My CATESOL Conference Report, Part 1

I found I wasn’t really going to miss my 10 AM presentation after being reassured by the Super Shuttle lady behind the counter at the Sacramento Airport. I had missed my first flight out of San Diego at 6:30 on the morning of Friday, April 11, due to super long lines for the security check-in. Folks told me to blame American’s canceled flights that added to Southwest’s passenger load. My rebooked flight from San Diego had just landed shortly before 9. The Super Shuttle took about fifteen minutes to deliver me to the Convention Center in downtown Sacramento. With my luggage in tow and my presentation handouts in my backpack, I quickly went through the presenters’ check-in. I managed to be the first one to arrive at Big Sur A, my presentation room, with 20 minutes to calm my nerves.

My presentation, entitled "Ten Ways to Grow Democracy in the ESL Classroom,” went well. About 25 colleagues were in attendance. Angela Webster came to render her support. I was just glad that she was there to explain her mentor program, which I included as one of the examples for a concrete strategy. With the new 90-minute format, the session had plenty of time for interaction with and among the audience members. I played the very first episode of my “Voices of ESL” podcast series at the conclusion of my session amid much applause.

Then, I went two blocks north to look for my economical hotel, Quality Inn, only to find out that no rooms were ready, but the receptionist was kind enough to take in my bags for storage. On my way back to the Convention Center, I struck up a conversation with a fellow conference attendee and stopped at a corner café to grab a bite to go.

After hurrying into the hall where the Friday President’s Lunch Plenary had started, I picked a back seat to enjoy my sandwich and take in what was happening. The Secondary Level Essay Award was on, followed by the Adult Level Writing Contest Award. Both student winners read their own essay on what democracy meant, citing their own first-hand experiences as immigrants. Then, the outgoing CATESOL President Dan Fichtner presented the Sadae Iwataki Service Award to Margaret Teske of Mt. SAC for her services to the organization, especially in the area of overseeing CATESOL conferences. I know Margaret as I have seen her at all kinds of conferences. She and her ESL colleagues at Mt. SAC are running a very dynamic ESL Dept. there. I was very happy for her, although she seemed to be surprised by the award.

Then, Sac State Professor Emeritus Jose Montoya took the floor to deliver his plenary speech entitled “Using Art to Nurture Creativity in the Classroom.” Dubbed “one of the most influential Chicano bilingual poets in the U.S.,” Mr. Montoya was both creative and funny. For example, he quipped that the abbreviation of his Rebel Chicano Art Front, an artists’ collective, was mistaken for Royal Canadian Air Force. But his message was serious and very much in keeping with what we know as paying attention to all the seven intelligences in the classroom, in my opinion, although he emphasized the use of visual art, poetry, and song lyrics.

I next headed to the workshop called “Eliciting Analytical Responses in Timed Writing Exams” given by Robby Ching, Darlene Jantz, and Rebecca Mitchell of the Learning Skills Center of Sac State. Their talk is aptly subtitled “Developing ‘WRITE’ Students,” with the acronym representing their goals for the students: Wrestle with the issues, Read carefully, Interact with the authors, Think critically, and Express opinions.

As we all know, Generation 1.5 and other ESL students in colleges have found it hard to transition from expressive writing, where anything goes, to academic reading and writing, where personal experience alone is insufficient. At Sac State, as at many other colleges, students must demonstrate their ability to write an analytical response. Both the midterm and final exams are group-graded on a very detailed 6-point rubric, with teachers not grading their own students. If students pass the timed final writing exam, receiving at least 4 on the six-point rubric, they pass the course. If not, they can use their writing portfolio to try to pass the course.

The presenters from Sac State defined analytical responses with such characteristics:

• Show critical thinking; take an issue apart perhaps by attempting to point out the root cause; read between the lines
  
• A written presentation of a clear position on a controversial issue with thorough and logical explanation and support; an accurate understanding of explanations and arguments in a text; appropriate assessment of the author’s evidence.

The presenters found the traditional type of controversy prompts problematic because even with allowing the students to bring the reading to the final, they still misread and misquoted the reading. In other words, they still couldn’t analyze the ideas of others or integrate these ideas into their own writing. The presenters showed three student samples to prove the students’ lack of understanding of and interaction with the assigned reading.

The presenters and their colleagues at Sac State decided to try a new type of prompt in order to develop their students’ interest in the topic and the readings, to discourage over-reliance on quoted materials, and to create an opportunity for counter-argument. Luckily, the material development was easy for the Sac State colleagues because they don’t use textbooks. The new prompt included a one-side, extreme letter to the editor, offering an opportunity for the students to interact with the author more. The students were then asked to explain the letter writer’s position in their own words and discuss the extent to which they agreed or disagreed with at least two of his arguments. The students needed to support their position by providing reasons and examples from their own experience, observations, or reading. They were also to refer to at least one of the readings given to them to prepare for the exam.

Not only was the prompt style changed, but the way to prepare the students was transformed also. The teacher designed a note-taking chart to replace the article(s) that used to be allowed in the exam room. The chart was collected along with the essay at the end of the exam. It may be grounds for failing if there were no “quotes" on the chart.

To truly prepare the students, the presenters and their Sac State colleague focused on ways to

• pique the students’ interest in the topic/readings
  
• help the students better understand the information and arguments in the articles
  
• help students connect their own opinions and ideas with the opinions and ideas of others.

As a pre-reading activity, the presenters and their Sac State colleague now routinely present their students with only the titles of the four or five readings first and then ask them to determine the topic and issues, predict the authors’ position, write their initial reaction to the topic, and/or write questions that they have on the topic that they would like to see answered in the articles. The Sac State teachers also give examples and scenarios or even visual images to elicit critical response to the issue at hand.

Other concrete strategies that have seemed to work for the Sac State colleagues:

• Teach “before” and “after.” That is, before reading the articles, the students write down their opinion on the topic and state at least two reasons for this opinion. Then, after reading the article, they compare their feelings about the topic with their original opinion to see if their opinion stay the same, completely change, or somewhat change. They then write down two points from the readings that have convinced them to keep or change their original opinion.
  
• Teach annotating: The Sac State colleagues routinely teach the students to annotate an author’s thesis on the right margin of the handout and express their own opinion on the left. They even require the students to annotate the prompt on the day of the exam, which has a side benefit of preventing plagiarism.
  
• Give vocabulary practice worksheets. The Sac State teachers believe it’s very necessary for the students to have the ability to use the academic vocabulary correctly when writing about an issue. So they designed fill-in-the-blank worksheets with more than enough words and expressions provided so that the students can practice word choice and parts of speech as well.
  
• Teach classical rhetorical appeals of logos, ethos, and pathos. Questions about logic, the author, and emotions help the students learn to recognize and analyze an author’s arguments.
  
• Teach how to recognize counter-arguments. A well-chosen paragraph with an author’s position, the position of people on the other side, and the author’s refutation of somebody else’s argument will do the trick.
  
• Provide an evidence identification and evaluation chart. Up to ten pieces of the author’s evidence can be highlighted and numbered in an article. For each piece, the students identify on the chart
  
  • which type of evidence it is (factual example, expert testimony, statistic, personal/ anecdotal experience, or commonly held assumption/belief)
    
  • what rhetorical appeal it serves (logos, ethos, or pathos)
    
  • where it is on a 1-10 reliability scale (1 is untrustworthy; 10 is absolute).
• Give a courtroom assignment. The teacher sets up a scenario. Half of the students are to build a case for the plaintiff, and the other half builds a case for the defendant. In addition to attorneys, each side is to have experts (e.g. psychologists, sociologies, nutritionists, doctors, advertising experts, and any other witnesses deemed necessary) who must research information that fits their roles. Those not taking specific “acting” roles are assigned to the jury, who gives a verdict based on the most compelling arguments at the close.
  
• Form a value line. This activity encourages the students to take a position on an issue and recognize varying degrees of opinions on that issue. The teacher poses a question to the class. After each student has had time to think of an answer, perhaps by putting it in writing, the teacher and a student stand at the opposite ends of the room. Each states an extreme position on the issue at opposite ends of the spectrum. The students are asked to take their place along an imaginary line between the two extreme positions. Students talk to those they are standing near to make sure they are in the correct position and can move if they aren’t. The teacher asks one person from each cluster group to state their position on the issue.
  
• Conduct a town hall meeting. The goal of this activity is to make sure that students understand the issue in the articles, see how they relate to each other, and can think critically about an issue. Students assume the roles of people in the assigned articles to present solutions to a particular problem and to offer dissenting opinions on the various solutions. The rest of the students comprise the audience. The teacher functions as the moderator, keeping time and making sure all positions and questions are heard. Role players have 10 minutes to prepare and must cite evidence from the readings and include personal examples if they apply. Audience members must take notes as they listen and ask at least one question to any of the panelists. At the end, the students debrief by discussing points that were possibly omitted or under-developed. They can then free-write about positions they agreed or disagreed with and why or solutions not mentioned in the articles or discussion.
  
• Run a speed debate. This activity encourages student debate and discussion from every student and allows the teacher to better focus on the discussion. Students sit in two rows, facing each other in pairs. The teacher asks a question for the students to discuss with the person opposite him or her for 2 to 3 minutes. Then every student shifts one desk to the left (or right). The teacher can pose the same question or a new one, and the students continue their debate or discussion with their new partner.
  

At the conclusion of this very informative session, I felt like teaching ESL 103 again. I was sure that the ideas I heard would certainly elicit that critical voice from our ESL students and train them to be the "WRITE" ones.

ESL, A Window of Opportunity -- By Claudia E. Covarrubias

“Go ahead, take the chance!” That is what I said to myself in the winter of 2002 when I hesitantly stepped into the office of then Fallbrook coordinator Nimoli Madan. As I walked into her office, I was nervous. I didn’t know what to expect. All I knew was that I wanted to learn English and go to College but I had no pattern to follow and no way to start my education without somebody guiding me. Like many people in my situation, I felt intimidated because not knowing enough English is very demoralizing. I took a chance and walked into the small dingy off-campus ESL office located in a high school. I walked in, and to my surprise I found a well-spoken and gentle teacher who showed caring and concern. Once I started taking classes I realized that I was amongst a group of teachers who took the effort to encourage me and make me feel comfortable and at ease. This was my first step in the academic world.

I took two semesters of “free” noncredit English-as-a-second-language classes that prepared me and gave me enough confidence to know that I could spend more time learning new skills to prepare for a better career. I gained knowledge and felt like I could take the new world I was living in with poise. After successfully completing my English-as-a-second-language courses, I moved on to take yet another challenge, computers. This time I took advantage of another “free” program, ROP. I learned to use a computer. I took a couple semesters of computer programming given at the same school in Fallbrook where I learned English. Meanwhile I was in the process of gaining my legal status to a permanent residency and felt real happy to know that in the very near future I would be in college. That is when I knew my life was going to take a big turn; a turn for the better.

Like many emigrants that come to the USA to pursue a better life, I felt lucky to be able to better my life with the help of all the wonderful and dedicated people at Palomar College. While attending Palomar College, I became the president of the International Club, where we organized several activities to help foreign students interact with other students and make their college experience a good one. I was also able to work at the ESL computer lab in Escondido as a lab technician/assistant. There, I had a great experience helping people that were in the same situation I was sometime before, learning English and learning to use a computer. Shortly after, I was hired by a civil engineer’s office as an administrative assistant; all of these thanks to the skills learned from the ROP computer classes and of course, ESL classes. These days, I work as a high school bus driver, and just a few weeks ago I was offered the chance to become a trainer, which means a better position and higher salary. Though the job I am doing right now is fun and flexible, I have not changed my mind about pursuing what I really love, more education, and finally a profession that will fulfill my life. Many good things have come out of attending College; besides learning more English, I have also made good friends at a level that I only dreamt of. These are people like my professors, classmates, and tutors who have become part of my circle of friends.

I take this opportunity to thank all of those who were, and are, a part of my Palomar College experience. Thanks to all the coordinators of programs such EOP&S (Ann Stadler), BOGW, and ESL for helping me achieve my goal of earning an AA Degree in Liberal Arts. Among those who I found inspirational and dedicated to students are the following Professors, Nimoli Mandan, Shayla Sivert, Charles Ingham, and Dr. Andrea Bell.

Please keep free programs alive so people like me can dare to dream. With the right help at the right time and with the right support, dreams can come true. I am living proof of this, and I thank all those who helped me achieve what I have today from the bottom of my heart. Thank you.

Jorge Villalobos’ Success Story -- in his own words

I started in the noncredit ESL program in beginning level 3 in summer 2000. At first, I did not realize I was in an English class with an American instructor until Sharon, my first English teacher, walked into the classroom greeting everyone in English. In fact, she started saying some phrases I did not understand at all. I remember I only understood “English” and “welcome.” I really wanted to run away and give up my interest in learning English. Nonetheless, the need of learning the language was stronger than my desire to run away. Hence, I stayed in class, bought my first English books, and started my journey in learning English. During my first semester, I learned to write complete yet simple sentences using pronouns and active verbs. I also had the opportunity to go to the computer lab and use Microsoft Word to type in a five-sentence paragraph stating a few aspects about my background. Then I realized that I was able to write in English! I felt very proud of myself. At the end of that semester, I could write and read a paragraph in English. Sharon told me with her very sweet smile I was promoted to go to level 4. I felt very accomplished and proud of myself. My desire to quit school was completely ripped out of my mind.

During the fall 2000, I took the intermediate level 4 class with Jackie Hodges. I began to learn more complex grammar sentences. I had to come up with a longer paragraph using more sentences. I was introduced to transitional phrases and irregular verbs. As a result, I realized there was a huge world of English grammar waiting to challenge me. When I moved to level 5, I began to learn the structure of a five-paragraph essay and more emphasis on pronunciation. Debbie, my instructor encouraged me to work on my pronunciation. While taking the level 5 class, I had the opportunity to attend an open house of the Vocational ESL program [VESL]. There I realized I could start learning about other subjects such as graphic design while learning English. At that point, I decided to pursue a career. Consequently, I opted to go to the VESL program.

During the three semesters I spent in the VESL program, I learned not just English and its grammar but also computer skills such as saving documents and sending e-mail attachments. I even learned how to scan pictures and what a pixel was. I also studied about the graphic communication field and the opportunities such a field offers to those earning a certificate. Thus, I was so enthusiastic about the idea of entering into a new world, the world of graphic design. In deed, Marutte Hecht, my VESL instructor, encouraged me to talk to a counselor who helped me create an educational plan to obtain a certificate of completion in Digital Imaging.

In my last semester in the VESL program, I moved to the morning class which Marty Furch was teaching. Marty played a big role in my career goals. She taught me a great deal of English syntax as well as computer and employment skills. In deed, she offered me to work as a student worker in the ESL computer laboratory. I was so excited about the idea of working at the same school I was taking classes at. In addition, it was a big accomplishment for me to work assisting other students who, like me before, were being introduced to a computer for the first time. I really enjoyed helping fellow students struggling with the mouse and worried because they “accidentally” clicked a wrong button. I believe during the time I started working as a lab assistant, I became aware that I truly liked helping students. Thus, I thought of changing my career goal. In other words, I decided that I wanted to be an English teacher so that I could help others who were going through the same situations while learning a new language as I did.

After graduating from the VESL program, which was my first biggest accomplishment, I took level 6 with Jamila Attoui. Jamila’s role as my teacher was crucial. She, being from another country, was able to learn English very well to the point she could teach it perfectly. She motivated me to work harder until I reach my goal. “Don’t be concerned about your accent. Focus more on speaking correctly and with perfect grammar, so you can compete with a native!” Jamila told me after giving the “good” news about going to the academic program.

Shayla Sivert was my instructor in ESL 101. With her, I learned to deal with punctuation, run-on sentences, comma splices, among other headache-generating grammar rules. Shayla, in fact, motivated me to read more and appreciate literature in English. When taking ESL 102 with Lynne Henson, I had to come up with a five-page essay analyzing an article or a short story in addition to even more complicating grammar rules. There were some cases, when taking grammar quizzes or writing essays, where I had second thoughts about becoming an English teacher. Nonetheless, I remembered the first time when I wanted to run away and didn’t. If I did not quit that time, I was not going to quit at the point where I had achieved more than I had expected.

Finally, when I finished ESL 103, I was ready to go to English 100. That was my second biggest achievement. I had gone through the ESL program and learned so much in that program. I was able to find out what I wanted to be and which ways to take in order to achieve my goal. I am so thankful for not running away from the first of my classes. I am also thankful for all the encouragement and help I received from all my ESL teachers. They have been my biggest role models. I learned so much from them.

Now, I am close to achieving my third biggest goal which is receiving my bachelor’s degree in literature and writing. My next biggest goal is to obtain my master’s degree in literature and writing. I know I will be able to achieve such goals because I have the skills needed to succeed, all thanks to the ESL programs and their amazing instructors.

Guzman Acevedo’s Success Story -- in his own words

My name is Guzman Acevedo, from Mexico, and I’d like to share my little story at Palomar College. First of all, I arrived in this country in August, 2003. One week later, I enrolled for the fall semester in the evening ESL program.

I began by taking non-credit classes and started in level one, the first step toward something further. I didn’t have any experience in this language, so it was hard to get started. I remember that I was so excited for every new word that I was learning every night. At the end of the semester, I got two awards: one for perfect attendance and one for outstanding achievement. Getting those awards encouraged me to keep going. The next semester, I took level two, and again got a perfect attendance award, and in level three, I got the award for academic achievement.

At this point, I heard about VESL where I could improve my English while learning vocabulary necessary for my career. My goal was to get my electronics certificate because that is what I do for a living, and I wanted to improve my skills for my job because the knowledge I had was very basic. Twelve years before, I had taken an electronics course by mail in Mexico, but it didn’t teach me enough. So in fall, 2005, I took my first credit class—ECHT 100 (Computer Hardware Telecommunication Technician) at Palomar. At this point, my goal was only to get the Electronics Certificate, so in spring, 2006, I took ESL 101, ECHT 20, ECHT 101, ECHT 102, and RCSIS 116, a busy semester for me. In the summer I took ECHT 162 and HE 100; for fall, ECHT 203, ECHT 205, and so on. I received my Certificate of Electronic Computer Hardware/Telecommunication Technician in August, 2007.

In fall, 2007, I took ESL 102 and am currently taking ESL 103, the most advanced ESL course. I’m planning to finish my education as soon as possible, and I am getting closer to my goal with every step. I have a few more classes to take to get my AA degree, and then I plan to go to a university.

When I take a look at what I have learned all this time I’ve been in college, I’m sure that it was worth any sacrifice I made. Now my electronic business is running very well, and I’m able to communicate with colleagues, share experiences that we have in this job, and also understand any information regarding my job. I even started work on computers, in both software and hardware, and that makes me feel great to be able to work on these while I knew nothing about computers when I started at Palomar. Now nothing stops me from improving my life. I’m thankful for all the knowledge I got on this campus because I’m getting the tools that I need to succeed in my life. Special thanks to all my beloved teachers that I’ve had during my learning process, for their patience, for their encouragement when I was down. I know that I still have to keep working to improve what I’ve learned, but I know also that I’m on the way to get where I want to go.

Thanks to Marcel Castillo, Tami Richey, Kevin B., George Hershman, Steve, Mr. Chen, Larry, Silvano, Tracy Fung, Dr. Henson, Joanna Murphy, Colleen Weldele, and to those I forgot to mention, but who were very important in my learning process, thanks to you all.

Sincerely,

Guzman Acevedo