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"content": "\u003cp>\u003cem>\u003cstrong>By Stephanie Levin\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Digital technology may well be the darling of the 21\u003csup>st\u003c/sup> Century, but is it good for your brain? When I ask college students if the onslaught of information affects their brains, or how they learn, there is a digital divide in responses. The 20 year-olds and under grew up connected, yet will admit that focusing on one thing for any length of time is problematic. Wedded to their phones, they glance at them numerous times in class, jump when it jiggles and bolt out of the class to answer it; and as for critical thinking…humm, is it necessary? \u003c/p>\n\u003cp>Half of my students sleep with their phones, and have separation anxiety at the thought of being disconnected from them. In contrast, students in their late 20s and upward tend not to be connected all the time. They are certainly not connected 24/7, tend to ask questions and generally are more engaged in class. This age group reads both online and printed text. About 80% of the 20 under group didn’t read on or offline. Everyone used social networking.\u003c/p>\n\u003cp>No one could tell me if being wired all the time takes a toll on the brain or if multitasking hampers attention or interferes with information assimilation. But, I could tell them that research bears out that the brain is, indeed, affected by the constant barrage of technology, and that the brain needs a break; after all, it’s a muscle for thinking, not a machine.\u003c/p>\n\u003cp>\u003cstrong>Is there too much technology? \u003c/strong>There’s no question that technology has yielded stupendous results in our lives, our jobs and communication. But studies continue to show that over-dependence on technology, multitasking and constant connectivity is creating a distracted generation with a short attention span. Studies out of Stanford, MIT and UCSD find growing evidence that multitasking frazzles the brain making it less productive. Heavy multitaskers have trouble paying attention and filtering out irrelevant information. The failure to filter suggests that they’re slowed down by that irrelevant information, according to a 2009 study from Stanford, or in other words their cognitive ability is impaired. While multitaskers think they are accomplishing more, studies show the opposite to be true. Their performance suffers, greatly. The brain is not wired to multitask efficiently and effectively.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>To Read or Not to Read, or Do We Read Differently Online?\u003c/strong>\u003c/p>\n\u003cp>In his book \u003cem>The Shallows,\u003c/em> Nicolas Carr poses the question is Google making us stupid? The questioned taps into educators’ anxiety about how the Internet is changing the way students read and the way we read as more textbooks and information is online. Is reading online sacrificing our ability to read and think deeply? Carr suggests that the printed page focuses our attention and promotes creative thought, while the Internet encourages rapid sampling of small bits of information from numerous sources. The brain reads differently online and offline; the online brain scans and gleans information, often taking in bites or small bits of information; the offline brain scans less, tends to read rather than scan, underlines and stops to contemplate and reflect more than online.\u003c/p>\n\u003cp>Ultimately, education is about communication and the numerous ways to communicate. Today’s student is constantly connected and relies on social networking to stay in touch. Yet, MIT professor Sherry Turkle and author of \u003cem>Alone Together\u003c/em>, notes, “technology is the architect of our intimacies, and the relentless connection to it has led to a new solitude.”\u003c/p>\n\u003cp>For the student that has grown up multitasking, reading online and communicating online, the question of how the above affects the brain may be irrelevant; but for those of us teaching this generation, these questions are entirely relevant.\u003c/p>\n\u003cp>\u003cstrong>References:\u003c/strong>\u003c/p>\n\u003cp>Pashler, H. “Attentional limitations in doing two tasks at the same time.” Current Directions in Psychological Science,1992.\u003c/p>\n\u003cp>Ophira, E. Nass, C. Wagner, A. “Cognitive control in media multitaskers.” Proceedings of the NationalAcademy of Sciences, Vol. 106 No. 33, August 25, 2009.\u003c/p>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2009/august24/multitask-research-study-082409.html\">Media Multitaskers pay mental price, Stanford study shows.\u003c/a>\u003c/p>\n\u003cp>\u003cobject width=\"640\" height=\"410\">\u003cparam name=\"movie\" value=\"http://dgjigvacl6ipj.cloudfront.net/media/swf/PBSPlayer.swf\">\u003cparam name=\"flashvars\" value=\"width=640&height=410&video=http://video.pbs.org/videoPlayerInfo/1402987791&player=viral&chapter=1\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cembed src=\"http://dgjigvacl6ipj.cloudfront.net/media/swf/PBSPlayer.swf\" flashvars=\"width=640&height=410&video=http://video.pbs.org/videoPlayerInfo/1402987791&player=viral&chapter=1\" type=\"application/x-shockwave-flash\" allowscriptaccess=\"always\" wmode=\"transparent\" allowfullscreen=\"true\" width=\"640\" height=\"410\" bgcolor=\"#000000\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp style=\"font-size:11px;font-family:Arial, Helvetica, sans-serif;color: #808080;margin-top: 5px;background: transparent;text-align: center;width: 640px\">Watch \u003ca href=\"http://video.pbs.org/video/1402987791\" target=\"_blank\" rel=\"noopener\">Digital Nation\u003c/a> on PBS. See more from \u003ca href=\"http://www.pbs.org/wgbh/pages/frontline/\" target=\"_blank\" rel=\"noopener\">FRONTLINE.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Resource:\u003c/strong>\u003c/p>\n\u003cp>KQED Education media-rich ESL lessons on \u003ca href=\"http://www.kqed.org/education/educators/new-media-literacies.jsp\">New Media Literacies\u003c/a> explore these ideas.\u003c/p>\n\u003cp>\u003cstrong>Lesson Plan – \u003c/strong>\u003cstrong>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/newmedlit-distracted.pdf\">Distracted by Everything – Being Wired at All Times\u003c/a> (PDF) \u003c/strong>\u003c/p>\n\u003cp>Should students have access to cell phones and laptops in class? Do they need to be wired at all times? Is it possible to learn while multitasking?\u003c/p>\n\u003cp>\u003cstrong>Stephanie Levin \u003c/strong>\u003cem>has been an ESL instructor for many years. She is trilingual, and has taught at San Diego Community College, USF and City College San Francisco. She has also worked as a freelance writer and is the author of two books and numerous magazine and newspaper articles, none on the brain. Her interest in the brain and all it’s multifaceted intricacies began when she was a freelance editor for the Brain Tumor Foundation over a decade ago. Her immediate interest in the brain and education began when she noticed how differently both she and her students read online and offline.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Digital technology may well be the darling of the 21st Century, but is it good for your brain? When I ask college students if the onslaught of information affects their brains, or how they learn, there is a digital divide in responses. The 20 year-olds and under grew up connected, yet will admit that focusing on one thing for any length of time is problematic. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>By Stephanie Levin\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Digital technology may well be the darling of the 21\u003csup>st\u003c/sup> Century, but is it good for your brain? When I ask college students if the onslaught of information affects their brains, or how they learn, there is a digital divide in responses. The 20 year-olds and under grew up connected, yet will admit that focusing on one thing for any length of time is problematic. Wedded to their phones, they glance at them numerous times in class, jump when it jiggles and bolt out of the class to answer it; and as for critical thinking…humm, is it necessary? \u003c/p>\n\u003cp>Half of my students sleep with their phones, and have separation anxiety at the thought of being disconnected from them. In contrast, students in their late 20s and upward tend not to be connected all the time. They are certainly not connected 24/7, tend to ask questions and generally are more engaged in class. This age group reads both online and printed text. About 80% of the 20 under group didn’t read on or offline. Everyone used social networking.\u003c/p>\n\u003cp>No one could tell me if being wired all the time takes a toll on the brain or if multitasking hampers attention or interferes with information assimilation. But, I could tell them that research bears out that the brain is, indeed, affected by the constant barrage of technology, and that the brain needs a break; after all, it’s a muscle for thinking, not a machine.\u003c/p>\n\u003cp>\u003cstrong>Is there too much technology? \u003c/strong>There’s no question that technology has yielded stupendous results in our lives, our jobs and communication. But studies continue to show that over-dependence on technology, multitasking and constant connectivity is creating a distracted generation with a short attention span. Studies out of Stanford, MIT and UCSD find growing evidence that multitasking frazzles the brain making it less productive. Heavy multitaskers have trouble paying attention and filtering out irrelevant information. The failure to filter suggests that they’re slowed down by that irrelevant information, according to a 2009 study from Stanford, or in other words their cognitive ability is impaired. While multitaskers think they are accomplishing more, studies show the opposite to be true. Their performance suffers, greatly. The brain is not wired to multitask efficiently and effectively.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>To Read or Not to Read, or Do We Read Differently Online?\u003c/strong>\u003c/p>\n\u003cp>In his book \u003cem>The Shallows,\u003c/em> Nicolas Carr poses the question is Google making us stupid? The questioned taps into educators’ anxiety about how the Internet is changing the way students read and the way we read as more textbooks and information is online. Is reading online sacrificing our ability to read and think deeply? Carr suggests that the printed page focuses our attention and promotes creative thought, while the Internet encourages rapid sampling of small bits of information from numerous sources. The brain reads differently online and offline; the online brain scans and gleans information, often taking in bites or small bits of information; the offline brain scans less, tends to read rather than scan, underlines and stops to contemplate and reflect more than online.\u003c/p>\n\u003cp>Ultimately, education is about communication and the numerous ways to communicate. Today’s student is constantly connected and relies on social networking to stay in touch. Yet, MIT professor Sherry Turkle and author of \u003cem>Alone Together\u003c/em>, notes, “technology is the architect of our intimacies, and the relentless connection to it has led to a new solitude.”\u003c/p>\n\u003cp>For the student that has grown up multitasking, reading online and communicating online, the question of how the above affects the brain may be irrelevant; but for those of us teaching this generation, these questions are entirely relevant.\u003c/p>\n\u003cp>\u003cstrong>References:\u003c/strong>\u003c/p>\n\u003cp>Pashler, H. “Attentional limitations in doing two tasks at the same time.” Current Directions in Psychological Science,1992.\u003c/p>\n\u003cp>Ophira, E. Nass, C. Wagner, A. “Cognitive control in media multitaskers.” Proceedings of the NationalAcademy of Sciences, Vol. 106 No. 33, August 25, 2009.\u003c/p>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2009/august24/multitask-research-study-082409.html\">Media Multitaskers pay mental price, Stanford study shows.\u003c/a>\u003c/p>\n\u003cp>\u003cobject width=\"640\" height=\"410\">\u003cparam name=\"movie\" value=\"http://dgjigvacl6ipj.cloudfront.net/media/swf/PBSPlayer.swf\">\u003cparam name=\"flashvars\" value=\"width=640&height=410&video=http://video.pbs.org/videoPlayerInfo/1402987791&player=viral&chapter=1\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cembed src=\"http://dgjigvacl6ipj.cloudfront.net/media/swf/PBSPlayer.swf\" flashvars=\"width=640&height=410&video=http://video.pbs.org/videoPlayerInfo/1402987791&player=viral&chapter=1\" type=\"application/x-shockwave-flash\" allowscriptaccess=\"always\" wmode=\"transparent\" allowfullscreen=\"true\" width=\"640\" height=\"410\" bgcolor=\"#000000\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp style=\"font-size:11px;font-family:Arial, Helvetica, sans-serif;color: #808080;margin-top: 5px;background: transparent;text-align: center;width: 640px\">Watch \u003ca href=\"http://video.pbs.org/video/1402987791\" target=\"_blank\" rel=\"noopener\">Digital Nation\u003c/a> on PBS. See more from \u003ca href=\"http://www.pbs.org/wgbh/pages/frontline/\" target=\"_blank\" rel=\"noopener\">FRONTLINE.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Resource:\u003c/strong>\u003c/p>\n\u003cp>KQED Education media-rich ESL lessons on \u003ca href=\"http://www.kqed.org/education/educators/new-media-literacies.jsp\">New Media Literacies\u003c/a> explore these ideas.\u003c/p>\n\u003cp>\u003cstrong>Lesson Plan – \u003c/strong>\u003cstrong>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/newmedlit-distracted.pdf\">Distracted by Everything – Being Wired at All Times\u003c/a> (PDF) \u003c/strong>\u003c/p>\n\u003cp>Should students have access to cell phones and laptops in class? Do they need to be wired at all times? Is it possible to learn while multitasking?\u003c/p>\n\u003cp>\u003cstrong>Stephanie Levin \u003c/strong>\u003cem>has been an ESL instructor for many years. She is trilingual, and has taught at San Diego Community College, USF and City College San Francisco. She has also worked as a freelance writer and is the author of two books and numerous magazine and newspaper articles, none on the brain. Her interest in the brain and all it’s multifaceted intricacies began when she was a freelance editor for the Brain Tumor Foundation over a decade ago. Her immediate interest in the brain and education began when she noticed how differently both she and her students read online and offline.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>\u003cstrong>By Mary Voelbel\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Monica came to the US in 2006 from Columbia with a Masters degree in Child Abuse Prevention and years of experience in public health. Originally an ESL student, she spent 5 years working minimum wage jobs until she learned about Upwardly Global and how to rebuild her career.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“El que persevera alcanza” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>My father told me this when I was a child: “el que persevera alcanza.” In Colombia, my home, this phrase means that if one has the courage to do something and believes they can do it, they will. From when I was young, I always wanted to help people especially children. I studied dentistry because I wanted to work with children and, in Bogota dentists have the advantage of seeing patients more often than physicians. So, I spent seven years studying at Pontifical Javeriana University to earn my Doctor of Dentistry and Masters in Child Abuse Prevention. \u003c/p>\n\u003cp>\u003cstrong>“Helping families was always the goal. I wanted to help people and it didn’t matter the angle. With my education, I designed a program to teach dentists how to diagnose and prevent child abuse.”\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I came to the US with years of experience in public health, health education, and clinical practice. I moved here to study English, then met my future husband and decided to stay in the US to be with him. I had no idea getting back into my field would be so hard. When I settled here, back in 2006, my first thought was to go to dental school. But, then you start finding out about all the obstacles – the cost, the years of study, the fact that you have go to University all over again.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>“Emotionally it was also difficult. I got really sad and disappointed. I thought I won’t make it – it’s too hard.”\u003c/strong> \u003c/p>\n\u003cp>I truly thought that the only position I was qualified for without aUS medical license to practice dentistry, was as a dental assistant. I knew it was a big step down but I figured I had to start somewhere. For five years I looked, but I didn’t get called for a single interview.\u003c/p>\n\u003cp>\u003cstrong>“I didn’t get interviews because of my resume. I didn’t know how to represent myself in the American way. I just didn’t know how things worked here.”\u003c/strong>\u003c/p>\n\u003cp>Eventually, I found a minimum wage job as an ESL Lab Assistant and from the lab, I learned of Upwardly Global. In October 2011, nearly 5 years from the day I arrived, I decided it was time to try again after all\u003cstrong> – \u003c/strong>\u003cem>el que persevera alcanza.\u003c/em> I attended UpGlo’s two-day intensive career training workshop, worked with them to write a new resume, and started my professional job search again. \u003c/p>\n\u003cp>\u003cstrong>“Upwardly Global taught me to appreciate what I have. They gave me the strength to believe that I was qualified and helped me to raise my professional self-esteem.” \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In November, Jessie [an UpGlo alumni], shared a job description with me for a Behavioral Specialist at her organization, where they had been looking for someone with exactly my skill-set. Jessie opened a new door for me; she and UpGlo helped me reach my goal. On January 3\u003csup>rd\u003c/sup> I began work at the Hume Center as a behavioral specialist working with the Spanish speaking population in the South Bay. I provide behavioral management therapies for children with autism or developmental delays. All of it is what I did in my master’s program from Colombia. I teach parents how to understand their children and how to reduce their stress. I’m helping them better their lives. I’m doing what I want to do again. \u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>“My father was right. In the end, I said to myself ‘I am going to do it, some way, somehow.’ With UpGlo, I did just that.”\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cstrong>Mary Voelbel\u003c/strong>\u003cem> \u003c/em>\u003c/strong>\u003cem>is a Program Manager with Upwardly\u003c/em>\u003cem> Global\u003c/em>. \u003ca href=\"http://www.upwardlyglobal.org/\">Upwardly Global\u003c/a>, founded in 2000, is a national, award-winning nonprofit organization with offices in San Francisco, New York, and Chicago, which helps permanently work-authorized, skilled immigrants rebuild their professional careers in the U.S. by providing professional job search training and access to employers with global talent needs. To date, the organization has trained over 3,500 skilled immigrants and has assisted over 1,500 professionals back into their career field.\u003c/em>\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>By Mary Voelbel\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Monica came to the US in 2006 from Columbia with a Masters degree in Child Abuse Prevention and years of experience in public health. Originally an ESL student, she spent 5 years working minimum wage jobs until she learned about Upwardly Global and how to rebuild her career.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>“El que persevera alcanza” \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>My father told me this when I was a child: “el que persevera alcanza.” In Colombia, my home, this phrase means that if one has the courage to do something and believes they can do it, they will. From when I was young, I always wanted to help people especially children. I studied dentistry because I wanted to work with children and, in Bogota dentists have the advantage of seeing patients more often than physicians. So, I spent seven years studying at Pontifical Javeriana University to earn my Doctor of Dentistry and Masters in Child Abuse Prevention. \u003c/p>\n\u003cp>\u003cstrong>“Helping families was always the goal. I wanted to help people and it didn’t matter the angle. With my education, I designed a program to teach dentists how to diagnose and prevent child abuse.”\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I came to the US with years of experience in public health, health education, and clinical practice. I moved here to study English, then met my future husband and decided to stay in the US to be with him. I had no idea getting back into my field would be so hard. When I settled here, back in 2006, my first thought was to go to dental school. But, then you start finding out about all the obstacles – the cost, the years of study, the fact that you have go to University all over again.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>“Emotionally it was also difficult. I got really sad and disappointed. I thought I won’t make it – it’s too hard.”\u003c/strong> \u003c/p>\n\u003cp>I truly thought that the only position I was qualified for without aUS medical license to practice dentistry, was as a dental assistant. I knew it was a big step down but I figured I had to start somewhere. For five years I looked, but I didn’t get called for a single interview.\u003c/p>\n\u003cp>\u003cstrong>“I didn’t get interviews because of my resume. I didn’t know how to represent myself in the American way. I just didn’t know how things worked here.”\u003c/strong>\u003c/p>\n\u003cp>Eventually, I found a minimum wage job as an ESL Lab Assistant and from the lab, I learned of Upwardly Global. In October 2011, nearly 5 years from the day I arrived, I decided it was time to try again after all\u003cstrong> – \u003c/strong>\u003cem>el que persevera alcanza.\u003c/em> I attended UpGlo’s two-day intensive career training workshop, worked with them to write a new resume, and started my professional job search again. \u003c/p>\n\u003cp>\u003cstrong>“Upwardly Global taught me to appreciate what I have. They gave me the strength to believe that I was qualified and helped me to raise my professional self-esteem.” \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In November, Jessie [an UpGlo alumni], shared a job description with me for a Behavioral Specialist at her organization, where they had been looking for someone with exactly my skill-set. Jessie opened a new door for me; she and UpGlo helped me reach my goal. On January 3\u003csup>rd\u003c/sup> I began work at the Hume Center as a behavioral specialist working with the Spanish speaking population in the South Bay. I provide behavioral management therapies for children with autism or developmental delays. All of it is what I did in my master’s program from Colombia. I teach parents how to understand their children and how to reduce their stress. I’m helping them better their lives. I’m doing what I want to do again. \u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>“My father was right. In the end, I said to myself ‘I am going to do it, some way, somehow.’ With UpGlo, I did just that.”\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cstrong>Mary Voelbel\u003c/strong>\u003cem> \u003c/em>\u003c/strong>\u003cem>is a Program Manager with Upwardly\u003c/em>\u003cem> Global\u003c/em>. \u003ca href=\"http://www.upwardlyglobal.org/\">Upwardly Global\u003c/a>, founded in 2000, is a national, award-winning nonprofit organization with offices in San Francisco, New York, and Chicago, which helps permanently work-authorized, skilled immigrants rebuild their professional careers in the U.S. by providing professional job search training and access to employers with global talent needs. To date, the organization has trained over 3,500 skilled immigrants and has assisted over 1,500 professionals back into their career field.\u003c/em>\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "The Listening and Speaking Center at De Anza College - We Help You Lower Your “Affective Filter”!",
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"content": "\u003cp>\u003cem>\u003cstrong>By Kanako Valencia Suda \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>If you are an ESL/EFL educator, you must remember the Affective Filter Hypothesis … right? It is one of the five hypotheses about second language acquisition proposed by Stephen Krashen. It refers to a psychological barrier that can hinder or promote progress in learning a second language. The Affective Filter can be raised or lowered as a result of the quality of the learning environment – and low anxiety facilitates success in practicing and learning a second language.\u003c/p>\n\u003cp>College ESL students experience these barriers all the time even if they cannot exactly identify the causes. At De Anza College’s Listening and Speaking Center (LSC), we try to ensure that ESL students can practice English in a safe environment, where they don’t feel judged based on their “nonstandard” English. Every quarter, about 500 students use the LSC, many coming because their ESL instructors require them to participate in activities outside the classroom. After joining a few workshops and tutoring sessions, they discover that here they can freely express their opinions without being afraid of making mistakes – they feel at home.\u003c/p>\n\u003cp>Our most popular program is the Conversation and Specialty Workshop program. The workshops cover a variety of topics from idioms and vocabulary to pronunciation and presentation. Whatever the topic, our main goal is to have students speak as much as possible.\u003c/p>\n\u003cp>[youtube=http://www.youtube.com/watch?v=DUWQoHPU-L0]\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Indeed \u003ca href=\"http://www.kqed.org/workvoices\">KQED’s Work Voices series\u003c/a> has been a useful resource at the Center, challenging ESL students to listen to the interviews and learn work-related vocabulary. ESL instructors also used the series for writing and speaking assignments.\u003c/p>\n\u003cp>Eight to ten students sit around a table, share ideas, and ask questions with the help of a trained workshop leader. Of the 20 to 23 workshops we offer every week, half are led by local community volunteers, for which we are extremely grateful. Last quarter, 135 students completed our survey.79% of them agreed that listening and speaking skills affect their self-confidence more than writing and reading skills, 83% agreed that listening and speaking skills are necessary to achieve their academic and career goals, and 77% agreed that without the LSC, they would not have enough opportunities to practice their speaking skills.\u003c/p>\n\u003cp>Through this program, language learners on campus get connected, often becoming good friends, and ESL students realize that speaking English with an accent, grammatical errors, and limited vocabulary does not make them less important or intelligent than native English speakers.\u003c/p>\n\u003cp>Two weeks ago, there was a campus-wide conference called “Partners in Learning” at De Anza, providing faculty, administrators, and staff with a day of meaningful conversations on topics related to student success and community building. My topic was the Affective Filter Hypothesis – actually, I should say OUR topic. Our presentation was special because all three co-presenters were ESL students; in fact, they work in the LSC as clerical assistants and workshop supporters. Furthermore, I had been an ESL student myself who struggled with the invisible yet tough barrier that felt so inhibiting for a long time.\u003c/p>\n\u003cp>The Listening and Speaking Center offers a place where students can have fun communicating in English and feel proud of their English skills, however limited they might be. Through various activities such as Conversation Workshops and Language Exchange, we help ESL students \u003cspan style=\"text-decoration: underline\">L\u003c/span>earn the language in a \u003cspan style=\"text-decoration: underline\">S\u003c/span>afe environment because we \u003cspan style=\"text-decoration: underline\">C\u003c/span>are about their goal of achieving fluency in English – hence, LSC.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/workvoices\">KQED’s Work Voices series\u003c/a>\u003cbr>\nWork Voices is a project developed in partnership with a cohort of colleges and adult schools in Silicon Valley. It presents a series of authentic interviews with former ESL students who are employed in vocational areas that offer interesting career opportunities – areas that ESL students may not have thought of, but highlight possible career paths for immigrants.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Kanako Valencia Suda\u003c/strong> came to the U.S. as an international student at the age of 19. After earning a BA degree in Art, she returned to Japan and worked as a technical writer. Eight years ago, she immigrated to the U.S. for marriage, and earned an MA in TESOL from SJSU. She has been working for De Anza’s Students Success Center for 5 years and is passionate about supporting college ESL students in achieving fluency in English. She enjoys sharing strategies to improve English using her own experiences as an ESL student – encouraging them to never give up!\u003c/em>\u003c/p>\n\n",
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"excerpt": "If you are an ESL/EFL educator, you must remember the Affective Filter Hypothesis … right? It is one of the five hypotheses about second language acquisition proposed by Stephen Krashen. It refers to a psychological barrier that can hinder or promote progress in learning a second language. The Affective Filter can be raised or lowered as a result of the quality of the learning environment - and low anxiety facilitates success in practicing and learning a second language.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>By Kanako Valencia Suda \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>If you are an ESL/EFL educator, you must remember the Affective Filter Hypothesis … right? It is one of the five hypotheses about second language acquisition proposed by Stephen Krashen. It refers to a psychological barrier that can hinder or promote progress in learning a second language. The Affective Filter can be raised or lowered as a result of the quality of the learning environment – and low anxiety facilitates success in practicing and learning a second language.\u003c/p>\n\u003cp>College ESL students experience these barriers all the time even if they cannot exactly identify the causes. At De Anza College’s Listening and Speaking Center (LSC), we try to ensure that ESL students can practice English in a safe environment, where they don’t feel judged based on their “nonstandard” English. Every quarter, about 500 students use the LSC, many coming because their ESL instructors require them to participate in activities outside the classroom. After joining a few workshops and tutoring sessions, they discover that here they can freely express their opinions without being afraid of making mistakes – they feel at home.\u003c/p>\n\u003cp>Our most popular program is the Conversation and Specialty Workshop program. The workshops cover a variety of topics from idioms and vocabulary to pronunciation and presentation. Whatever the topic, our main goal is to have students speak as much as possible.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/DUWQoHPU-L0'\n title='//www.youtube.com/embed/DUWQoHPU-L0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Indeed \u003ca href=\"http://www.kqed.org/workvoices\">KQED’s Work Voices series\u003c/a> has been a useful resource at the Center, challenging ESL students to listen to the interviews and learn work-related vocabulary. ESL instructors also used the series for writing and speaking assignments.\u003c/p>\n\u003cp>Eight to ten students sit around a table, share ideas, and ask questions with the help of a trained workshop leader. Of the 20 to 23 workshops we offer every week, half are led by local community volunteers, for which we are extremely grateful. Last quarter, 135 students completed our survey.79% of them agreed that listening and speaking skills affect their self-confidence more than writing and reading skills, 83% agreed that listening and speaking skills are necessary to achieve their academic and career goals, and 77% agreed that without the LSC, they would not have enough opportunities to practice their speaking skills.\u003c/p>\n\u003cp>Through this program, language learners on campus get connected, often becoming good friends, and ESL students realize that speaking English with an accent, grammatical errors, and limited vocabulary does not make them less important or intelligent than native English speakers.\u003c/p>\n\u003cp>Two weeks ago, there was a campus-wide conference called “Partners in Learning” at De Anza, providing faculty, administrators, and staff with a day of meaningful conversations on topics related to student success and community building. My topic was the Affective Filter Hypothesis – actually, I should say OUR topic. Our presentation was special because all three co-presenters were ESL students; in fact, they work in the LSC as clerical assistants and workshop supporters. Furthermore, I had been an ESL student myself who struggled with the invisible yet tough barrier that felt so inhibiting for a long time.\u003c/p>\n\u003cp>The Listening and Speaking Center offers a place where students can have fun communicating in English and feel proud of their English skills, however limited they might be. Through various activities such as Conversation Workshops and Language Exchange, we help ESL students \u003cspan style=\"text-decoration: underline\">L\u003c/span>earn the language in a \u003cspan style=\"text-decoration: underline\">S\u003c/span>afe environment because we \u003cspan style=\"text-decoration: underline\">C\u003c/span>are about their goal of achieving fluency in English – hence, LSC.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/workvoices\">KQED’s Work Voices series\u003c/a>\u003cbr>\nWork Voices is a project developed in partnership with a cohort of colleges and adult schools in Silicon Valley. It presents a series of authentic interviews with former ESL students who are employed in vocational areas that offer interesting career opportunities – areas that ESL students may not have thought of, but highlight possible career paths for immigrants.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Kanako Valencia Suda\u003c/strong> came to the U.S. as an international student at the age of 19. After earning a BA degree in Art, she returned to Japan and worked as a technical writer. Eight years ago, she immigrated to the U.S. for marriage, and earned an MA in TESOL from SJSU. She has been working for De Anza’s Students Success Center for 5 years and is passionate about supporting college ESL students in achieving fluency in English. She enjoys sharing strategies to improve English using her own experiences as an ESL student – encouraging them to never give up!\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/04/Marjan_activities1.pdf\">Download Educators’ Activities Here\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/04/Marjan1.pdf\">Transcript\u003c/a> (English)\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/04/Marjan_Spanish_1.pdf\">Transcript \u003c/a>(Spanish)\u003c/p>\n\u003cp>Marjan Javanmard came to the US from Iran 12 years ago and now works in energy conservation for Solar City as a building auditor. She attended San Mateo Adult School for ESL classes and trained at \u003ca href=\"http://www.skylinecollege.edu/estm\">Skyline College \u003c/a>on the HERO Program (Home Energy Retrofit Occupations) – a training program in building systems for residential energy efficiency. Check out programs in the Energy Systems Technology Management (ESTM) Department at Skyline College.\u003c/p>\n\u003cp>Marjan describes the training course at Skyline College which offers “an overview of residential building science. Foundational principles in general residential construction and energy aspects of building envelopes, mechanical systems, appliances, water heating, lighting and more.” She recommends it for anyone with a basic knowledge of construction and a real interest in sustainability and conserving energy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Marjan talks of the growing number of jobs in this area of green industry which, with government support, offers retrofit solutions to promote energy conservation. She stresses the importance of sustainable applications for future of the built environment.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube.com/embed/videoseries?list=PLKdBLJFTsN_TZT21d0cpQMvONTnWKvIg0\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/files/2013/04/Marjan_activities2.pdf\">Download Educators’ Activities Here\u003c/a>\u003c/p>\n\n",
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"content": "\u003cp>\u003cstrong>\u003cem>Two part series by Gregory Keech \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Part 1\u003c/strong>\u003c/p>\n\u003cp>Governor Brown’s recent proposal to move adult education into the community college sphere was unanimously \u003ca href=\"http://blogs.sacbee.com/capitolalertlatest/2013/03/assembly-committee-rejects-adult-education-program-shift.html\">rejected\u003c/a> on March 19th by the Assembly Budget Subcommittee on Education Finance but the discussion generated is bound to continue. The committee did not disagree with the goal but rather the details of implementation. The Legislative Analysts Office has \u003ca href=\"http://www.lao.ca.gov/reports/2012/edu/adult-education/restructuring-adult-education-120412.aspx\">weighed in on the subject\u003c/a>, and practitioners in both arenas – adult education and community college noncredit – are concerned. (See \u003ca href=\"http://ww2.kqed.org/education/2013/03/07/whats-happening-to-adult-education/\">What’s Happening to Adult Education\u003c/a>? on \u003cstrong>ESL Insights\u003c/strong>)\u003c/p>\n\u003cp>What is known as adult education in the K-12 system is generally known as noncredit in Community Colleges. In the ESL realm, there have been two separate entities delivering instruction: some districts have adult ESL classes under their local K-12 district, while credit instruction is provided by the community college; in other areas, the community college district provides both credit and noncredit ESL, though not always under the same roof. With recent state budget cuts of education, both delivery systems have suffered, but I would venture to say that adult education under K-12 has suffered more statewide. When faced with budget cuts, K-12 systems logically prioritize adult education lower than elementary or secondary classes.\u003c/p>\n\u003cp>But what is noncredit?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The first thing to consider about noncredit instruction is that it is fundamentally different from credit. Most of us recognize the credit model of instruction because that’s how we were educated. You register for a course, attend classes for a specified time (a semester, a quarter, a trimester), and are assessed at the end on the acquisition of course content. The key framing element is time. You do not get credit if you miss classes, do not submit homework, or do not pass the test. Our K-12 experience was similar. You moved to the next grade (or not) at the end of the school year, not at the point at which you acquired the content and/or skills.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Noncredit instruction is, conversely, based on achievement, not time. This is a difficult concept to grasp, because it is unfamiliar. Noncredit is also misunderstood because the lack of a time frame brings up issues of student accountability. Noncredit courses are often “open entry/ open exit.” Students attend classes when they can – every day, several times a week, or intermittently – moving to the next level when they are ready. A certain number of course hours are available (for example 10 hours a week for 18 weeks), but students may not be able to attend the entire course. Noncredit is mostly associated with working adults, often working poor, who may have several jobs, childcare issues, housing issues, health issues, and so on, which take priority.\u003c/p>\n\u003cp>Credit students contend with these same issues, to be sure, but noncredit instruction is designed to take them into account. Yet we are more comfortable with the idea that credit students will either succeed or fail based on a grade, than we are with the idea that noncredit students may “stop out” for awhile with no penalty.\u003c/p>\n\u003cp>Many students do something we call “stopping out.” We do not say “drop out” because they come back when their life situation allows. It is not because of a lack of interest, noncredit students tell us that they would like to attend every day, but life challenges make it impossible.\u003c/p>\n\u003cp>The interesting thing about this to ESL practitioners is the how these students come back to class after six months, or a year, or more, at a higher ESL level. How did they do that? They acquired more language with the learning tools they had been taught.\u003c/p>\n\u003cp>Here’s an illustrative anecdote that I love: \u003cem>A teacher sees a student who was in her literacy class a year before but who had “stopped out.” She asked him how he was doing and he told her he was a taxi dispatcher. Somewhat taken aback as she thought about the literacy and numeracy skills required for that job, the teacher asked, “But when did you learn to read?” He looked at her quizzically and said, “\u003c/em>You\u003cem> taught me, teacher.” \u003c/em>This was a moment of revelation to the teacher: he recognized she had given him tools to achieve.\u003c/p>\n\u003cp>Noncredit challenges our traditional notions of education, but suits the adult learner in several important ways: it allows for scheduling flexibility for a population with serious life challenges; it allows for language acquisition in a natural and dynamic way. Credit instruction will always be with us; noncredit has never been so stable, but its loss would mean that access to ESL and many other forms of learning would be inaccessible to a large and underserved portion of our population.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>KQED Education offers a wealth of ESL Resources for educators at \u003ca href=\"http://www.kqed.org/esl\">www.kqed.org/esl\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Gregory Keech\u003c/em>\u003c/strong>\u003cem> is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Greg holds a BS in Portuguese from Georgetown University (1980) and an MA in Teaching English to Speakers of Other Languages from San Francisco State University (1985).\u003c/em>\u003c/p>\n\u003cdiv>\n\u003cp> \u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The first thing to consider about noncredit instruction is that it is fundamentally different from credit. Most of us recognize the credit model of instruction because that’s how we were educated. You register for a course, attend classes for a specified time (a semester, a quarter, a trimester), and are assessed at the end on the acquisition of course content. The key framing element is time. You do not get credit if you miss classes, do not submit homework, or do not pass the test. Our K-12 experience was similar. You moved to the next grade (or not) at the end of the school year, not at the point at which you acquired the content and/or skills.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Noncredit instruction is, conversely, based on achievement, not time. This is a difficult concept to grasp, because it is unfamiliar. Noncredit is also misunderstood because the lack of a time frame brings up issues of student accountability. Noncredit courses are often “open entry/ open exit.” Students attend classes when they can – every day, several times a week, or intermittently – moving to the next level when they are ready. A certain number of course hours are available (for example 10 hours a week for 18 weeks), but students may not be able to attend the entire course. Noncredit is mostly associated with working adults, often working poor, who may have several jobs, childcare issues, housing issues, health issues, and so on, which take priority.\u003c/p>\n\u003cp>Credit students contend with these same issues, to be sure, but noncredit instruction is designed to take them into account. Yet we are more comfortable with the idea that credit students will either succeed or fail based on a grade, than we are with the idea that noncredit students may “stop out” for awhile with no penalty.\u003c/p>\n\u003cp>Many students do something we call “stopping out.” We do not say “drop out” because they come back when their life situation allows. It is not because of a lack of interest, noncredit students tell us that they would like to attend every day, but life challenges make it impossible.\u003c/p>\n\u003cp>The interesting thing about this to ESL practitioners is the how these students come back to class after six months, or a year, or more, at a higher ESL level. How did they do that? They acquired more language with the learning tools they had been taught.\u003c/p>\n\u003cp>Here’s an illustrative anecdote that I love: \u003cem>A teacher sees a student who was in her literacy class a year before but who had “stopped out.” She asked him how he was doing and he told her he was a taxi dispatcher. Somewhat taken aback as she thought about the literacy and numeracy skills required for that job, the teacher asked, “But when did you learn to read?” He looked at her quizzically and said, “\u003c/em>You\u003cem> taught me, teacher.” \u003c/em>This was a moment of revelation to the teacher: he recognized she had given him tools to achieve.\u003c/p>\n\u003cp>Noncredit challenges our traditional notions of education, but suits the adult learner in several important ways: it allows for scheduling flexibility for a population with serious life challenges; it allows for language acquisition in a natural and dynamic way. Credit instruction will always be with us; noncredit has never been so stable, but its loss would mean that access to ESL and many other forms of learning would be inaccessible to a large and underserved portion of our population.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>KQED Education offers a wealth of ESL Resources for educators at \u003ca href=\"http://www.kqed.org/esl\">www.kqed.org/esl\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Gregory Keech\u003c/em>\u003c/strong>\u003cem> is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Greg holds a BS in Portuguese from Georgetown University (1980) and an MA in Teaching English to Speakers of Other Languages from San Francisco State University (1985).\u003c/em>\u003c/p>\n\u003cdiv>\n\u003cp> \u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>Interview with Lera Boroditsky, \u003c/strong>Assistant Professor of Psychology at Stanford University and Editor in Chief of Frontiers in Cultural Psychology. She was the opening speaker at the annual statewide CATESOL conference held in Oakland in 2012.\u003c/p>\n\u003cp>Lera claims “Learning another language is not just a matter of learning to speak differently, it is also learning to think differently.” This connection between words and thoughts goes to the heart of teaching language, and poses questions for ESL teachers about cultural understanding.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ESL Insights:\u003c/strong> Growing up as you did speaking Russian, do you feel you are a different person when you speak a different language? Does your personality change?\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky:\u003c/strong> I do feel different when speaking different languages. This is a very common experience for bilinguals to report. For example, when I am speaking Russian, I feel more free to be non-literal (metaphorical or ironic) in what I say. Russian communicative culture values clarity and directness less than standard American culture does, but values cleverness and erudition more.\u003c/p>\n\u003cp>So if you asked me this question in Russian, you might not have gotten the simple direct answer I just gave, and instead something more clever, abstract or absurd.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ESL Insights:\u003c/strong> Are there associations that go along with speaking in different languages? For example: you grew up in Russia, does that mean you feel more of a child when you speak the language?\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky:\u003c/strong> Most of my experience speaking Russian was as a kid, living in Russia. And most of my experience speaking English has been as an adult, with a job, living in the US. Switching from English to Russian certainly cues this big switch in context. \u003ca href=\"http://www.communication.northwestern.edu/faculty/?PID=VioricaMarian\">Viorica Marian at Northwestern University\u003c/a> has shown through her research that bilinguals will recall different memories and espouse different values when they’re asked in one language versus another. Language acts as a cue for cultural values and also for the contexts in which you speak those languages. This is definitely an experience I have.\u003c/p>\n\u003cp>\u003cstrong>ESL Insights:\u003c/strong> You mentioned in the panel discussion (above) that some people are rather suspicious of you when you speak Russian. Why do you think that is?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky:\u003c/strong> We take language as a very important cue to identity. When most folks hear me speaking American English, they don’t detect a foreign accent, and as a result they assume I am American. For Americans, this is familiar and normal. If I believe you’re American, I can make lots of assumptions about what your upbringing was like, what your family is like, and so on. I may well be wrong in the details, but on the whole you seem like a safe and familiar person. When people learn that I grew up in Russia, or they hear me speaking Russian, this breaks the illusion. All of a sudden, I am no longer a familiar person – things they had assumed about me no longer apply. And of course, if I fooled them about being American, what other things am I hiding?\u003c/p>\n\u003cp>As an example of how strongly we associate language with identity, take this clever study. Young kids were shown a video of a white boy speaking English. They were then shown videos of two adults. One was an African American man speaking English. The other was a white man speaking French. When the white English speaking boy grows up, which of these two adults is he more likely to be? The kids chose the African American English speaker over the white French speaker! That is, they saw language as a stronger cue to identity than race. This is a powerful indication of how strongly we respond to language as a cue to who a person is.\u003c/p>\n\u003cp>\u003cstrong>ESL Insights\u003c/strong>\u003cstrong>:\u003c/strong> Do you notice different responses when you speak other languages – English? How would you characterize these responses?\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky:\u003c/strong> People around the world have very different expectations about who is supposed to speak their language. English speakers expect everyone to speak English, so if you speak English fluently it comes as no surprise.\u003c/p>\n\u003cp>Elsewhere expectations are different. For example, I speak a little bit of Indonesian. I should point out that my Indonesian is terrible, but Indonesians are very nice about it. People who look like me are not supposed to speak any Indonesian. So when I am able to speak even a little bit, this comes as a pleasant surprise to folks, and I am treated like I have accomplished something truly great. The advantage for me is that I get to spy on what people say in Indonesian because most would never guess I can understand them. My spying has revealed that I am a very disappointing physical specimen as far as Indonesians are concerned. The most common visitors to Indonesia are fromAustralia and the Netherlands- lots of tall blond people. So when they get a 5’3 brown-haired Russian, it is a big let down.\u003c/p>\n\u003cp>\u003cstrong>ESL Insights\u003c/strong>\u003cstrong>:\u003c/strong> Do you dream in English or Russian?\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky\u003c/strong>\u003cstrong>:\u003c/strong> It depends. If I am in Russia or have spent a few days speaking Russian, I will dream in Russian. I find that my dreams can switch languages pretty quickly when I travel. After a few days in a place, even if I don’t speak the language very well, I find that my internal chatter, the din in my head starts to switch to the language around me. So, if I am in France, all the little phrases and words flying around my head will switch to French, and my dreams switch to French also. Sadly, I can speak French much better in my dreams than in real life.\u003c/p>\n\u003cp>\u003cstrong>ESL Insights\u003c/strong>\u003cstrong>:\u003c/strong> What could ESL teachers take away from understanding that language impacts how we think?\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky:\u003c/strong> Learning another language is not just a matter of learning to speak differently, it is also learning to think differently. You have to notice different things and make different sets of discriminations to be able to speak another language well. So, teaching a new language is not just teaching students how to translate from their first language or giving them a new way of expressing the thoughts they already have. It’s teaching them how to form their thoughts to fit with the requirements of the new language.\u003c/p>\n\u003cp>For many students, language will be strongly tied with identity. If students feel inauthentic speaking English, or they feel like they will never fit in as an English speaker, this can seriously undermine their motivation to learn. This sounds obvious, but creating positive affirming experiences speaking English can help English become a welcome and desired part of a student’s identity.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://fora.tv/embed?id=12841&type=c\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"416\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://fora.tv/v/c12841\">Lera Boroditsky: How Language Shapes Thought\u003c/a> from \u003ca href=\"http://fora.tv/partner/Long_Now_Foundation\">The Long Now Foundation\u003c/a> on \u003ca href=\"http://fora.tv\">FORA.tv\u003c/a>\u003cbr>\nDo the languages we speak shape the way we think? For example, how do we think about time? The word “time” is the most frequent noun in the English language. Time is ubiquitous yet ephemeral. It forms the very fabric of our experience, and yet it is unperceivable: we cannot see, touch, or smell time. How do our minds create this fundamental aspect of experience? Do patterns in language and culture influence how we think about time?\u003c/p>\n\u003cp>\u003cstrong>Other Resources\u003c/strong>\u003cbr>\n\u003ca href=\"http://fora.tv/2010/10/26/Lera_Boroditsky_How_Language_Shapes_Thought\">Lera Boroditsky’s How Language Shapes Thought\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=I8uUjtiaXqE\">Dreaming in Different Tongues: Languages and the Way We Think\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.cityarts.net/event/the-power-of-language-with-lera-boroditsky/\">The Power of Language with Lera Boroditsky\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Upcoming Event:\u003c/strong>\u003cbr>\nIn Conversation with \u003cstrong>Roy Eisenhardt\u003c/strong>\u003cbr>\nWednesday, March 20, 2013, 7:30 pm\u003cbr>\n\u003cstrong>Venue:\u003c/strong> Herbst Theatre\u003c/p>\n\u003cdiv>\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky\u003c/strong> is an assistant professor of psychology at Stanford University and Editor in Chief of Frontiers in Cultural Psychology. Boroditsky’s research centers on how knowledge emerges out of the interactions of mind, world, and language, and how languages and cultures shape thinking. Boroditsky’s laboratory has collected data around the world, from Indonesia to Chile to Aboriginal Australia. She has been selected as one of the Visionaries changing the world by the Utne Reader, and her research has won multiple awards, including the CAREER award from the NSF, the Searle Scholars award, and the McDonnell Scholars award.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ESL Insights:\u003c/strong> Are there associations that go along with speaking in different languages? For example: you grew up in Russia, does that mean you feel more of a child when you speak the language?\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky:\u003c/strong> Most of my experience speaking Russian was as a kid, living in Russia. And most of my experience speaking English has been as an adult, with a job, living in the US. Switching from English to Russian certainly cues this big switch in context. \u003ca href=\"http://www.communication.northwestern.edu/faculty/?PID=VioricaMarian\">Viorica Marian at Northwestern University\u003c/a> has shown through her research that bilinguals will recall different memories and espouse different values when they’re asked in one language versus another. Language acts as a cue for cultural values and also for the contexts in which you speak those languages. This is definitely an experience I have.\u003c/p>\n\u003cp>\u003cstrong>ESL Insights:\u003c/strong> You mentioned in the panel discussion (above) that some people are rather suspicious of you when you speak Russian. Why do you think that is?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky:\u003c/strong> We take language as a very important cue to identity. When most folks hear me speaking American English, they don’t detect a foreign accent, and as a result they assume I am American. For Americans, this is familiar and normal. If I believe you’re American, I can make lots of assumptions about what your upbringing was like, what your family is like, and so on. I may well be wrong in the details, but on the whole you seem like a safe and familiar person. When people learn that I grew up in Russia, or they hear me speaking Russian, this breaks the illusion. All of a sudden, I am no longer a familiar person – things they had assumed about me no longer apply. And of course, if I fooled them about being American, what other things am I hiding?\u003c/p>\n\u003cp>As an example of how strongly we associate language with identity, take this clever study. Young kids were shown a video of a white boy speaking English. They were then shown videos of two adults. One was an African American man speaking English. The other was a white man speaking French. When the white English speaking boy grows up, which of these two adults is he more likely to be? The kids chose the African American English speaker over the white French speaker! That is, they saw language as a stronger cue to identity than race. This is a powerful indication of how strongly we respond to language as a cue to who a person is.\u003c/p>\n\u003cp>\u003cstrong>ESL Insights\u003c/strong>\u003cstrong>:\u003c/strong> Do you notice different responses when you speak other languages – English? How would you characterize these responses?\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky:\u003c/strong> People around the world have very different expectations about who is supposed to speak their language. English speakers expect everyone to speak English, so if you speak English fluently it comes as no surprise.\u003c/p>\n\u003cp>Elsewhere expectations are different. For example, I speak a little bit of Indonesian. I should point out that my Indonesian is terrible, but Indonesians are very nice about it. People who look like me are not supposed to speak any Indonesian. So when I am able to speak even a little bit, this comes as a pleasant surprise to folks, and I am treated like I have accomplished something truly great. The advantage for me is that I get to spy on what people say in Indonesian because most would never guess I can understand them. My spying has revealed that I am a very disappointing physical specimen as far as Indonesians are concerned. The most common visitors to Indonesia are fromAustralia and the Netherlands- lots of tall blond people. So when they get a 5’3 brown-haired Russian, it is a big let down.\u003c/p>\n\u003cp>\u003cstrong>ESL Insights\u003c/strong>\u003cstrong>:\u003c/strong> Do you dream in English or Russian?\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky\u003c/strong>\u003cstrong>:\u003c/strong> It depends. If I am in Russia or have spent a few days speaking Russian, I will dream in Russian. I find that my dreams can switch languages pretty quickly when I travel. After a few days in a place, even if I don’t speak the language very well, I find that my internal chatter, the din in my head starts to switch to the language around me. So, if I am in France, all the little phrases and words flying around my head will switch to French, and my dreams switch to French also. Sadly, I can speak French much better in my dreams than in real life.\u003c/p>\n\u003cp>\u003cstrong>ESL Insights\u003c/strong>\u003cstrong>:\u003c/strong> What could ESL teachers take away from understanding that language impacts how we think?\u003c/p>\n\u003cp>\u003cstrong>Lera Boroditsky:\u003c/strong> Learning another language is not just a matter of learning to speak differently, it is also learning to think differently. You have to notice different things and make different sets of discriminations to be able to speak another language well. So, teaching a new language is not just teaching students how to translate from their first language or giving them a new way of expressing the thoughts they already have. It’s teaching them how to form their thoughts to fit with the requirements of the new language.\u003c/p>\n\u003cp>For many students, language will be strongly tied with identity. If students feel inauthentic speaking English, or they feel like they will never fit in as an English speaker, this can seriously undermine their motivation to learn. This sounds obvious, but creating positive affirming experiences speaking English can help English become a welcome and desired part of a student’s identity.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://fora.tv/embed?id=12841&type=c\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"416\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://fora.tv/v/c12841\">Lera Boroditsky: How Language Shapes Thought\u003c/a> from \u003ca href=\"http://fora.tv/partner/Long_Now_Foundation\">The Long Now Foundation\u003c/a> on \u003ca href=\"http://fora.tv\">FORA.tv\u003c/a>\u003cbr>\nDo the languages we speak shape the way we think? For example, how do we think about time? The word “time” is the most frequent noun in the English language. Time is ubiquitous yet ephemeral. It forms the very fabric of our experience, and yet it is unperceivable: we cannot see, touch, or smell time. How do our minds create this fundamental aspect of experience? Do patterns in language and culture influence how we think about time?\u003c/p>\n\u003cp>\u003cstrong>Other Resources\u003c/strong>\u003cbr>\n\u003ca href=\"http://fora.tv/2010/10/26/Lera_Boroditsky_How_Language_Shapes_Thought\">Lera Boroditsky’s How Language Shapes Thought\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=I8uUjtiaXqE\">Dreaming in Different Tongues: Languages and the Way We Think\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.cityarts.net/event/the-power-of-language-with-lera-boroditsky/\">The Power of Language with Lera Boroditsky\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Upcoming Event:\u003c/strong>\u003cbr>\nIn Conversation with \u003cstrong>Roy Eisenhardt\u003c/strong>\u003cbr>\nWednesday, March 20, 2013, 7:30 pm\u003cbr>\n\u003cstrong>Venue:\u003c/strong> Herbst Theatre\u003c/p>\n\u003cdiv>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In his budget proposal for Fiscal Year 2013-2014, Governor Jerry Brown announced that California is no longer facing a budget deficit. In relation to funding education, his budget increases state funding per student in K-12 schools to $2,700 by 2016-2017. For K-12 and community colleges, funding is projected to increase by $2.7 billion next year and $19 billion by 2016-2017.\u003c/p>\n\u003cp>What of adult education? The plan recognizes that K-12 school districts and community colleges are authorized to provide adult education instruction, but highlights a lack of coordination between the two systems in terms of serving adult learners. The contention is that the system is currently inefficient and unaccountable. The Governor’s plan proposes $300 million in new Proposition 98 General Fund revenues to fund a comparable K-12 adult education service delivery system within the community college system.\u003c/p>\n\u003cp>This plan would fund core instructional areas such as vocational education, ESL, adult basic and secondary education, and citizenship. Courses outside of these areas would require students to pay in full. Adult education would be relocated within the community college system.\u003c/p>\n\u003cp>The Governor’s budget recognizes the importance of adult education and that it must be funded. The issue is \u003cem>where\u003c/em> and \u003cem>how\u003c/em> it is to be delivered.\u003c/p>\n\u003cp>The adult and community college level groups of CATESOL are engaged in discussions right now looking at questions such as:\u003c/p>\n\u003cul>\n\u003cli>Which agencies should be responsible for delivering adult ESL instruction?\u003c/li>\n\u003cli>What are the benefits of keeping adult ESL in the community adult schools?\u003c/li>\n\u003cli>How do the 17 community colleges in California currently offering non-credit ESL programs serve their learners?\u003c/li>\n\u003cli>What are the distinctions between the services community adult schools in K-12 districts and community colleges provide? Whom does each type of institution serve?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.californiareport.org/archive/R201207090850/a\">\u003cstrong>Adult Education Disappearing in California 9/12\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>A new report by the research group EdSource finds that adult education has been disappearing, ever since school districts were given permission to take funds once reserved for those programs and use them for other educational purposes.\u003c/p>\n\u003cp>\u003ca href=\"http://www.edsource.org/pub12-adult-school-california.html\">\u003cstrong>At Risk: Adult Schools in California 6/2012\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The \u003cstrong>EdSource survey\u003c/strong> found that 23 of the state’s 30 largest school districts have made major cuts to their adult education programs …\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In his budget proposal for Fiscal Year 2013-2014, Governor Jerry Brown announced that California is no longer facing a budget deficit. In relation to funding education, his budget increases state funding per student in K-12 schools to $2,700 by 2016-2017. For K-12 and community colleges, funding is projected to increase by $2.7 billion next year and $19 billion by 2016-2017.\u003c/p>\n\u003cp>What of adult education? The plan recognizes that K-12 school districts and community colleges are authorized to provide adult education instruction, but highlights a lack of coordination between the two systems in terms of serving adult learners. The contention is that the system is currently inefficient and unaccountable. The Governor’s plan proposes $300 million in new Proposition 98 General Fund revenues to fund a comparable K-12 adult education service delivery system within the community college system.\u003c/p>\n\u003cp>This plan would fund core instructional areas such as vocational education, ESL, adult basic and secondary education, and citizenship. Courses outside of these areas would require students to pay in full. Adult education would be relocated within the community college system.\u003c/p>\n\u003cp>The Governor’s budget recognizes the importance of adult education and that it must be funded. The issue is \u003cem>where\u003c/em> and \u003cem>how\u003c/em> it is to be delivered.\u003c/p>\n\u003cp>The adult and community college level groups of CATESOL are engaged in discussions right now looking at questions such as:\u003c/p>\n\u003cul>\n\u003cli>Which agencies should be responsible for delivering adult ESL instruction?\u003c/li>\n\u003cli>What are the benefits of keeping adult ESL in the community adult schools?\u003c/li>\n\u003cli>How do the 17 community colleges in California currently offering non-credit ESL programs serve their learners?\u003c/li>\n\u003cli>What are the distinctions between the services community adult schools in K-12 districts and community colleges provide? Whom does each type of institution serve?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.californiareport.org/archive/R201207090850/a\">\u003cstrong>Adult Education Disappearing in California 9/12\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>A new report by the research group EdSource finds that adult education has been disappearing, ever since school districts were given permission to take funds once reserved for those programs and use them for other educational purposes.\u003c/p>\n\u003cp>\u003ca href=\"http://www.edsource.org/pub12-adult-school-california.html\">\u003cstrong>At Risk: Adult Schools in California 6/2012\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The \u003cstrong>EdSource survey\u003c/strong> found that 23 of the state’s 30 largest school districts have made major cuts to their adult education programs …\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Will the Real Generation 1.5 Please Stand Up?",
"headTitle": "Will the Real Generation 1.5 Please Stand Up? | KQED",
"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/02/Generation-1.51.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/02/Generation-1.51.jpg\" alt=\"Generation 1.5\" width=\"640\" height=\"354\" class=\"alignnone size-full wp-image-4903\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/02/Generation-1.51.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/02/Generation-1.51-400x221.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>by \u003cstrong>\u003cem>Julia McGurk\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>If you grew up in California, the chances are you went to school with someone who would be categorized as \u003cem>Generation 1.5\u003c/em>, and the chances are that you wouldn’t be able to pick them out from students who spent their whole lives in the US speaking English. In fact you have probably never heard the term.\u003cem>\u003c/em>\u003c/p>\n\u003cp>Who is \u003cem>Generation 1.5?\u003c/em> The term is used to describe students who are neither first nor second generation immigrants – hence, 1.5. They live somewhere between those two traditional terms and have a broad range of characteristics.\u003c/p>\n\u003cp>\u003cem>Generation 1.5\u003c/em> students could have been born here, but do not speak English at home with their parents. They might have moved to the US some time during the K-12 system from a non-English speaking country, or may have moved here from US territories where they grew up speaking a different first language. Depending on when they moved to the US, \u003cem>Generation 1.5ers\u003c/em> may have limited literacy in their first language and also have limited English, especially for academic purposes. Again it depends on their education and cultural background, not to mention their home life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the video below, a student talks about how \u003cem>Generation 1.5\u003c/em> students feel lost between two cultures, not really belonging to either of them. (This is a conversation I’ve had in the past with so many \u003cem>Generation 1.5\u003c/em> students and clearly his classmates agree with him, judging by the finger snapping in the background.)\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"http://www.youtube-nocookie.com/embed/FogFk7r7Eow\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>Many act as translators for their families, especially parents and grandparents. Many are the first in their families to go to college and struggle with balancing the dreams and high expectations of their parents, especially regarding traditional family responsibilities, with work and school. Doesn’t this ring true for native and international students as well?\u003c/p>\n\u003cp>There is no single way to define a \u003cem>Generation 1.5\u003c/em> student, except that they have the additional challenge of balancing the traditional values of their native cultures, with growing up American, and trying to do what every young person in their late teens and early twenties tries to do – to find themselves and fit in.\u003c/p>\n\u003cp>In terms of teaching \u003cem>Generation 1.5\u003c/em> students, they face some of the same grammatical challenges as traditional ESL students. This is of course logical since English is not their first language or the language that they use most frequently at home. But \u003cem>Generation 1.5\u003c/em> students also have different needs and require different teaching approaches from both their ESL and native counterparts. One strategy that is helpful is to utilize media to enrich lessons and engage students. This works well because these students have been educated in the U.S. public school system and identify with American culture.\u003c/p>\n\u003cp>Since this demographic is becoming increasingly common in classrooms, not only in the Bay Area, but across California and the US, all teachers, not only ESL trained teachers, will be working with this large student population. In the Bay Area our richly diverse population is well suited to \u003cem>Generation 1.5\u003c/em> students, because like so many in our communities, they cannot be easily defined.\u003c/p>\n\u003cp>They are students – hard to define and pin down – who bring new ideas, cultures, and perspectives into class. Who exactly are they? Where are they from? What characteristics do they share? Maybe these questions are missing the point. What’s great about \u003cem>Generation 1.5\u003c/em> is our inability to define the young people who make up this demographic. Maybe instead of trying to define them, we should just be trying to learn from them.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>For KQED’s educator resources, programs and reports about immigrant communities in California, visit \u003ca href=\"http://www.kqed.org/immigrantvoices\">www.kqed.org/immigrantvoices\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Julia McGurk\u003c/strong> has a TESOL certificate and an MA in TESOL and has taught in all kinds of ESL classrooms. She has taught English composition to international as well as domestic (mostly gen 1.5) students at CSU East Bay and is working full time as the Career Education Coordinator at The English Center in Oakland, where she teaches career, speaking and listening, computer and Community English classes. She also teaches an advanced reading and composition class at Las Positas Community College in Livermore.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/02/Generation-1.51.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/02/Generation-1.51.jpg\" alt=\"Generation 1.5\" width=\"640\" height=\"354\" class=\"alignnone size-full wp-image-4903\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/02/Generation-1.51.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/02/Generation-1.51-400x221.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>by \u003cstrong>\u003cem>Julia McGurk\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>If you grew up in California, the chances are you went to school with someone who would be categorized as \u003cem>Generation 1.5\u003c/em>, and the chances are that you wouldn’t be able to pick them out from students who spent their whole lives in the US speaking English. In fact you have probably never heard the term.\u003cem>\u003c/em>\u003c/p>\n\u003cp>Who is \u003cem>Generation 1.5?\u003c/em> The term is used to describe students who are neither first nor second generation immigrants – hence, 1.5. They live somewhere between those two traditional terms and have a broad range of characteristics.\u003c/p>\n\u003cp>\u003cem>Generation 1.5\u003c/em> students could have been born here, but do not speak English at home with their parents. They might have moved to the US some time during the K-12 system from a non-English speaking country, or may have moved here from US territories where they grew up speaking a different first language. Depending on when they moved to the US, \u003cem>Generation 1.5ers\u003c/em> may have limited literacy in their first language and also have limited English, especially for academic purposes. Again it depends on their education and cultural background, not to mention their home life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the video below, a student talks about how \u003cem>Generation 1.5\u003c/em> students feel lost between two cultures, not really belonging to either of them. (This is a conversation I’ve had in the past with so many \u003cem>Generation 1.5\u003c/em> students and clearly his classmates agree with him, judging by the finger snapping in the background.)\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"http://www.youtube-nocookie.com/embed/FogFk7r7Eow\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>Many act as translators for their families, especially parents and grandparents. Many are the first in their families to go to college and struggle with balancing the dreams and high expectations of their parents, especially regarding traditional family responsibilities, with work and school. Doesn’t this ring true for native and international students as well?\u003c/p>\n\u003cp>There is no single way to define a \u003cem>Generation 1.5\u003c/em> student, except that they have the additional challenge of balancing the traditional values of their native cultures, with growing up American, and trying to do what every young person in their late teens and early twenties tries to do – to find themselves and fit in.\u003c/p>\n\u003cp>In terms of teaching \u003cem>Generation 1.5\u003c/em> students, they face some of the same grammatical challenges as traditional ESL students. This is of course logical since English is not their first language or the language that they use most frequently at home. But \u003cem>Generation 1.5\u003c/em> students also have different needs and require different teaching approaches from both their ESL and native counterparts. One strategy that is helpful is to utilize media to enrich lessons and engage students. This works well because these students have been educated in the U.S. public school system and identify with American culture.\u003c/p>\n\u003cp>Since this demographic is becoming increasingly common in classrooms, not only in the Bay Area, but across California and the US, all teachers, not only ESL trained teachers, will be working with this large student population. In the Bay Area our richly diverse population is well suited to \u003cem>Generation 1.5\u003c/em> students, because like so many in our communities, they cannot be easily defined.\u003c/p>\n\u003cp>They are students – hard to define and pin down – who bring new ideas, cultures, and perspectives into class. Who exactly are they? Where are they from? What characteristics do they share? Maybe these questions are missing the point. What’s great about \u003cem>Generation 1.5\u003c/em> is our inability to define the young people who make up this demographic. Maybe instead of trying to define them, we should just be trying to learn from them.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>For KQED’s educator resources, programs and reports about immigrant communities in California, visit \u003ca href=\"http://www.kqed.org/immigrantvoices\">www.kqed.org/immigrantvoices\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Julia McGurk\u003c/strong> has a TESOL certificate and an MA in TESOL and has taught in all kinds of ESL classrooms. She has taught English composition to international as well as domestic (mostly gen 1.5) students at CSU East Bay and is working full time as the Career Education Coordinator at The English Center in Oakland, where she teaches career, speaking and listening, computer and Community English classes. She also teaches an advanced reading and composition class at Las Positas Community College in Livermore.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Billion Dollar Question: How Will Immigration Reform Affect Adult Education?",
"headTitle": "The Billion Dollar Question: How Will Immigration Reform Affect Adult Education? | KQED",
"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/02/CfakepathCLOUD31.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-4859\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/02/CfakepathCLOUD31.jpg\" alt=\"CfakepathCLOUD\" width=\"640\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/02/CfakepathCLOUD31.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/02/CfakepathCLOUD31-400x267.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>By Lori Howard \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Business and labor leaders are showing support for an immigration reform bill proposed by a bipartisan group of U.S. senators which would affect approximately 11 million undocumented immigrants who already live in the U.S. The reform being discussed includes the “Dream Act” which would create an expedited path to citizenship for young people who were brought to the U.S. as children, if they attend college or serve in the military. It is believed that fixing the immigration system will, among other things, boost the economy by documenting these young people and allowing and encouraging them to attend college and possibly work in the STEM (science, technology, engineering and mathematics) fields. Major companies and organizations like Microsoft, Intel and the National Science Teachers Association, support the plan since there are more jobs than qualified applicants in these areas.\u003c/p>\n\u003cp>All the talk of educating undocumented immigrants seems to focus on the 65, 000 who graduate from American high schools each year. But what about the adults? Supporters of this immigration reform plan hope it will also offer adults a comprehensive path to citizenship, as well as educational and employment opportunities. The last immigration reform bill, IRCA (The Immigration Reform and Control Act of 1986), offered legal residency to undocumented immigrants with an option to pursue full citizenship after five years. It also provided billions of dollars for English and citizenship education so that applicants could learn about basic U.S.history and government, and be able to speak, read, and write simple English—all requirements for citizenship.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In his remarks on comprehensive immigration reform, President Obama said, “We’ve got to lay out a path — a process that includes passing a background check, paying taxes, paying a penalty, learning English, and then going to the back of the line, behind all the folks who are trying to come here legally.” If immigration reform does go forth, what will that mean for adult English as a second language (ESL) instruction and citizenship education?\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>:\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube-nocookie.com/embed/gZX4Wv6P6mA\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.kqed.org/tv/programs/thisweek/watch/archive/266858/a\">Immigration Reform Round Table – This Week in Northern California\u003c/a>\u003c/strong> – 2/1/2013\u003cbr>\nComprehensive immigration reform is on the table in Washington, with proposals from President Obama and a bipartisan group of eight senators. What is the potential impact on California, home to about 2.5 million undocumented immigrants, from farmworkers in the Central Valley to high-tech engineers in Silicon Valley?\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.kqed.org/news/story/2012/10/08/109082/undocumented_youth_organize_for_immigration_reform_election\">Undocumented Youth Organize for Immigration Reform, Election\u003c/a>\u003c/strong> – Oct. 8, 2012\u003cbr>\nCommunity Leaders Organizing Undocumented Dreamers, CLOUD, is organizing youth to apply for deferred action and speak out for permanent immigration reform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Lori Howard\u003c/em> \u003c/strong>is an ESL consultant, teacher-trainer, and author of three reading textbooks for adult ESL learners. Her 38 years of experience in the field includes teaching ESL, administering ESL programs and being a TV/Video teacher on the \u003cem>Learning English\u003c/em> Series. She holds a TESL Certificate from UCLA and a Masters Degree in Educational Administration from Pepperdine University.\u003c/p>\n\n",
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"description": "By Lori Howard Business and labor leaders are showing support for an immigration reform bill proposed by a bipartisan group of U.S. senators which would affect approximately 11 million undocumented immigrants who already live in the U.S. The reform being discussed includes the “Dream Act” which would create an expedited path to citizenship for young",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/02/CfakepathCLOUD31.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-4859\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/02/CfakepathCLOUD31.jpg\" alt=\"CfakepathCLOUD\" width=\"640\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/02/CfakepathCLOUD31.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/02/CfakepathCLOUD31-400x267.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>By Lori Howard \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Business and labor leaders are showing support for an immigration reform bill proposed by a bipartisan group of U.S. senators which would affect approximately 11 million undocumented immigrants who already live in the U.S. The reform being discussed includes the “Dream Act” which would create an expedited path to citizenship for young people who were brought to the U.S. as children, if they attend college or serve in the military. It is believed that fixing the immigration system will, among other things, boost the economy by documenting these young people and allowing and encouraging them to attend college and possibly work in the STEM (science, technology, engineering and mathematics) fields. Major companies and organizations like Microsoft, Intel and the National Science Teachers Association, support the plan since there are more jobs than qualified applicants in these areas.\u003c/p>\n\u003cp>All the talk of educating undocumented immigrants seems to focus on the 65, 000 who graduate from American high schools each year. But what about the adults? Supporters of this immigration reform plan hope it will also offer adults a comprehensive path to citizenship, as well as educational and employment opportunities. The last immigration reform bill, IRCA (The Immigration Reform and Control Act of 1986), offered legal residency to undocumented immigrants with an option to pursue full citizenship after five years. It also provided billions of dollars for English and citizenship education so that applicants could learn about basic U.S.history and government, and be able to speak, read, and write simple English—all requirements for citizenship.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In his remarks on comprehensive immigration reform, President Obama said, “We’ve got to lay out a path — a process that includes passing a background check, paying taxes, paying a penalty, learning English, and then going to the back of the line, behind all the folks who are trying to come here legally.” If immigration reform does go forth, what will that mean for adult English as a second language (ESL) instruction and citizenship education?\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>:\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"http://www.youtube-nocookie.com/embed/gZX4Wv6P6mA\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.kqed.org/tv/programs/thisweek/watch/archive/266858/a\">Immigration Reform Round Table – This Week in Northern California\u003c/a>\u003c/strong> – 2/1/2013\u003cbr>\nComprehensive immigration reform is on the table in Washington, with proposals from President Obama and a bipartisan group of eight senators. What is the potential impact on California, home to about 2.5 million undocumented immigrants, from farmworkers in the Central Valley to high-tech engineers in Silicon Valley?\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.kqed.org/news/story/2012/10/08/109082/undocumented_youth_organize_for_immigration_reform_election\">Undocumented Youth Organize for Immigration Reform, Election\u003c/a>\u003c/strong> – Oct. 8, 2012\u003cbr>\nCommunity Leaders Organizing Undocumented Dreamers, CLOUD, is organizing youth to apply for deferred action and speak out for permanent immigration reform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Lori Howard\u003c/em> \u003c/strong>is an ESL consultant, teacher-trainer, and author of three reading textbooks for adult ESL learners. Her 38 years of experience in the field includes teaching ESL, administering ESL programs and being a TV/Video teacher on the \u003cem>Learning English\u003c/em> Series. She holds a TESL Certificate from UCLA and a Masters Degree in Educational Administration from Pepperdine University.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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