I (Sal) remember growing-up in St. Paul, where I was born-raised by parents that immigrated from the Philippines. My parents were taught English growing-up in the "third largest English-speaking nation" in the world-Philippines, but living in America was challenging early on. My parents would come home frustrated after a long day at work, where they would sometimes get teased/ridiculed for not speaking English well. My siblings and I would have to correct them at times constantly. I too had trouble in the American public school system despite growing-up in this country because of my parents' difficult time when I was growing-up. The school subject of English wasn't my favorite class as I struggled academically. I was too teased and "made fun of" all my years going to school by friends and peers because of my grammar.
Yes, I finished college, but I don't stop learning! With my volunteer involvement with the Morris Literacy Project, I hope to use this an opportunity to touch-up my needed improvement of my English-grammar skills. I hope to teach and learn from the students I work with in this program that started in the Fall of 2004.
, link t a friend of mine, Andrew S. Kress'"Together", who was selected as a semifinalist to be awarded in Walt Disney World in Florida. He was selected as one of the top 100 that's going to be published (3/2/04).
*from David K. (3/18/07) "fi yuo cna raed tihs, yuo hvae a sgtrane mnid too
Cna yuo raed tihs? Olny 55 plepoe out of 100 can.
i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!
Learn the Alphabet
ESL: English as a Second Language Beginners Level: Alphabet
"As a volunteer teacher/tutor (see Morris Literacy Project, in Morris, MN)of the English as a Second Language. Here is a sample of some basic lessons I help teach-A to Z: Alphabet. You can practice pronunciation and get familiar with some word association. Feel free to repeat or even sing-a-long. Make your learning an enjoyable experience!. This is also reccomended for children, who are looking for fun ways to learn!"
Lyrics: "I'm going to hide God's Word..
in my heart and it's a lamp unto my feet."
"I'm going to read God's Word...
..every day it's fruit embedded in me."
"I'm going to step in the truth of the Bible.
"I'm going to open my eyes and I'm going to memorize."
All have sinned and fallen short of the glory of God...Romans 3:23 Believe in the Lord that Jesus Christ, and you will be saved...Acts 16:31 Children, obey your parents in the Lord, for this is right...Ephesians 6:1 Do good; seek peace and pursue it..Psalm 34:14 Even a child is known by his actions, by whether his conduct is pure and right...Proverbs 20:11 Fear not, for I am with you..Isaiah 43:5God is love-1 John 4:8 Honor your father and your mother, so that you may live long in the land the LORD your God is giving you.-Exodus 20:12 I am the vine; you are the branches. If a man remains in me and I in him, he will bear much fruit; apart from me you can do nothing...John 15:5 Jesus wept..John 11:35 Keep your tongue from evil
and your lips from speaking lies...Psalm 34:13 Look to me and be saved,
all you ends of the earth;
for I am God, and there is no other...Isaiah 45:22 Marvel not be surprised at my saying, 'You[a] must be born again.'..John 3:7 No one can serve two masters. Either he will hate the one and love the other, or he will be devoted to the one and despise the other. You cannot serve both God and Money...Matthew 6:24 O' Give thanks to the LORD, for he is good; his love endures forever...Psalm 118:29 Praise the Lord, for he He is good...Psalm 127:1 Quench not the Spirit's fire...1 Thessalonians 5:19 Remember the Sabbath day by keeping it holy...Exodus 20:8
Seek first his kingdom and his righteousness, and all these things will be given to you as well...Matthew 6:33 Trust in the LORD with all your heart and lean not on your own understanding...Proverbs 3:5 Unto us a child is born, to us a son is given and the government will be on his shoulders. And he will be called Wonderful Counselor, [a] Mighty God, Everlasting Father, Prince of Peace...Isaiah 9:6 Vengeance is mine, says the Lord..Romans 12:19 Wait for the LORD; be strong and take heart and wait for the LORD...Psalm 27:14 Xee through these he has given us his very great and precious promises, so that through them you may participate in the divine nature and escape the corruption in the world caused by evil desires...2 Peter 1:4 You are the Light of the world...Matthew 5:14 Zion hears and rejoices and the villages of Judah are glad because of your judgments, O LORD...Psalm 97:8
"Mary Hu didn�t make the finals of the Poetry Out Loud competition in Washington D.C.
That didn�t lessen the experience for the Morris Area High School student and Minnesota Poetry Out Loud champion.
�The whole idea is to create energy around poetry,� Hu said. �One thing I thought was
really interesting is that I met a lot of kids who are really interested in poetry. You don�t get that too often.�
Hu and advisor Dave Johnson stayed in downtown D.C. and experienced the historic city, with Mary taking a White House tour and eating a meal in the Senate building.
The two-day competition left little time for anything else. The 52 contestants were segmented into three regions, and read two of their three poems. The process took nine hours.
Hu read �Mrs. Krikorian,� by Sharon Olds, �Bilingual/Bilingue,� by Rhina P. Espaillat, and her third poem was �Hap,� by Thomas Hardy.
Hu made it to the final eight in her region, but missed the top four, which would have put her into the final round of 12 competitors. She was in a tough region, however, Johnson said. Three of the four from Hu�s region competition placed in the top five overall, and two from the region placed in the top three.
�She just missed but she did great,� Johnson said. �She definitely had the toughest region to advance from. Mary easily could have made the final round.�
As the Minnesota Poetry Out Loud champion, Hu received a membership at The Loft Literary Center, a $200 cash award, and an all expense paid trip to Washington for the national championship.
The Morris Area school district received a $500 stipend to purchase poetry books.
At the national level, $50,000 in scholarships and school prizes were awarded, including a $20,000 scholarship for the winner.
Nationally, about 200,000 compete in Poetry Out Loud, which is in its third year, and about 300 students from MAHS were involved in the program, Johnson said.
Hu said the best aspect of winning the state competition would be meeting others from around the country who also share a passion for poetry. She became friends with a competitor from Montana, and was intrigued by another contestant who she said had an obsession with the Edgar Alan Poe poem �Annabel Lee.� He recited the poem several times in a variety of situations.
�It�s not often,� Johnson said, �that you see a 16-, 17-year-old kid from Arkansas reciting poetry in the subways in D.C.�"
"Morris Area High School sophomore Mary Hu claimed first place in the state Poetry Out Loud recitation competition on Monday.
Hu’s success, however, stems more from being able to feel the poems rather than just recite them.
“Last year, I had problems with that and I said this year that I really
should work on that,” said Hu, who will be among 51 competitors from all the states and Washington D.C. at nationals next month. “There were some poems that are really pretty poems, but I don’t really feel the meaning on the poem.”
The Minnesota State Arts Board judges certainly understood that Hu felt them this year, selecting Hu for the top prize in the Poetry Out Loud: 2008 Minnesota State Competition at the Fitzgerald Theater in St. Paul.
Hu was among 12 finalists who competed at the state level. Students first had to win at the school level, and then at the regional level.
Another Morris Area student, Annika Kildegaard, placed second at the Minnesota Poetry Out Loud competition last year.
The Minnesota Poetry Out Loud champion, Hu receives a membership at The Loft Literary Center, a $200 cash award, and an all expense paid trip to Washington, DC, to compete for the national championship April 28-29.
The Morris Area school district receives a $500 stipend to purchase poetry books.
At the national level, $50,000 in scholarships and school prizes will be awarded, including a $20,000 scholarship for the winner.
Hu read “Mrs. Krikorian,” by Sharon Olds, “Bilingual/Bilingue,” by Rhina P. Espaillat, and “Hap,” by Thomas Hardy.
I picked the ones that I understood and had a message about my own life,” Hu said. “I can do them better if they mean something to my own life.”
Dave Johnson, Morris Area English and Drama teacher, said Hu chose poems that allowed her to connect to a strong message and be expressive. That wasn’t the case with other competitors.
You could see the kids who really connected with a poem and those who didn’t,” Johnson said.
Stage freight also wasn’t a problem for Hu.
“It takes a while to get used,” she said. “I don’t love being in front of people, but if I’m prepared then I’m OK with it.”
Johnson said Morris Area students have grasped the Poetry Out Loud concept, which explains why the school has done well at the state level in the two years it’s participated in the three-year-old program.
About 350 kids in the school participated in the program, and he noted that Hu placed second at the school-level competition before winning at the regional and state levels.
“If a kid here has talent, there’s a good chance they’ll get in there (state),” Johnson said. “There’s still not that many schools statewide that are taking part. We have a lot of other kids around here who did well, too.”
Hu said she is excited about meeting many competitors from around the country at the national competition. At the state contest, she said she had more fun back stage, bonding with the other competitors, than she did during her recitations.
“I’m going to like listening to the other poems,” she said. “They’ll be from different states, with different accents. It’ll be so cool to see how other people do their poems.”
And, being a sophomore this year, will want to enjoy the newness of her circumstances before the pressure mounts next year.
“It didn’t occur to me,” Johnson said with a smile, “that we’ve got a title to defend next year.”"
*see Asian: Taiwan
"A dozen students from the University of Minnesota, Morris will travel to China to help teach English and culture to Chinese high school students.
The trip, from May 29 to June 13, is the first of its kind. George Shen, the mayor of the Chinese city of Jiashan, invited the UMM students to work with children from Jiashan High School.
"This is a pilot program which will hopefully provide a foundation for a vibrant and growing relationship between UMM and Jiashan," said Jennifer Falzerano, who works at UMM�s Office of Admissions and will accompany the students. "It will also expose UMM students to Chinese culture."
Falzerano, a UMM graduate, will be joined on the trip by Min Zhou, who teaches German at UMM and is originally from China. This is the first group of UMM students to visit China.
While Jiashan schools send most of their graduates abroad for a college education, explained Falzerano, U.S. students don't tend to go there.
In today's world, Falzerano said, students need to understand China as part of their growth and development as future citizens.
Students were selected by application from among more than 70 applicants, according to UMM Chancellor Sam Schuman.
Consideration was given to their grade point average, on-campus activities and an essay they were asked to write. Preference was given to freshmen and sophomore students.
Students who will travel to China are: Robert Goodfellow, Mound; Zachary Clemens, Minneapolis; Lauren Johnson; Myah Hayle; Christa Mims, Bear Lake; Daniel Moore, Champlin; Savannah Schulze, Ely; Ajeng Puspitasari, Jakarta, Indonesia; Natalie Kinsky, Woodbury; Brianna Martin, a UMM graduate from Eden Prairie High school whose parents live in Glenwood; Paul Carlson, Plymouth; and Michelle Handlin Burnsville.
Program, housing and food costs for the trip will be paid by the city of Jiashan. Additional expenses will be covered with assistance from the UMM Chancellor's office and the students.
This trip for students was an unexpected bonus following a recent trip to China by Schuman, Falzerano and Schuman�s wife, Nancy, who paid her way to be part of the experience.
Also on the trip were Dr. Hong Yang from the University of Minnesota China Center. Focus of the trip was to explore exchange options and to recruit students for UMM.
Schuman, who traveled to China last fall, was part of the International Education Exposition in Beijing. The University of Minnesota was the only American institution at the three-day expo, which was attended by an average of 30,000 students per day, he said.
�That was an eye-opening experience,� Schuman said. �What we saw there was tremendous interest and hunger for American higher education. We wanted to see if we could make connections for the University of Minnesota, Morris, not just the University of Minnesota.�
On the recent trip, Schuman stated that they had production discussions both with two officers of the Shanghai American Consulate regarding visa issues for Chinese students seeking to come to the U.S. and with Shanghai University.
While in Jiashan, they visited a private college and the area's leading high school, which is where the invitation was extended for UMM students to visit.
In Beijing, they met with the vice president of Beijing Union University and the director for international education. They are less enthusiastic about student exchanges but eager to establish faculty exchanges, said Schuman.
A general accord of cooperation was signed with Beijing Union University.
The UMM and U of M group met at Shanghai University with two vice presidents and other officers of their international programs office, and they seem eager to establish student and faculty exchanges, Schuman said.
The university has a number of colleges, including a College of Liberal Arts. It currently enrolls about 25,000 undergraduates, Schuman said.
�Shanghai University would like to see from us a draft exchange agreement,� he said. �They offer a considerable number of courses in English."
At Capital Normal University in Beijing, they again met with a vice president and International Programs staff.
"They have a new and quite splendid facility for international students, and offer a good range of liberal arts programs and programs in Chinese language for international students," said Schuman. "They are eager to establish a student exchange, and we signed with them, too, a general accord of future cooperation. They propose sending a delegation of six to seven members, including faculty and administrators, to Morris in the relatively near future. They, too, have attractive short-term courses for international students on their campus that might make for good May term possibilities.
"Finally, we visited the private Beijing Royal School (a high school), spoke with students and the headmaster, and distributed information about attending UMM," said Schuman.
The Chinese appear more interested in science education, and in areas such as business, technology and economics, Schuman said.
�The hard sciences interest them a lot and they see (the U.S.) as a world leader,� Schuman said.
The University of Minnesota system doggedly maintained relations with Chinese universities at a time when it was difficult for Chinese students to get American visas and many universities gave up trying to recruit them, Schuman said.
�We haven�t given up,� Schuman said. �That work has made it possible for truly interested Chinese students to come to the U.S.�
This story contains information from the UMM News Service and the Sun Tribune.
*this is through Alexandria's Runestone Learning Center..
south east side of Runestone Learning Center. The 8-10 story high rise apartment is right behind the center along Broadway-Main Street RUNESTONE REGIONAL LEARNING CENTER
ALEXANDRIA, MN 56308
COORDINATOR: KATY MOHABIR
Other sites: Vikingland Alex ABE: PBworks
When Gail Rixen�s tractor is dusty enough, she can compose a word or two of poetry on the dirty hood. Otherwise, she makes mental notes to jot down later when the haying is done.
The poetry of the former Morris resident is set to the rhythm of her tractor plowing back and forth on her 144-acre farm, inspired by nature, animals and a hard-working life. Rixen�s third book of poetry - self-published - is now for sale. It�s titled �Living on Dew� and the Park Rapids native credits local teachers for drawing her to poetry.
�Mr. McCain would read to us in class and boy, that really caught me,� she said of her eighth grade teacher Glenn McCain. She also credits Park Rapids High School teachers Martin Carter and Carlton Anderson for encouraging her expressions.
The 53-year-old woman has been a finish carpenter, a roofer and farmer. Although she has been a substitute teacher, she�s mostly departed from her higher education degree in English, sociology and secondary education to follow another calling. Physical labor appeals to her, and inspires her poetry. �When I talk of being dead tired, that comes from the roofing and carpentry,� she said.
Writing poems appeals to her genteel side and draws on her daily life.
Rixen was raised on a farm southwest of Park Rapids. Her mother, Betty, resides at Heritage Living Center. Her father Morris is deceased. Rixen and her three siblings, two sisters and a brother, all graduated from Park Rapids High School and the University of Minesota, Morris. In lieu of a book of poetry for Mother�s Day, Rixen treated her mother to lunch outside the facility. �I think she�d rather have a day out� as a gift, she laughed.
Rixen lives on a farmstead near Puposky with her partner of 31 years, Tim Kroeger. The two raise hay for 25 ewes, harvest maple syrup and raise honey bees. Kroeger teaches geology at Bemidji State University in his �spare� time. They sell honey, maple syrup, produce and jellies at local farmers markets.
Her poetry isn�t solely inspired by her life. She�s intrigued by news. �I just can�t keep my mouth shut,� she observes. �I comment on society as it changes over the years but my work tends to be focused on nature.� But she does shy away from political commentary as too divisive.
She admits her readers have mixed reactions to her works. �Farming is anachronistic,� she said. �It doesn�t necessarily touch those without a farm background so I try to bring them in.�
Rixen is a member of Loonfeather Press in Bemidji, where she co-edits others� works for publication. But being a do-it-yourselfer, she decided to self-publish her latest collection and printed 500 copies that sell for $11 apiece. Her previous two books, �Chicken Logic� and �Pictures of Three Seasons,� were commercially published.
The title poem in her newly released book refers to years of drought conditions experienced in the northern climes of Minnesota. She writes for her own edification, but also to share her life experiences and observations with others. And she keeps her carpentry skills honed building sheds on the farm.
Rixen doesn�t have a special room in the house where she puts pen to paper. � I rarely have a piece of paper in my pocket� to commit thought to verse, she said.
That�s what the tractor is for.
"It's 4 o'clock on a Thursday afternoon, and the English as a Second Language (ESL) class won't start for another half hour. But already Naoko, a neurosurgeon from Japan, and Juhee, a chemist from Korea who has her own perfume-making business, have arrived at Stadium Village Church (SVC) on the University campus in Minneapolis to practice their English."
Visiting one of the ESL Classes at Stadium Village in December 2004
*I had the opportunity to see how (experience) this program went when I was starting out the Morris Literacy Project "
English for Speakers of Other Languages (ESL) Program
** CLASSES START MONDAY, OCTOBER3, AT 6:30 PM **
Contact us at ESL@whchurch.org
Download the Vision Statement.
6:30 - 8:00 p.m. on Monday nights
Who can attend
Open to ALL who do not speak English as their first language.
ESL Coordinator and contact person, Molly Nielsen
"A study by Education Week magazine found a 49-to-1 ratio of ESL students to certified teachers in Minnesota. Nationally, the ratio stands at 19 to 1.
..Statewide, the number of ESL kids doubled, from 30,000 in 1995 to 61,000 in 2005, Seagren said."
"..is a nonprofit, statewide organization that provides literacy services to adults, children, volunteers and community programs around Minnesota.
In 1972 MLC offered its first volunteer tutor workshops. Today we've become one of the nation's largest literacy organization, offering a full range of services that help children and adults acquire the literacy skills they need to become successful students, workers, family members, and community citizens:" 2010 Resources literacyminnesota.org
Make a Difference with the Minnesota Literacy Council!, from youtube.com
ONLINE COURSES: Online Courses for Teachers and Volunteer Teachers "� Fundamentals of Curriculum Development
� Literacy Level ESL Instruction
� Multilevel English Language Instruction
� Reading Assessments for Adult Basic Education
� Research Based Beginning Reading Instruction for Adults
� Understanding CASAS for Student Success
Educational Technology Workshops
In addition to self-paced online training, MLC offers both live hands-on workshops and synchronous (real time) online workshops on a variety technology topics. Upcoming events are:
� Computer Confidence (Parts 1 and 2), Sept. 9 and 23rd, 6:30-8:30 (live)
� Intro to MLC Online Training, Sept. 18th, 4:30-6:30 (online synchronous)
� Minnesota Curriculum Showcase, Oct. 7th, 6:30-8:30 (online synchronous)
� Author Your Own RealeBooks, Oct. 16th, 6:30-8:30 (live)
A complete training calendar is available at www.themlc.org/techservices (click Online and Classroom Training in Educational Technology). On the web site you can also find full descriptions of each workshop, and can register using the convenient online form. All workshops are free and open to teachers, volunteers, and other ABE practitioners. We hope you�ll join us!
Adult Education Technology Wiki
Wikis (easy-to-use websites that are created and maintained by a community of users) have the potential to open up new avenues for collaboration and resource sharing. Susan Wetenkamp-Brandt , MLC Educational Technology Trainer, has started a new wiki site for teachers, volunteers, and other ABE professionals interested in using technology to improve their work. This wiki site will serve as an online platform for learning about new technologies, sharing teaching ideas, lesson plans, and resources, and connecting with peers around the state.
The wiki is online at http://adultedtech.pbwiki.com.
As a public wiki, the site is open to all who wish to view resources. To join the community of contributors, contact Susan [Susan Wetenkamp-Brandt, Educational Technology Trainer, swbrandt@theMLC.org ].
-ESL GED/ESL Volunteering *Teacher: Rob Podlasek (see Goodnewseverybody: English-ABE/GED Volunteering) "This workshop will provide tutors helping in an ABE/GED classroom with background imformation and concrete ideas for helping students."
*completed this in a weekend (Friday, September 5th-Sunday, September 7th of 2008)
- Citizenship Tutor Training * Teacher: Burgen Young (see Goodnewseverybody: English-Citizenship Test) "This course will provide you with a basic understanding of the U.S. citizenship application process and appropriate teaching strategies for preparing ABE/ESL student immigrants to pass their citizenship interview. "
*completed this in 1 day (Saturday, September 13th of 2008)
-ESL Classroom Volunteer Training * Teacher: Burgen Young (see GoodnewsEverybody.com: English-ESL Volunteering) "This online course will introduce you to the basics for a volunteer position in the Adult ESL Classroom."
*completed this (Sunday, September 21st of 2008 to Sunday, September 28th of 2008)
-Fundamentals of Curriculum Development
* Teacher: Susan Wetenkamp-Brandt(see GoodnewsEverybody: English-Curriculum Lesson Planning) "This course will offer volunteers, teachers, and program managers an overview of the curriculum development process and provide tools and resources for evaluating and writing curriculum.
This course offers 5 Continuing Education Units (CEUs)."
*completed this in ? (Monday, September 29th of 2008 to )
"Simple awareness on the part of mainstream staff members will help them deal more effectively with cross-cultural dissension. As ESL/bilingual professionals we need to teach strategies which help our colleagues understand the role culture plays in the behavior and reactions of second language learners and their parents..." What's in a Gesture?, pdf format
"Declarative sentences in the English language are the sentences that form a statement;
Interrogative sentences in the English language are the sentences that form a question;
Imperative sentences in the English language are the sentences that make a command or request;
Exclamatory sentences in the English language are the sentences that attempt to powerful feelings, or emotions;...
"(sometimes called a "fused sentence") has at least two parts, either one of which can stand by itself (in other words, two independent clauses), but the two parts have been smooshed together instead of being properly connected. Review, also, the section which describes Things That Can Happen Between Two Independent Clauses.
It is important to realize that the length of a sentence really has nothing to do with whether a sentence is a run-on or not; being a run-on is a structural flaw that can plague even a very short sentence:
The sun is high, put on some sunblock.
An extremely long sentence, on the other hand, might be a "run-off-at-the-mouth" sentence, but it can be otherwise sound, structurally. Click here to see a 239-word sentence that is a perfectly fine sentence (structurally)
When two independent clauses are connected by only a comma, they constitute a run-on sentence that is called a comma-splice. The example just above (about the sunscreen) is a comma-splice. When you use a comma to connect two independent clauses, it must be accompanied by a little conjunction (and, but, for, nor, yet, or, so).
The sun is high, so put on some sunscreen.
Run-on sentences happen typically under the following circumstances*:
1. When an independent clause gives an order or directive based on what was said in the prior independent clause:
This next chapter has a lot of difficult information in it, you should start studying right away.
(We could put a period where that comma is and start a new sentence. A semicolon might also work there.)
2. When two independent clauses are connected by a transitional expression (conjunctive adverb) such as however, moreover, nevertheless.
Mr. Nguyen has sent his four children to ivy-league colleges, however, he has sacrificed his health working day and night in that dusty bakery.
(Again, where that first comma appears, we could have used either a period — and started a new sentence — or a semicolon.)
3. When the second of two independent clauses contains a pronoun that connects it to the first independent clause.
This computer doesn't make sense to me, it came without a manual.
(Although these two clauses are quite brief, and the ideas are closely related, this is a run-on sentence. We need a period where that comma now stands.)
Most of those computers in the Learning Assistance Center are broken already, this proves my point about American computer manufacturers.
Again, two nicely related clauses, incorrectly connected — a run-on. Use a period to cure this sentence. .."
*Shared at Morris Public Library around June of 2004
326 NE Cedar Court
Blue Springs, MO 64014
email@example.com "Very educational, cultural (African-wore a Ghanan garb), and entertaining for all ages (young and old are very encouraged to be involved during storytelling) as he got the audience interacting"-Sal
*referred by Jacob Richman (Israel) on facebook's wall (Tuesday, April 22nd of 2008)
Learn English Online
"http://dailyenglishpod.com learn English online for free. Today's lesson we explain the phrase "A Watched Pot Never Boils". To listen to the full English lesson please visit http://dailyenglishpod.com "
Learn English - Weather
"EF podEnglish improves your English with bite-sized 5 minute videos. Perfect for beginners, intermediate and advanced students, these video lessons are as good as having an English teacher in your pocket! Created by EF & Englishtown, the world's largest language school with over 400 schools in over 50 countries worldwide. Subscribe to weekly podEnglish episodes http://www.ef.com/podenglish
"EF podEnglish improves your English with bite-sized 5 minute videos. Perfect for beginners, intermediate and advanced students, these video lessons are as good as having an English teacher in your pocket! Created by EF & Englishtown, the world's largest language school with over 400 schools in over 50 countries worldwide. Subscribe to weekly podEnglish episodes http://www.ef.com/podenglish"
Related Sites: ef.com englishtown.com
"Philippines (MNN) ― Members of a literacy class held among the Palawano tribe in the Philippines recently graduated, proudly reading books to a crowd and wearing T-shirts proclaiming "I can read and write!"
"Now we won't feel so shy in front of the lowlanders," said Birnabi. "We can write our names and read like them so they won't be able to take advantage of us."
Although the students declared that they were too shy too speak in public, most of them did.
"I want to let out a big yell because I'm learning to read," said Dulok, even though he didn't reach the standard set to receive his certificate. "But I'm too shy in front of all of these people that have come to watch. But I am so excited that I am going to be able to read God's Word."
"I will be able to read God's Word. That's what I want!" his son Bisinti added.
Literacy class is only one of many important steps toward planting a church in an unreached culture. It was not without its challenges; many students persevered through the planting season and the floods of the rainy season. Also, In Palawano culture, speaking any words or syllables that sound like your own name or the names of your in-laws is taboo.
"Try drilling a syllable chart on the board, or having people read a story with a taboo name in it and either silence, embarrassed laughter or minor chaos results," New Tribes Missions missionary Elise Long had written at the beginning of the class.
"Oh, I can't read that name out loud," Midita had said. "It sounds too much like the name of my grandfather. It would be taboo, and my stomach would swell up and burst."
Before long, however, Midita was reading aloud in the evenings to her husband, children, nieces, nephews, and even her mother-in-law! Her six-year-old was even practicing the syllable drills with her.
Being literate and having their own written language is a wonderful source of pride for the Palawanos.
"It was so cool to see these guys who are utterly looked down upon by the lowlanders be so excited to learn to read and write, young and old," wrote missionary Sarah Asman, when she visited the missionary team in the tribe. "They know the day is coming when they will be able to read God's Story for themselves."
The Palawanos follow animistic beliefs, and live in fear of the spirits. This fear often deprives them of food by keeping them from hunting or planting.
Over 80 million people live in the Philippines, and 50 of the tribes are still unreached by the Gospel. At the current rate of ministry growth, the Gospel will not reach all of the tribes for another 100 years. New Tribes Missions is asking the Lord for at least 25 new missionary families per year in order to reach every tribe in the next 10 years. "
Multilanguage Media "This is a very thorough English Language Text. Using the Gospel of Mark as its text, these lessons are designed to give practice in the four basic language skills:" ESL - Bible Studies in Beginning English "
Each lesson contains the written section, questions to answer and a vocabulary list.
The lessons are written in controlled English with a limited vocabulary and sentence structure.
Tips on teaching ESL are given in each book."
"Different ways to greet (saying "hello")people in English.
Casual through formal English expressions.
Various vocabulary words and phrases for all levels of English learner.
How to speak the phrases with proper intonation and feeling.
EnglishMeeting.com pronunciation video with Dave Sconda... www.englishmeeting.com/esl_video_lessons _page.htm"
"HOUSTON, TX (ANS) -- According to the International Orality Network, four billion people in the world are primary oral learners -- people who do not learn through literate means like reading and writing.
Oral learners communicate through methods such as storytelling, drama, songs, and proverbs. Ironically, an estimated 90 percent of the world’s Christian workers present the gospel using literate -- not oral -- communication styles.
In order to reach and disciple oral learners, we must learn to use the strategies that are familiar and relevant to them.
"SANAA (Reuters) - Motorcycle-riding gunmen linked to al Qaeda shot and killed an American teacher in the Yemeni city of Taiz on Sunday, and Yemeni officials said government forces killed up to 14 militants in clashes and artillery attacks on their strongholds.
The attacks underscore the challenges facing President Abd-Rabbu Mansour Hadi who took office last month after a year of massive protests against his predecessor Ali Abdullah Saleh.
A police source in Taiz said a gunman riding on the motorcycle driven by an accomplice shot a U.S. English language teacher who was also deputy director of a language school, the Swedish Institute.
Officials from the institute identified the victim as Joel Shrun and said he was born in 1983.
The gunmen, who escaped after the attack, were believed to be linked to al Qaeda, the police source said. A group affiliated with the militant network claimed responsibility.
"This operation comes as a response to the campaign of Christian proselytizing that the West has launched against Muslims," an unidentified person said in a text message to journalists, claiming responsibility on behalf of the al Qaeda-linked Ansar al-Sharia (Partisans of Islamic Law).
Islamic militants often accuse Western aid groups of proselytizing.
Yemen has seen an escalation of al Qaeda violence since Hadi took office in February vowing to fight the Islamist network.
Taiz, 200 km (120 miles) south of Sanaa, is a commercial hub where many foreigners live and work. It was a flashpoint for protests against former President Ali Abdullah Saleh's 33-year rule.
Also on Sunday, a government warplane bombed Islamist militants in the southern city of Jaar, causing people to flee their homes, residents said. There were no immediate reports of casualties.
Ansar al-Sharia captured Jaar in Abyan Province in March last year after the outbreak of protests against Saleh and have turned it into their main base in southern Yemen.
Daily clashes break out around areas controlled by militants in southern Yemen. A local official said that up to 14 militants were killed in artillery attacks and clashes on Saturday north of the Abyan provincial capital of Zinjibar, the area of Bagdar and the town of Jaar.
The United States and Saudi Arabia, Yemen's neighbor and the world's biggest oil exporter, are concerned about al Qaeda's expansion in Yemen where it has regrouped after suffering reverses in Iraq and Saudi Arabia.
In early March, militants killed more than 110 soldiers in twin suicide attacks and said they had also captured some 70 soldiers.
(Additional reporting by Mohammed Mukhashaf in Aden; Writing by Sami Aboudi and Martina Fuchs; Editing by Robin Pomeroy)
"In the early 1970's, Brazilian educator, Paulo Freire, visited Harvard and published an English translation of his best known work, Pedagogy of the Oppressed. His general critique of education presented an analysis which challenged the neutrality of the technological model dominant in American schools. He argued that any curriculum which ignores racism, sexism, the exploitation of workers, and other forms of oppression at the same time supports the status quo. It inhibits the expansion of consciousness and blocks creative and liberating social action for change..."