Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i2JL5xI16005; Fri, 19 Mar 2004 16:05:59 -0500 (EST) Date: Fri, 19 Mar 2004 16:05:59 -0500 (EST) Message-Id: <89.637083c.2d8ca1f4@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: MWPotts2001@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2713] Immigrant Family Curriculum X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: 9.0 for Windows sub 5015 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 2074 Lines: 42 Colleagues, When I visited the Web page listed below, I saw that one of the recommendations for appropriate curriculum is a focus on health issues, a subject that is addressed on the EFF Parent and Family Role Map: Meet Family Needs and Responsibilities/Provide for Safety and Physical Needs; and on the Citizen/Community Member Role Map: become and Stay Informed/Find, interpret, and analyze diverse sources of information. With these maps as guides, we can use the Teaching and Learning Cycle to inform instruction and meet the health information needs of the Immigrant Students in our Adult Education Programs. For those who may not know about the Health and Literacy Special Collection Website, please go to www.worlded.org/us/health/lincs. And for more on this subject, please see additional posting--Health and Literacy Weblog All the Best, Meta Potts, Moderator 4-EFF List FOCUS on Literacy Glen Allen, VA mwpotts2001@aol.com THE WORLD OF IMMIGRANT STUDENTS (from the PEN Weekly Newsblast 3/19/04) Language-minority students are the fastest-growing population in US public schools. Between 1991 and 1999, the number of language-minority school -aged children in the United States rose from 8 million to 15 million, and the number of K-12 students classified as limited-English-proficient (LEP) increased from 5.3 million to 10 million. Although eight languages --Spanish, Vietnamese, Hmong, Cantonese, Cambodian, Korean, Laotian, and Navajo -- comprise 85% of linguistic diversity, 350 language groups are actually spoken in US school districts. As many US schools are experiencing a tremendous increase in students who are not proficient in English, meeting the needs of these students challenges many areas of a school system, according to results of a pilot study conducted by Judy Smith-Davis. In this article, Smith-Davis outlines a set of best practices and a wealth of Web resources to help educators meet this challenge and serve this population of students. http://www.principals.org/publications/pl/pl_world_immigrant_students_0304.cfm
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