keep their English language www/makebeliefscomix.com skills alive. His new book, Doodles & Day- dreams: Your Passport to Be- Being Korean-American, I first coming an Escape Artist, is thought I might come across available now and will be fea- harsh criticism, but people have tured by Borders this spring. been more than welcoming and I’ve enjoyed my experience so In spite of John’s ‘sadistic’ home- John with Jenny and Christine in work load, his students appear to the library/computer lab. far. be having a really great time! John writes: Well, the constant clamoring of ‘John Teacher! John Teacher!’ For information on teaching at I teach these cute little trouble- can get a little annoying at one of POLY campuses in Ko- makers at the POLY Returnee times, to be honest. But, over- rea, go to: Education Institute. POLY has all, I truly enjoy what I do and campuses throughout Korea, http://is.koreapolyschool.com wake up every day with a re- and I teach in Daewon. The To reach John: newed desire to see the kids kids range from Pre-K to 5th Bill Zimmerman & Brooke Toomey. again. And, of course, there’s firstname.lastname@example.org Brooke (2005) is the new coordi- nator at Brittin College in Bos- ton. Brittin specializes in prepar- FALL OPEN HOUSE FEATURES TIPS FOR ing students for academics in English-speaking countries. W O R K I N G W I T H L OW L I T E R AC Y E S L A D U LT S Brooke is also expecting her first child this fall. Kudos to Brooke! More than 40 former stu- dents, prospective students, and staff gathered at the fall TESOL Certificate Program Open House to have a chance to catch up with old friends, network for jobs, and find out more about the program. After a brief program overview Marina Lin (2006) on piano. from director, Linda Wine, Trisha Powell (2005) dis- ing our Children’. She also Grace Cho in Iraq. Since com- cussed her work with low- discussed the advantages of pleting the program in 2004, literacy level adult ESL stu- using manipulatives in activi- Grace has taught in a Kurdish dents at a community-based Trisha Powell (2005) presenting ties such as “Put Away the tips at fall open house. Clothes” and “Put Away the NGO in Iraq (see neighborhood literacy program in Brooklyn. children below), completed her Groceries.” Finally, Powell MA in Int’l Ed at TC, and found Powell, who had been an In addition to explaining what reviewed job and professional time to get married! You go girl! Americorps volunteer at a to look out for when choosing development resources (e.g., similar community-based and adapting materials for Literacy Assistance Center) organization in Pittsburgh low-literacy level ESL adults and took questions from the before doing the Certificate and how to incorporate group. Program, discussed what Google images into materials such organizations are like, you design, Powell illustrated Heartfelt thanks to Powell for who the students tend to be, some successful projects she her practical, on point presen- why she enjoys working with had implemented with her tation and to Marina Lin this type of student popula- students, including a Photo (2006) for entertaining us tion, and what some of the Conversation Project and the throughout the refreshment challenges are. writing project ‘We’re Watch- hour on the piano.
Pages to are hidden for
"Spring 2007 Newsletter.pub - PDF"Please download to view full document