AEIS Newsletter

AEIS News, Volume 1:1 (June 2003)

by User Not Found | 11/01/2011
In This Issue...

Message from the Chair: Projections 2003-2004
Teaching Pronunciation to Adult EFL Learners: Reflections and Observations
The African Presence in the ESOL Classroom
Spelling for Arabic-Speaking ESOL Students
Book Review: Stories We Brought With Us, 3rd Edition, Longman, 2002 by Carol Kasser and Ann Silverman
News from the Editor
AEIS Executive Board/Steering Committee 2003-2004
About This Member Community


Message from the Chair: Projections 2003-2004 Rosie Maum

As our adult education program here in Louisville, Kentucky prepares for the annual graduation ceremony, and having graduated myself just last week, I hope that the theme for next year's convention - Soaring Far, Catching Dreams - can be of inspiration to you and your students. May this message of hope and strength help you reach the goals that you and your program have set, and may your hard work and dedication be a guide to your students as they strive to realize their own dreams.

Your involvement with TESOL and the AEIS can certainly enhance your opportunities to "soar far", to grow and to better assist your students. I hope that many of you have submitted presentation proposals for the 2004 TESOL and that most of you plan to attend the conference. Just as a reminder, it will take place in Long Beach, CA from March 31 through April 3, 2004.

As for those of us who have committed to lead the AEIS, we are keeping busy putting together what we hope will be an exciting and stimulating array of choices for next year's convention. In addition to our regular presentations (papers, workshops, etc), we have also submitted a proposal for a special project. The title of the project is "Adult Education Employment Condition Survey" and its intent is to survey the working conditions of part time adult education programs throughout the U.S. The project will build on this year's AEIS-sponsored intersection on part -time issues and concerns. Yilin Sun from Seattle Central Community College is the principal investigator of the project. We know the results will benefit all of us in the field.

Marilyn Gillespie, AEIS Chair-Elect, is working on the academic session. The topic that was proposed at our interest section business meeting in Baltimore has to do with helping teachers to become researchers and good consumers of research. Speakers will discuss why it is important to apply what is learned through research in the classroom, examples of good research-informed practice and staff development, barriers and supports for research-based practice, and models for how teachers themselves can become involved in practitioner research. If you would like to know more about the academic session or suggest presenters, please contact Marilyn Gillespie.

Trudy Lothian, AEIS Assistant Chair, is putting together the discussion groups. As usual, these sessions will focus on topics of interest such as older adults and literacy, ESL materials, the differences between ABE and ESL, and family literacy.

Currently, we have one intersection planned. Beth Thompson, AEIS member-at-large, is developing the session in collaboration with the Intercultural Communication (ICC) Interest Section. Speakers will discuss why it is important for ESL teachers in adult education to have a background in intercultural communications and how concepts of intercultural communication are applied and misapplied in the classroom. Beth is also planning some hands-on activities for teachers.

With many state budget-cutting measures, with debate on the upcoming Workforce Investment Act legislation, and with continued national and international security alerts, this year will continue to be a challenging one for all of us. I encourage you to find every opportunity to discuss the work you are doing with others in the field. In addition, there are still many adult ESL educators who are not aware of TESOL or of our interest section, so please do share our newsletters and e-list with your colleagues. Remember that you can also stay involved by visiting our AEIS e-list and posting your messages or by submitting an article for this newsletter. Although we are one of the larger interest sections, there is still room to grow!

I leave wishing you all a great summer and a chance to "recharge your batteries". Looking forward to hearing from you and seeing you at the 2004 TESOL Convention in Long Beach!


Teaching Pronunciation to Adult EFL Learners: Reflections and Observations Frank Bryan Romano

Among many linguistic aspects of teaching in EFL and ESL adult frameworks, considering the multifaceted and multicultural contexts in which practitioners and learners interact, it behooves us at times to take an approach to pronunciation. Characteristics "in and around" teaching English pronunciation are numberless and could not all be discussed with such small presentation. What I would like to observe here on out, however, is just how much pronunciation should be taught in EFL contexts. I hope some of the observations and reflections here comprised will be beneficial and generalizable to each and everyone of the readers' teaching milieu, though the intrinsic differences between EFL and ESL contexts are by no means dismissible.

Two main parts are to follow: a former one characterized by pronunciation needs, learner typology and intelligibility, answering the pilot question "How much pronunciation should be taught", and a latter part introducing some basic adult education theories affecting and at the same time differentiating the teaching of pronunciation in ESL and EFL contexts. In order to simplify my ideas and to make the points easier to grasp I will here and then illustrate the concepts in relation to Italian adult EFL classes, drawing minimally from practice, in the attempt to make this piece more a sample of praxis and less one of theoretical foundation.

The concern for debate and analysis of teaching pronunciation is strongly practice laden, where everyday teachers open textbooks of all levels and find pronunciation exercises ranging from weak forms of modal verbs to intonation in tag questions. In juggling productive and receptive skill lessons, teachers are overloaded with content to be taught and pronunciation inadvertently seems to take on a secondary role. So what is the point of following prescribed platforms based on sample learner populations and sample needs when too often ESL classes are multilingual and multilevel, and EFL classes present completely diverse long and short term study goals compared to the ones targeted by the book?

Along with the milestone decision to stray away from the textbook, teachers have to give great considerations to pronunciation needs--where "pronunciation" is made up of the three aspects, sounds, stress, and intonation (Kenworthy, 2001, p.9-11), and "needs" are the gap between "what is" and "what should be" (Tyler, 1949).

These would ideally be:

  1. Learner (situational) needs
  2. Syllabus (prescriptive) needs
  3. Level (proficiency) needs

Note the first type is probably the most influential since whether we are teaching one-to-one Business English to an Italian executive or general English in a 90 hour course to a dozen Italian students will significantly determine just how much pronunciation and just what type of phonological aspects to teach.

The second type refers to what is expected of the students in order to:

  • follow the content of the course,
  • to work there way through the curriculum and orally reflect the communicative competence expected by the prescribed syllabus,
  • demonstrate the kind of phonolinguistic communication they should be able to produce to meet instructional objectives.

At the end of an intermediate course, an Italian student should be able to interrupt and disagree with a sufficiently polite intonation and will, in some circumstances, be tested for this.

Conversely the same Italian student will not be required to produce the voiced and voiceless sounds of "th" correctly and may continue to incorrectly pronounce them as /t/ for "think" and /d/ for "them". These reflect syllabus or prescribed needs.

Another example of syllabus needs would be the case of an advanced student of English being able to distinguish these and many other sounds to be up to par with others in his/her class. Take an advanced Italian TOEFL student aiming to start an MA in a American university: being able to produce the difference between "tink" and "think" and "dem" and "them" in speech will not be necessary. The same student attending a Cambridge Proficiency Exam who will be tested on oral production will find it mandatory. The syllabus needs are different (the TOEFL course syllabus does not require it, while the CPE syllabus does) but the level needs will be the same for in both classes (the TOEFL and the CPE) most learners will or should be able to produce the difference between the two sounds being at the height of their linguistic preparation.

On the linguistic side, learner typology plays a paramount role in discerning problem areas in teaching pronunciation. Considered that the process of attributing correct stress to words is more important than any other of the remaining aspects in pronunciation (sounds and intonation)(see Kenworthy, 2001, p. 143-148), an ideal itinerary to properly allocate class time to dedicate to pronunciation lessons becomes clearer.

As Kenworthy observes in the specific case of Italian learners (p. 147, 2001), Latin suffixes have been adapted both by the Italian and English languages but, notwithstanding, present different word stress patterns. The existence of cognate words causes Italian learners to attribute incorrect stress on some syllables: examples are all words ending in syllables "-ty" and "-tion".

Similar observations can be made for the only vowel and consonant sounds that need be dealt with throughout the whole linguistic journey of an Italian learner:

1. The vowel sounds /I/ as in 'hit', /Ê/ as in 'mat', the schwa /?/, /a/ as in 'sock', and /u/ as in 'bull'

2. The voiced and voiceless 'ths' as in 'thick' and 'the', and /?/ as in 'beige'.

The same rationale will go for other backgrounds (i.e. Spanish, German, etc...). Along with these are other phonological aspects linked to sentence stress, rhythm and intonation that are active parts of all three of the needs taken into examination: learner, syllabus and level.

Not all such aspects need be addressed in all classes and all levels: level needs and syllabus needs help concentrate on exactly what aspects of pronunciation need be more or less dealt with. Once again, we must continuously be aware of the under representation and stereotyping of the learner portrayed by this literature: learner needs fortunately act as a "reality check" for instruction.

Another poignant factor to consider in recognizing pronunciation itineraries is contextual and personal intelligibility. As Kenworthy (2001, p.13) authoritatively notes, EFL practitioners have moved away from a near native like goal in pronunciation in the last years and come closer to the idea of the "comfortably intelligible".

Let us picture a class of Italian students who are taught how to distinguish and produce the sounds /I/ as in 'live' and /i/ as in 'leave'. The same now go out into the real world and interact in their personal life with visiting American and British work colleagues or friends. Those very same counterparts will have become accustomed in those days to English-speaking mistakes made by Italians, and further, the learner need that the lesson had remedied, hence bringing us to the conclusion that pronouncing "live" and "leave" with the same sound will not impede communication and the Italian students will be nevertheless very intelligible.

We must then eloquently observe how adult learning theory does play a role in teaching pronunciation to EFL students and becomes even more preponderant in ESL settings. Knowles' (1980) andragogy and self-directed learning theory plays a fundamental role in learner needs and syllabus needs the minute:

  • the learners themselves know what English speaking skills are necessary in their present life circumstances
  • exams and curricula are designed for specific circles or types of learners that will require certain pronunciation goals at the end of their English course

More so, pronunciation goals take on a portfolio role in ESL contexts with the learners testing themselves as soon as they are out of the classroom. The weight of self directed learning retained is immediately measurable, in a sort of inconspicuous or accidental transfer-of-learning fashion.

At this stage Vella's (1994) stress on immediacy and fast application of knowledge retained is vital in identifying comfortable intelligibility and helping the learners appraise the success of studying pronunciation. The sooner the learners have the opportunity to put pronunciation into practice, the sooner they will discover their level of intelligibility, determined by both their own production and the outside world's reception and feedback.

Ultimately, immediate exposure to the English world will help them gain confidence and security in their phonolinguistic improvement. Unfortunately, the scene for EFL settings is not as pleasant as learners often step out of the classroom to find themselves reverted into L1 and without immediate, concrete expedients to test their pronunciation.

By no means does EFL downplay the function and capacity in which adult learning theory can help funnel the teacher's effort to teach the right amount and the right quality of pronunciation. Despite this, the matter of fact is more than just mere qualitative and quantitative reflections and observations: it is a question of respecting the way students speak inasmuch as we are respecting their identity, their commitment to a community and willingness to mesh, belong, and blend (Kenworthy, 2001, p.8).

References
Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press.

Knowles, M. (1980) The Modern Practice of Adult Education: From Pedagogy to Andragogy. 2nd ed. Wilton, Conn.: Association Press.

Vella, J. (1994). Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults. San Francisco: Jossey-Bass Publishers.

Kenworthy, J. (2001). Teaching English Pronunciation. New York: Longman.

About the author(s): Frank Bryan Romano is an EFL trainer at the British School of Bari in Bari, Italy. He can be contacted at francescobryan@vodafone.it.


The African Presence in the ESOL Classroom Tamara Clements
"Keep, ancient lands,
your storied pomp!" cries she
With silent lips. "Give me your tired, your poor,
Your huddled masses yearning to breathe free,
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door."

(Lazarus, 1996)

I had no inkling of ever coming face to face with any semblance of the above imagery in a classroom. But in recent years, perhaps on a chilly, wintry afternoon or evening, students have swelled my classroom with their myriad ages, ethnicities, avocations, and points of view as they gaze toward the beacon of hope they seem to see in their teacher.

The African Presence in Brooklyn

Many of the students have emigrated from Africa to Brooklyn. Brooklyn's black population is immense; it has the highest density of people of African descent in the entire country. Not surprisingly, enrollment of students from Africa has increased in my classes, leading to greater awareness about the continent in other students as well. Students who previously thought of Africa as a monolingual country are as enlightened as much as students from different parts of Africa who gain insights about each other. I have been fascinated with the interpersonal relationships among my students when they participate in pair and small-group activities or expand their classmates' and teacher's knowledge base by giving an responding to voluntary oral presentations.

Student-Generated Curriculum

Responsibility for oral presentations rotates so that every student uses the two-to-ten minute allotment of time as he or she wishes: to tell an anecdote, give a book report, describe one's family or country, show one's artwork or other talent, teach something about one's language, compare and contrast friends, critique a news report, and so on. High interest topics stimulate participation, which extends into the question/answer period when students verbally and unconsciously reinforce and elaborate on what they learned. Some of them courageously sort through preconceived notions about family, school, and society.

As I recycle information from the verbal interactions into subsequent lessons, the content, form, and manner in which it was discussed constitute the student-generated thematic curriculum for currently enrolled students. The relevance of the activity to real lives and its facilitation of lesson-planning decisions contribute to whole language development in the confines of a classroom. Though much of this cannot be measured, students themselves have begun to document the way that telling stories and giving presentations in the classroom helps to center them outside the classroom.

African Themes in the ESOL Classroom

Keeping my "eyes on the prize" of student goal achievement, I add my own ideas to the educational mix. In some classes, I have had students who lived near or worked with African Americans and, since my homework assignments tend to be family and neighbor friendly, the need arose to explain some of the origins and functions of the popular Black (African American) English vernacular, also called Ebonics (Toure, 1997).

I also occasionally dictate travel directions to an African arts museum hardly a mile away where students meet me and the Brooklyn-born, African American curator to understand more about Black history and culture. Their attendance convinces me of their interest, trust, and success in meeting another language performance objective. In addition, we organized a Black History Month bus tour to Philadelphia a few years ago.

Another interactive activity launched from my classroom involved the role of persuasion in effecting community action. I had invited the class officers (elected by their peers in most of my classes) to the Manhattan screening of The Man by the Shore (Verroust & Peck, 1996). This historic film, narrated through the eyes and voice of a child-turned-adult, describes the nightmarish existence in Papa Doc's Haiti in the 1960's. Because of the intense discussion initiated by these students during the next class session, a leadership team emerged to bring the film to Brooklyn. The distributor was contacted, a theater found, and arrangements confirmed. Students distributed flyers, spoke to other classes in the school about the film, and advertised it outside of class. The project was a complete success. I was particularly pleased with the multilingual representation of the student spokespersons.

Teachers as Agents for Success

I continue to observe the curiosity, candor, and concern displayed by my students as they optimistically adjust to new learning environments. As teachers, it behooves us to reciprocate and to act as partners in the learning process. We teach English to speakers of other languages, ostensibly to improve their daily living skills, yet they also teach us many lessons in survival. Lessons dealing with family-related topics, for instance, symbolize our links as members of the family, school, neighborhood, and community at large. In the most heterogeneous of classes, the raw material of their very lives anchors all of the discrete, structural components of language teaching, rather than the other way around. When students are equipped with knowledge, self-confidence, and determination, they can take over communicative responsibilities, solve problems and ultimately gain more respect. With the right kind of support, teachers and students become agents in each other's transformation.

References
Lazarus, E. (1996). The Statue of Liberty: Liberty's Epilogue. (Online). Available: http://www.yany.org/visions/Liberty.html (May 20, 1999).

Toure, H. (1997, March/April). Teaching Standard English as a Second Dialect: What Teachers Need to Consider. Literacy Update, 6-7.

Verroust, P. (Producer), & Peck, R. (Director). (1996). The Man by the Shore (Film). (Available from KJM3 Entertainment Group, Inc., 788 Riverside Dr., Suite #7AA, New York, NY 10032)

About the author(s): Tamara Clements teaches at the Brooklyn Adult Learning Center. She can be reached at Tclem359@aol.com (This article was originally published in NYS TESOL Idiom, Summer, 1999; published with permission from author).


Spelling for Arabic-Speaking ESOL Students Galila Salib

The most common complaint of ESOL writing instructors of Arab students is deciphering their compositions. Most Arab students have a varied and interesting content in their writing; however, they often score low, partly due to their spelling errors.

This is probably due to the relation of spelling to sound in English and in Arabic. Arabic has 32 consonants and 8 vowels and diphthongs; English has 24 consonants and 8 vowels and diphthongs. While the Arabic vowels sounds remain 8, the English vowel sounds form 22.

In Reading, Writing and Spelling:
Arabic sounds and spelling
--Are more near alphabetical,
--A conventional photography with comprehension
--Few silent letters in words symbol. symbol.
--Short vowels are not alphabetical letters, but diacritic signs symbol. 
--Vowel sounds are not gliding when pronounced
--Arabic spelling is simple and phonetic

English sounds and spelling
--Seem to be capricious
--IPA - Hot (a), but (inverted e), look (U), boot (u)
--Have silent letters in words (judge, Wednesday, Campbell)
--All vowels are alphabetical letters (a, e, i, o, u)
--Vowel sounds are gliding when pronounced
--Each English word seems to have its own spelling, so far as its representation of sounds is are not regular (money, funny)

To remove the sources of misunderstanding from the beginning, teach the equivalence of the sounds in the two languages, as much as possible. Establish the connection between the pronunciation of a sound and its written symbol (see below).

The sound symbol. corresponds to one letter in the Arabic alphabet which is symbol.. In English it comes in 12 positions of compound phonemes.

symbol. sh shipment
ce ocean
ch machinery
ci musician
s sugarcane
sch schism
sci conscient 
se nauseous 
si mansion
ss issue
ssi missionary
ti mention 

The above pronunciation model shows the difficulty in spelling for Arabic ESOL students. One final recommendation is to give Arabic students dictation on a daily basis. That means that for native speakers of Arabic, it is very difficult to learn English by just learning the alphabet. On the other hand, they should be taught through reading actual words because by learning the pronunciation of the words, they would become better writers.

References
Hall, Robert A, Jr. (1950). Leave Your Language Alone! Ithaca, N.Y.: Linguistica.

Hall, Robert A, Jr. (1961). Sound and Spelling in English. Philadelphia: Chilton Company.

Salib, Galila G. (1988). A Study of Common Writing Mistakes by Advanced Learners of Arabic: Leading to a Remedial Course in Arabic Composition. Unpublished Thesis: The American University in Cairo.

About the author(s): Galila Salib is an adjunct instructor at Daytona Beach Community College where she teaches ESOL and Arabic. She also works with ESL students at the Volusia County Public Schools. She can be contacted at gsalib@aol.com.


Book Review: Stories We Brought With Us, 3rd Edition, Longman, 2002 by Carol Kasser and Ann Silverman Reviewer: Dr. Suzanne Kalbach

I have used all three editions of Stories We Brought With Us, so I can appreciate its gradual evolution to its present "best-yet" version. Although these folktales are sometimes told to children in their countries of origin to teach values, their themes are often adult--concerning such matters as crime and suspicion of adultery as well as more light-hearted topics. This third edition includes even more stories, from a greater variety of cultural backgrounds so that many students in a class will find a story from their own country.

Not only have the new illustrations been improved so they show more about the story they accompany, but they are aesthetically pleasing woodcuts with an almost Japanese feeling that is sophisticated and therefore not childish. In addition, the exercises are more varied and meaningful in the third edition than in either of the previous two versions. There is consistency in the types of exercises from chapter to chapter, but there is also more variety of exercise types so the more advanced students in a class do not get bored. Meaning is paramount in the book's exercises; there are almost no mechanical exercises, even in grammar and word forms exercises, which can tend to be more rote than other exercise types.

Some of the grammar exercises seem a bit high for students who read at this level, but the authors themselves advise in notes "To the Teacher" that, "Not all students will necessarily do all the exercises." Indeed, one of the great strengths of this book is its flexibility in use, especially its most outstanding feature of presenting two versions of each story at different levels of difficulty so that stronger students can advance faster. Adults especially appreciate the opportunity to go at their own pace and to read materials that are slightly over their heads with the boost of the easier version. They can see that they are truly making progress toward a higher reading level.

The "Before You Read" section of each chapter has become more personalized, more challenging and more provocative in its exercises, thus increasing students' motivation to do them. Many adults enjoy discussing complex issues: the exercises in this section facilitate such discussion by leading students from the story line to the wisdom present in most folk-tales. The text gives them the tools to express their ideas about the teaching found in each folk-tale, in both speaking and writing.

I have found that my community college beginning ESL students engage enthusiastically in reading and discussing these stories, showing that contemporary readings are not the only type of topics that involve them. They are delighted to explain more about the stories from their own countries, and interested to hear or read about tales from their classmates' countries.

About the author(s): Suzanne Kalbach teaches in the English Department at Community College of Philadelphia.


News from the Editor Jose A. Carmona

Our meeting about our new electronic newsletter in Baltimore was very productive. The group that was present did vote on newsletter issues published per year as well as suggested newsletter material. The three issues would be published in January (pre-conference issue), June (post-conference issue) and September (extra issue); therefore, our strict deadlines would be of December 20th, May 20th and August 20th.

In addition, general suggestions on the content of the newsletter received from the surveys distributed throughout the convention included: a) more exchange of classroom practices, b) support each other, c) serve a cross section of adult ed., d) case studies, e) collaborations between adult ed and other programs, and f) inform members of what is happening in the profession and in the AEIS. This means that in addition to: articles, book reviews, teacher tips, lesson plans, opinion pieces, announcements, and advocacy information, we will need to incorporate some of the previously mentioned suggestions, therefore, giving you, our members, more ideas to submit articles to our newsletter.

Please, send your submissions via e-mail either as a WORD attachment or within the body of the e-mail. If you do not have WORD, please, save the submission in rich text format. The editor reserves the right to edit as appropriate; however, you will be contacted if extensive editing is needed.

Finally, we would like to thank the following people who volunteered many hours at our booth in Baltimore:

Anita Backer, Marilyn McLaughlin, Elaine Bauch,, Diane Pecoraro, Gretchen Bitterlin Jon Reynolds, Amy Cortopassi, Cindy Shermeyer, Maryanne Dryden, Ann Silverman, Peggy Garcia-Roenig, Dann Wann, Mary Lee, Timis Westfall, Trudy Lothian

Please, forgive me if I have missed anyone or if I misspelled anyone's name since I was reading your names from signatures on the sign up lists.

Finally, I want to thank you for your support to the AEIS and encourage you to put your ideas on paper and submit to our newsletter for our next issue in September.

About the author(s): Jose A. Carmona is the Chair of the Modern Languages and ESOL Departments at Daytona Beach Community College. In addition to editing the AEIS newsletter, he is the editor of TEACH, a new journal on education. He is the current President of the North East Florida TESOL and Vice President of the Sunshine State TESOL in Florida.


AEIS Executive Board/Steering Committee 2003-2004 Chair: Rosie Maum
Work: JCPS Adult and Continuing Education Jacob Annex 3670 Wheeler Avenue, Louisville, KY 40215, (502) 485-3892, Fax: (502) 485-3609, Email:rosiefiume@aol.com

Chair Elect: Marilyn Gillespie
Home: 4309 Linden Ct. Bethesda, MD 20814 (301) 571-1263
Work: SRI International 1611 N. Kent St. Arlington, VA 22209, (703) 247-8510, Email: guillespie@wdc.sri.com

Associate Chair: Trudy Lothian
Home: 2068 Benjamin Avenue, Ottawa, ON K2A 1N9 Canada, (613) 759-4142
Work: Ottawa-Carleton Catholic School Board, Literacy and Basic Skills Program 893 Admiral Avenue, Ottawa, ON K2A 1N9, (613) 224-6281, Fax (613) 723-7510, Email: trudy_lothian@occdsb.on.ca and trudy.Lothian@sympatico.ca

Secretary: Mary Jane Bagwell
Work: Chemeketa Community College P.O. Box 14009 Salem, OR 97309-7070, (503) 589-7714, Fax (503) 399-3914, Email: mbagwell@chemeketa.edu

Immediate Past chair: Dann Wann
Home: 7811 Wind Run Circle, Indianapolis, IN 46256, (317) 845-9739
Work: Professional Development Project 1635 West Michigan Street, Indianapolis, IN 46222-3852, (317) 524-4292, Fax (317) 524-4336, Email:dwann@goodwill-indy.org

Members At Large:
Marianne Dryden
Home and Work: 508 Fort Drum Drive, Austin, TX 78745-2366
(512) 444-9474, Email: mdryden02@hotmail.com and mdryden@mail.utexas.edu

Pauline McNaughton
Home: P.O. Box 329 Marmora, Ontario Canada K2P1L5 (613) 230-7729
Work: Center for Canadian Language Benchmarks 200 Elgin St., Suite 703, Ottowa, Ontario, Canada K2P1L5, (613) 230-7729, Fax (613) 230-9305, Email:pmcnaughton@language.ca

Beth Thompson
Email: bthompsn1407@hotmail.com

Newsletter Editor and Co-Webmaster: Jose A. Carmona
Home: 42 Ballenger Lane, Palm Coast, FL 32137-8852, (386) 445-6396, Email: carmonaja@cs.com
Work: Daytona Beach Community College, 1200 W. Int'l Speedway Blvd., Daytona Beach, FL 32120-2811, (386) 947-5468, Fax (386) 947-5474, Email:carmonj@dbcc.edu

Co-Webmaster: Beth Wallace
Home: 774 Delmar Avenue SE, Atlanta, GA, 30312, (404) 627-3838, Fax (404) 627-1745, Email: BethVW@aol.com

About This Member Community ESOL in Adult Education Interest Section (AEIS)

AEIS addresses itself to five major purposes:

  • to develop an awareness of the needs and role of adult education among educators, legislators and the general public by sharing expertise, insights and experience;
  • to address current priority topics through workshops, demonstrations, open fora, and discussion sessions at the annual convention and at other professional gatherings;
  • to assume an advocacy role on any issue requested by the IS membership and deemed appropriate by the steering committee;
  • to cooperate with other ISs to serve common needs of students and their families;
  • to expand knowledge and understanding of adult education and ESL through research and inter-communication throughout the year.
Leaders
Chair: Rosemaria Maum, rosiefiume@aol.com
Chair-Elect: Marilyn Gillespie, gillespie@wdc.sri.com
Newsletter Editor: Jose Carmona, carmonaja@cs.com
Web site: http://www.smace.org/tesol/aeis.html