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ALABAMA HONDURAS MEDICAL EDCUATION NETWORK English Language School and Resource Center The first approach to teaching English to Spanish speaking people is
a traditional one involving daily lectures by a Jessie Galeas Thompson has aggreed to be our first teacher/coordinator for the school and I hope that we will be able to have a sufficient amount of resources in place so that we can start a limited version of classroom Basic English instruction with Jessie teaching by early 2007. In preparation for this start we have included within the set of materials to be sent in November a number of instructor training manuals that will aid Jessie in developing lesson plans and innovative approaches to teaching younger students. These materials were selected upon the recommendations of two different English Language Instructors (one who taught in China and one who taught in Indonesia). In both these incidences the teachers had to “make do” with extremely limited resources. Most of these materials come from the Oxford University Press and have the added advantage of permitting photocopying of much of their materials for student use. Hopefully during November and December, Jessie will have the opportunity to review the materials that we will send and establish a plan of ins! truction for bilingual education beginning in early 2007. We have been advised by members of AHMEN’s leadership that simply providing the opportunity to learn English alone will not assure that students, especially younger children, will maintain the study commitments that are necessary to succeed. For this reason, the bilingual instruction will not be given as a free good to anyone. The public school system in Honduras has a history of disruptions such that Hondurans generally are not unfamiliar with the concept of paid, private education. It must be understood that this program will be initialized as a supplemental program. That is, it is envisioned as being an additive “after school” program. Still this school is not going to be or allowed to become an elitist institution. A floating schedule of fees will need to be developed based upon a family’s reasonable ability to pay for the instruction. Additionally, part of the instructor’s salary is being paid through private contributions on the agreement that a number of area orphans! can compete for and be awarded scholarships to the school. We need considerable prayers here for guidance and discernment. The second approach to teaching English to non-English speaking people is more technology dependent and falls into two different general categories. This type of instruction is primarily designed for individual, self-paced learning. Typically this is the route taken by individuals who want to learn conversational English in a short time (tourists and business persons). The technology has been used with considerable success in small group, coached sessions. The required delivery technology is generally either audio (CD) or fully interactive computer driven. These two delivery systems would be sufficient for adult clients (students) who want to learn spoken or conversational English only. As I envision our immediate needs for this group, we should start with the audio technology and move into computer-aided technology as demand grows sufficient to warrant access to a full-time secure instructional facility. We have already acquired several different sets of CDs that provide audio instruction for Spanish speaking students that focus on pronunciation and sentence structure within common conversational settings. I am still searching for a more complete Basic, Intermediate and Advanced audio course such as the Pimsleur extended (or professional) series. When I find one that I can afford, it will become the nucleus of a conversational offering. The way this approach for the conversational clients would be operationalized would be for Jessie to schedule group-class sessions within three general categories – beginner, intermediate and advanced. The prerequisite for each higher level is successful completion of all the lower levels. The classes would be scheduled such that each skill level (consisting of a minimum of 30 hours of audio instruction) could be covered by a very good student within two or three months. Each lesson would be offered several times during a given day or week so that a student could review a particular lesson several times if he/she desired. This also allows flexibility so that students with different work schedules could attend. The goal here is to give adequate exposure to each lesson for both the slower student to keep up and still offer the serious student the opportunity to move at a fairly quick rate. In all instances, Jessie’s role is to act more as a coach than a direct teacher. After ! each lesson she should be able to respond to questions, lead collective discussions or practice sessions, and give individual aid and direction where needed. Since I expect that Jessie will use several different CD sets at each level, she will need to be the person responsible for previewing each set and determining when and how frequently material should be repeated. She would be in complete control of the pace in which each course progresses. My suggestion that we begin with the audio CD approach is dependent as much on expected resources and timing as on any instructional pedagogy. The equipment and setup requirements are less with this approach. We can have at least the basics in place by December. The complete inventory of equipment and CDs should be able to fit into a lockable trunk. That makes it easier to secure both in transit and in Limon. In the intermediate run (probably by the time that the first container
goes down in 2007) we should be able to The conversational classes, like the bilingual classes, should be revenue generating. Hopefully the sponsors of other instructors, students or clergy will be interested in helping their sponsored individual learn to speak or improve their speaking of English. Additionally I would think that there are persons in the area who would be willing to invest in these classes to improve their chances of employment either in Honduras or in the States. The pricing model that I would suggest for the conversational clients is a basic “health club” model. That is, the English classes should be viewed as self improvements and access to the lessons is like joining a health club to get access to a trainer and the work-out equipment. I would propose that students who want to participate in this instruction would be charged a monthly subscription of the equivalent of $10 per month. For this amount the client is given unrestricted access to any airing of any audio program within the level (basic, intermediate or advanced) for which they are qualified.
One important point. These plans are not finalized. Any suggestions that anyone wishes to make are welcome. I hope that team leaders feel free to share these ideas with their constituents and will direct any feedback to us. We are very fortunate to have within our extended group several persons involved in education at all levels. Peter Daly is an international curriculum evaluator/coordinator/education specialist working with Bud McKinny of the California group. He is also reviewing and critiquing this program and will be in Limon in November to help Jessie with her startup. An integral element of this program is the opportunities that exist for every visiting team to become involved with the school in a very personal and productive way. Team members may want to schedule with Jessie to spend some of their time in Limon helping with the instructional program. The most fundamental involvement might be to meet with any of the conversational classes and conduct an interactive discussion with the students. Topics could be simple “spice of life” discussions about your hobbies, what coming to Honduras means to you, or whatever. The opportunity is to interface with individuals, who by their very presence, have an interest in you, your stories and your demonstration of the language “up close and personal.” As the bilingual program takes root, teams can actively solicit teachers who would be willing to develop and deliver more formal lesson plans in English structure, pronunciation or syntax. It will also afford teachers in areas other than language or English to provide augmenting instruction that covers English exposure as well as introductions to history, geography, natural science, or whatever. Care must be taken not to involve any politically sensitive positions in these presentations. Other avenues exist for interested people to help. The most obvious is in terms of financial assistance. The goal is for the school to be self sustaining in terms of its operational cost. The investment in equipment and basic supplies must come from private sources, at least through the intermediate run. The marvelous aspect of this is, however, that much of what is needed should be available through used equipment that might otherwise be a disposal problem. For example, there are persons within AHMEN’s support base who have recently replaced or up graded their home computer or elements of their home entertainment systems. These old desktops, DVD players, even “boom-boxes,” that are cluttering up closets might be serviceable for use in the school. A complete list of the instructional resources that we have collected
to date is given below at the bottom of this page. All but four extra
heavy books are packed and ready to go down with Tom’s team in
November. Tom Camp suggested that we add a brief bio and a picture to introduce ourselves to those who haven’t met us. I am a member of the Auburn University faculty. Mary is a former AU instructor and Brad is our son. He is a Med/Peds doctor working on an Infectious Disease Fellowship at UAB. We are all in love with the wonderful people of Northern Honduras and support GOD’s work there.
Guf List of Instructional Materials Pimsleur Ingles Rapido Y Facil - A set of 6 audio CDs (10 separate lessons) designed to teach English to Spanish speaking people. These disks are NIB (new in box) but are of an older (copyright 2000) and shorter version of the set. We have two sets of these; one will be given as a private copy to Amy Goff. PIMSLEUR Ingles Conversacion Al Instante - This is an expanded version
of the Pimsleur Ingles Rapido Y Facil Instant Immersion INGLES - This is a set of 8 audio CDs covering a complete study plan in basic pronunciation, salutations, verb tenses and the like. It is produced by Topics Entertainment and is NIB. Instant Immersion Ingles - This is a 118 page paperback book from Topics Entertainment that is the companion text for the CD package listed above.. It has a 2003 copyright. It is based upon the “European” Instant Immersion technology to teach both spoken and written English. It is a new copy.
Curso de Inglés “Talk to Me” Advanced - This is a complete set of interactive computer software (CDROM) to provide instruction at the advanced level. The program utilizes immersion techniques within day-to-day situations. This is new, sealed in original box. Inglés Entretenido - This is a complete five level course designed
for Spanish speakers. For each level there is an audio CD, an interactive
computer disk and a brief text manual. This “Enhancer” set
is NIB. Blair’s “Ingles In No Time” - This is a set of three audio CDs plus an accompanying interactive CDROM. These disks provide 3 hours of instruction. The program was created by Robert Blair (2005 publication date). It is a used, but completely operative, set.
INGLES SIN BARRERAS - This is the most complete integrated instructional course that we currently have. It consists of 12 DVDs, 12 audio CDs, 1 CDROM with Ingles/Espanol Dictionary and 1 CDROM with numerous worksheets and exercises in digital pdf format that can be printed for the students. Our set consists of the fully licenced disks only without the accompanying boxed material. Ingles Para Conversar - This is a paperback book to aid in conversational English. It has 3 accompanying audio CDs. We have three copies of this set, all with new, sealed disks. Barron's Diccionario Illustrado Ingles para Hispanos - We have two copies of this book. They are ex-library, used English to Spanish dictionaries directed toward young people. They show some wear, but are an excellent reference resource. Ingles Ahora English for Spanish Speakers - This is a collection of eleven older (1987) audio cassettes and accompanying manuals/workbooks. These tapes are somewhat dated but they offer flexibility in adding a low-tech delivery means (cassettes). INGLES EN CASSETTE - This is another set of older audio cassettes. There are six cassettes that provide five hours of instruction plus one extra practice/review tape. Tell Me More Kids Habla Ingles 9-12 anos -. Published by Auralog. Designed for young ESL learners. Spanish speakers wishing to learn English. 2 CD ROMs, manual, and headset/microphone included. New. This is a very interactive resource with games, stories and animated tours directed specifically to kids. “Aprenda Ingles Ya Para Latinos” This is an independently produced and distributed intermediate course by ELA on two audio CDs. The design of the course is toward avoiding or correcting mispronouncing English words and reducing accents. This is a two audio CD set of “enhancer” lessons for Spanish speakers who wish to improve their English language skills. The set is new and unabridged. General Paperback Spanish-English dictionaries. We have four miscellaneous paperback dictionaries ranging from 150 -730 pages in length. Two are new; two are used. Ingles Para Todos Los Dias. This a used, 200 page, illustrated resource directed primarily at providing vocabulary. Copyright 2002 by Barron’s Educational Series. Ingles Para Hispanohablantes. New, 250 page colorfully illustrated text to teach vocabulary. Published by Barron’s in 2001. Manual Completo De Los Verbos En Ingles. Teaches verbs, tenses, and conjugation. Includes a substantial number of in-class exercises that can be copied or presented on the blackboard. New. McGraw-Hill, 2005. Ingles Basico. An older, used text extensively covering vocabulary, verbs, pronunciations, and grammar. Printed in Barcelona, Spain in 1969. Publisher unknown. Ingles Para Hispanoparlantes Libro De Estudio. Small paperback book describing forty different lessons covering English grammar. Published by Living Language, c/r 1993. Hablo Ingles! Level 1. A small paperback workbook providing 80 pages of easily copied vocabulary terms with illustrations. A basic instructional aid for writing English. Hablo Ingles! Level 3. A considerably advanced extension of the previous book.
Word by Word Basic Beginning Workbook. Interactive student workbook to accompany the dictionary above. Copyright 1998 by Prentice-Hall. Oxford Basics Classroom English. Fundamental resource for ESL covering how to conduct classroom instruction to include use of blackboards, books, games, and audio and video equipment. A basic Teacher’s Manual printed in English for all ESL teachers. Book comes with publisher permission to photocopy student usage materials. Oxford University Press, 2000. Oxford Basics Simple Reading Activities. ESL Teacher’s Guide focused on reading skills. Oxford University Press, 2001. Oxford Basics Presenting New Language. Teacher’s Manual covering how to teach pronunciation and language skills. Oxford University Press, 2003. Oxford Basics Simple Writing Activities. Again, a Teacher’s Guide focused on writing skills. Oxford University Press, 2000. Oxford Basics Cross-Curricular Activities. Basic resource in developing lesson plans and how to integrate other academic topics within the language learning setting. Oxford University Press, 2003. Oxford Basics Simple Listening Activities. Another Teacher’s Manual focused on listening activities. Oxford University Press, 2002. Oxford Basics Simple Speaking Activities. Another Teacher’s Guide with emphasis on speaking activities and pronunciation. Oxford University Press, 2004. * Gran Diccionario De Ingles - This is a 640 page color-illustrated
hardbound library quality dictionary. It has both * Cambridge Word Selector (1995) Ingles Espanol - This is a 464 page, used paperback reference book published by Cambridge Press (1995). It is an excellent, quick check of substitute words and phrases from Spanish to English and back. * Due to limitations in weight, these items were not included in the initial materials sent to Jessie. In addition to the foregoing materials, we are very appreciative to the Edwin L. Hodges Ministries for providing a vast amount of Christian based literature for the Language School and the Library in Limon. |
certified
teacher using lectures and textbooks or workbooks. This approach seems
to work best in bilingual schools that offer a full curriculum. There
are several such school programs operating in Honduras. We have been
in communication with one such school and they adopt/purchase their
instructional materials from the local ABC School Supply representative
in San Pedro Sula. ABC is a global supplier and we are investigating
their materials for general suitability. Most of the existing Honduran
schools using these materials use resident teachers to provide continuity
and program administration with numerous US volunteers who come to Honduras
for 3-6 month periods to help with classroom instruction. A complete
operation of this type may be in our future but clearly it is not something
we will get going in the near term. But some version of this model seems
be! st for those younger students who need to learn how to read and
write English as well as to learn how to speak it.
move
toward sending five to eight computers down with the supporting software
for lessons, again at each of the three levels. Most of the beginning
software will already be in Limon as it is included in the materials
being taken down in November. The computer driven systems are more powerful
since they integrate visual images along with sound. This yields more
of an immersion type of learning. The first problem is in finding and
funding the equipment and additional software. We already have the English
without Barriers (Ingles Sin Barreras) series and are hopeful to be
able to add Rosetta Stone programs to the mix soon. The second problem
is in getting access to a secure instructional facility. Tom Camp is
going to explore getting access to space in the upstairs of the church
in Limon. If he is successful, we will need to schedule a construction
team early in the ! 2007 year to build a secure computer lab and classroom.
If this fails, the audio program can be conducted in most any space
where electricity and seating are available, with the materials being
stored elsewhere and carried in each session. The open-air shelter next
to the clinic could work in the short run if the outside closet could
be made secure for equipment storage. But a computer lab/classroom will
need to be more permanent and secure. These space requirements will
coincide with bringing the regular text/lecture classes online. These
are issues that we need to pray about.
It should
be noted that any charges that are assigned for classes, either for
the conversational or traditional classes, are to be paid into a basic
school account. These funds will be used to pay teacher salaries beyond
the basic instructor stipend and to pay for independent administration
of the accounts and to contribute to whichever group provides housing
for the program. To this end, Tom Camp will investigate the possibilities
of having someone within the Cruzada organization (hopefully located
in Limon) or having someone within Pastor David’s church function
as administrator to provide oversight for this program.
set
described above. It consists of 18 lessons on 10 audio CDs that cover
a wide range of topics/situations. This set is NIB and unabridged.
Curso
de Inglés “Talk to Me” Beginning/Intermediate - This
is a complete set of interactive computer software (CDROM) to provide
instruction at the beginner and intermediate levels. The program utilizes
immersion techniques within day-to-day situations. This is new, sealed
in original box.
Berlitz
Ingles Garantizado - This is a set of 18 different lessons on four CDs
from Berlitz Publishing (2004). The set is new, sealed in the original
box. The focus of this set is on real-life conversations and up-to-date
words and phrases.
Word by
Word Picture Dictionary. New, excellent, colorfully illustrated, immersion
type presentation of vocabulary printed in English. A basic instructional
resource in ESL courses published by Pearson Longman, 2005.
Spanish to English and English to Spanish translations. We have three
copies of this excellent resource book.Sponsors |