From tgsticht at gmail.com Sun Jul 2 22:02:27 2023 From: tgsticht at gmail.com (Thomas Sticht) Date: Sun, 2 Jul 2023 14:02:27 -0700 Subject: [Reading-hall-of-fame] A 4th of July Message Message-ID: July 2, 2023 A 4th of July Message: IET/FCE for Freedom and Independence Tom Sticht International Consultant in Adult Education (Ret.) Freedom and independence are never free. They are won by those willing to stand up and work for these bedrock human values. Twice in the 20th century the people of the United States rose up to defend their freedom and independence. Among these people were hundreds of thousands of immigrants who came to the United States to gain these human rights and who then often found themselves fighting their own countrymen to keep these rights. To rapidly teach the English language and literacy during wartime the Army followed a practice today called IET: Integrated Education and Training or sometimes FCE: Functional Context Education. In this educational method, English language instruction and job-related instruction are taught concurrently, in an integrated manner. In both World Wars I and II the teaching of English was integrated with the teaching of military-related and morale-building information to help the soldiers learn and perform their jobs better. IET/FCE in World War I, 1917 See Uncle Sam. U.S. stands for Uncle Sam. U.S. stands for United States. Uncle Sam stands for United States. U.S.A. stands for United States of America. I am for Uncle Sam. I am for the United States of America. I stand for Uncle Sam. Uncle Sam stands for me. I am an American. See me stand for Uncle Sam. This is the second lesson in the "Camp Reader for American Soldiers" (Spaeth, 1919) used by thousands of foreign-born men who entered the Army in World War I and needed to learn the English language. In the first lesson, the men learned to say, "I am an American." Used to teach literacy and the English language in what were called Development Battalions, the Camp Reader was written by J. Duncan Spaeth, Professor of English, Princeton University, and Educational Director, Army Y. M. C. A. at Camp Wheeler in Georgia and Camp Jackson in South Carolina. The book is the first book I have found that was intended to teach both native-born illiterates and foreign-born immigrants to read and write the English language. It also includes the first Teacher's Manual that presents a theoretical understanding of conversational and written English, including an introduction to "The Phonetic System of Reading" and an Appendix which serves as a separate Teacher's Manual for those instructing non-English speaking soldiers. During World War I some 500,000 immigrants were drafted and thousands more volunteered for service (Ford, 2001, p. 137). While not all needed to learn English, tens of thousands did need to and did. One of those who volunteered for the Army was Louis Van Iersel, who was born in the Netherlands. He learned English with the help of the Y.M.C.A. and went to war in Germany. There he was credited for heroism which saved the lives of a thousand men and he was awarded America's highest military recognition, the Medal of Honor (Ford, 2001, p. 140). IET/FCE in World War II, 1943 World War II saw the nation once again enlisting hundreds of thousands of men with no or very low literacy skills and others of foreign birth who could speak and/or write little or no English. Once again, as in World War I, Special Training Units were established to teach literacy and English language to these soldiers. One of the tools developed for teaching men to read and write was a newspaper entitled "Our War." In the April 1943 issue there is a comic strip which features Private Pete and his pal, Daffy, both fictional characters who are in a Special Training Unit learning to read and write. This strip also features Pedro, a friend of Pete and Daffy, who cannot speak good English, but is nonetheless a good soldier. In the strip, Pete and Daffy save Pedro from going A.W.O.L. (absent without official leave) by explaining what A.W.O.L. means. They offer to help Pedro whenever he is not sure about something, illustrating how soldiers from different cultural and language backgrounds can work together. In another issue of "Our War" Private Porfirio C. Gutierrez, a soldier in a Special Training Unit wrote a letter home and said, "This is my first letter in English. I have learned to read and write so that I can help protect our country." By the war's end, over a quarter million troops had been taught literacy and/or English language in the Special Training Units. IET/FCE for Today's Immigrants Today, hundreds of thousands immigrants from all over the world are coming to the United States of America in search of freedom and independence. To meet the needs of many of these immigrants, adult educators have again developed programs for those learning the English language follow a similar approach to that of the Army in World Wars I and II and embed or integrate the teaching of English within the functional context of vocational training. These integrated job skills and academic skills (reading, writing, math) programs continue to help thousands of non-English speaking immigrants achieve social and economic freedom and independence in their newly chosen homeland. And they do it faster and with greater retention and completion rates than sequential programs of English language followed by vocational education. When we celebrate Independence Day this July 4th, we can be grateful that the torch in the hand of the Statue of Liberty still shines and still stands as a beacon for those escaping oppression, terrorism, and poverty. Hundreds of thousands of immigrants from the past fought, and many died, so we could keep the torch of liberty beaming. Our freedom and independence is intact and thousands of new immigrants arrive each day to enjoy these human rights. But these rights are under attack still today, and sadly many of the new immigrants, like their forebears, will die fighting so that their families and their new American neighbors can continue to enjoy freedom and independence. But freedom and independence are never free. References Ford, N. G. (2001). Americans All! Foreign-born Soldiers in World War I. College Station, TX: Texas A & M University Press. Spaeth, J. D. (1919). Camp Reader for American Soldiers. New York: The International Committee of Young Men's Christian Association. Virus-free.www.avast.com <#DAB4FAD8-2DD7-40BB-A1B8-4E2AA1F9FDF2> -------------- next part -------------- An HTML attachment was scrubbed... URL: From Colin.Harrison at nottingham.ac.uk Mon Jul 3 08:26:56 2023 From: Colin.Harrison at nottingham.ac.uk (Colin Harrison) Date: Mon, 3 Jul 2023 07:26:56 +0000 Subject: [Reading-hall-of-fame] A 4th of July Message In-Reply-To: References: Message-ID: Hi Tom Many thanks for this. As always: informative, powerful, and still totally relevant. Best regards Colin From: Reading-hall-of-fame on behalf of Thomas Sticht Date: Sunday, 2 July 2023 at 22:02 To: reading hall of fame Subject: [Reading-hall-of-fame] A 4th of July Message July 2, 2023 A 4th of July Message: IET/FCE for Freedom and Independence Tom Sticht International Consultant in Adult Education (Ret.) Freedom and independence are never free. They are won by those willing to stand up and work for these bedrock human values. Twice in the 20th century the people of the United States rose up to defend their freedom and independence. Among these people were hundreds of thousands of immigrants who came to the United States to gain these human rights and who then often found themselves fighting their own countrymen to keep these rights. To rapidly teach the English language and literacy during wartime the Army followed a practice today called IET: Integrated Education and Training or sometimes FCE: Functional Context Education. In this educational method, English language instruction and job-related instruction are taught concurrently, in an integrated manner. In both World Wars I and II the teaching of English was integrated with the teaching of military-related and morale-building information to help the soldiers learn and perform their jobs better. IET/FCE in World War I, 1917 See Uncle Sam. U.S. stands for Uncle Sam. U.S. stands for United States. Uncle Sam stands for United States. U.S.A. stands for United States of America. I am for Uncle Sam. I am for the United States of America. I stand for Uncle Sam. Uncle Sam stands for me. I am an American. See me stand for Uncle Sam. This is the second lesson in the "Camp Reader for American Soldiers" (Spaeth, 1919) used by thousands of foreign-born men who entered the Army in World War I and needed to learn the English language. In the first lesson, the men learned to say, "I am an American." Used to teach literacy and the English language in what were called Development Battalions, the Camp Reader was written by J. Duncan Spaeth, Professor of English, Princeton University, and Educational Director, Army Y. M. C. A. at Camp Wheeler in Georgia and Camp Jackson in South Carolina. The book is the first book I have found that was intended to teach both native-born illiterates and foreign-born immigrants to read and write the English language. It also includes the first Teacher's Manual that presents a theoretical understanding of conversational and written English, including an introduction to "The Phonetic System of Reading" and an Appendix which serves as a separate Teacher's Manual for those instructing non-English speaking soldiers. During World War I some 500,000 immigrants were drafted and thousands more volunteered for service (Ford, 2001, p. 137). While not all needed to learn English, tens of thousands did need to and did. One of those who volunteered for the Army was Louis Van Iersel, who was born in the Netherlands. He learned English with the help of the Y.M.C.A. and went to war in Germany. There he was credited for heroism which saved the lives of a thousand men and he was awarded America's highest military recognition, the Medal of Honor (Ford, 2001, p. 140). IET/FCE in World War II, 1943 World War II saw the nation once again enlisting hundreds of thousands of men with no or very low literacy skills and others of foreign birth who could speak and/or write little or no English. Once again, as in World War I, Special Training Units were established to teach literacy and English language to these soldiers. One of the tools developed for teaching men to read and write was a newspaper entitled "Our War." In the April 1943 issue there is a comic strip which features Private Pete and his pal, Daffy, both fictional characters who are in a Special Training Unit learning to read and write. This strip also features Pedro, a friend of Pete and Daffy, who cannot speak good English, but is nonetheless a good soldier. In the strip, Pete and Daffy save Pedro from going A.W.O.L. (absent without official leave) by explaining what A.W.O.L. means. They offer to help Pedro whenever he is not sure about something, illustrating how soldiers from different cultural and language backgrounds can work together. In another issue of "Our War" Private Porfirio C. Gutierrez, a soldier in a Special Training Unit wrote a letter home and said, "This is my first letter in English. I have learned to read and write so that I can help protect our country." By the war's end, over a quarter million troops had been taught literacy and/or English language in the Special Training Units. IET/FCE for Today's Immigrants Today, hundreds of thousands immigrants from all over the world are coming to the United States of America in search of freedom and independence. To meet the needs of many of these immigrants, adult educators have again developed programs for those learning the English language follow a similar approach to that of the Army in World Wars I and II and embed or integrate the teaching of English within the functional context of vocational training. These integrated job skills and academic skills (reading, writing, math) programs continue to help thousands of non-English speaking immigrants achieve social and economic freedom and independence in their newly chosen homeland. And they do it faster and with greater retention and completion rates than sequential programs of English language followed by vocational education. When we celebrate Independence Day this July 4th, we can be grateful that the torch in the hand of the Statue of Liberty still shines and still stands as a beacon for those escaping oppression, terrorism, and poverty. Hundreds of thousands of immigrants from the past fought, and many died, so we could keep the torch of liberty beaming. Our freedom and independence is intact and thousands of new immigrants arrive each day to enjoy these human rights. But these rights are under attack still today, and sadly many of the new immigrants, like their forebears, will die fighting so that their families and their new American neighbors can continue to enjoy freedom and independence. But freedom and independence are never free. References Ford, N. G. (2001). Americans All! Foreign-born Soldiers in World War I. College Station, TX: Texas A & M University Press. Spaeth, J. D. (1919). Camp Reader for American Soldiers. New York: The International Committee of Young Men's Christian Association. [Image removed by sender.] Virus-free.www.avast.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From ppearson at berkeley.edu Mon Jul 3 09:46:28 2023 From: ppearson at berkeley.edu (P David Pearson) Date: Mon, 3 Jul 2023 01:46:28 -0700 Subject: [Reading-hall-of-fame] A 4th of July Message In-Reply-To: References: Message-ID: This is a wonderful post Tom. Lots more genuinely patriotic than the usual accounts of America that we haul out every Independence Day. David On Mon, Jul 3, 2023 at 12:27?AM Colin Harrison < Colin.Harrison at nottingham.ac.uk> wrote: > Hi Tom > > > > Many thanks for this. As always: informative, powerful, and still totally > relevant. > > > > Best regards > > > > Colin > > > > > > *From: *Reading-hall-of-fame < > reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf of Thomas > Sticht > *Date: *Sunday, 2 July 2023 at 22:02 > *To: *reading hall of fame > *Subject: *[Reading-hall-of-fame] A 4th of July Message > > July 2, 2023 > > A 4th of July Message: > > > > IET/FCE for Freedom and Independence > > Tom Sticht > International Consultant in Adult Education (Ret.) > > Freedom and independence are never free. They are won by those willing to > stand up and work for these bedrock human values. > > Twice in the 20th century the people of the United States rose up to > defend their freedom and independence. Among these people were hundreds of > thousands of immigrants who came to the United States to gain these human > rights and who then often found themselves fighting their own countrymen to > keep these rights. > > To rapidly teach the English language and literacy during wartime the Army > followed a practice today called IET: Integrated Education and Training or > sometimes FCE: Functional Context Education. In this educational method, > English language instruction and job-related instruction are taught > concurrently, in an integrated manner. In both World Wars I and II the > teaching of English was integrated with the teaching of military-related > and morale-building information to help the soldiers learn and perform > their jobs better. > > IET/FCE in World War I, 1917 > > See Uncle Sam. > U.S. stands for Uncle Sam. > U.S. stands for United States. > Uncle Sam stands for United States. > U.S.A. stands for United States of America. > I am for Uncle Sam. > I am for the United States of America. > I stand for Uncle Sam. > Uncle Sam stands for me. > I am an American. > See me stand for Uncle Sam. > > This is the second lesson in the "Camp Reader for American Soldiers" > (Spaeth, 1919) used by thousands of foreign-born men who entered the Army > in World War I and needed to learn the English language. In the first > lesson, the men learned to say, "I am an American." > > Used to teach literacy and the English language in what were called > Development Battalions, the Camp Reader was written by J. Duncan Spaeth, > Professor of English, Princeton University, and Educational Director, Army > Y. M. C. A. at Camp Wheeler in Georgia and Camp Jackson in South Carolina. > The book is the first book I have found that was intended to teach both > native-born illiterates and foreign-born immigrants to read and write the > English language. It also includes the first Teacher's Manual that presents > a theoretical understanding of conversational and written English, > including an introduction to "The Phonetic System of Reading" and an > Appendix which serves as a separate Teacher's Manual for those instructing > non-English speaking soldiers. > > During World War I some 500,000 immigrants were drafted and thousands more > volunteered for service (Ford, 2001, p. 137). While not all needed to > learn English, tens of thousands did need to and did. One of those who > volunteered for the Army was Louis Van Iersel, who was born in the > Netherlands. He learned English with the help of the Y.M.C.A. and went to > war in Germany. There he was credited for heroism which saved the lives of > a thousand men and he was awarded America's highest military recognition, > the Medal of Honor (Ford, 2001, p. 140). > > IET/FCE in World War II, 1943 > > World War II saw the nation once again enlisting hundreds of thousands of > men with no or very low literacy skills and others of foreign birth who > could speak and/or write little or no English. Once again, as in World War > I, Special Training Units were established to teach literacy and English > language to these soldiers. > > One of the tools developed for teaching men to read and write was a > newspaper entitled "Our War." In the April 1943 issue there is a comic > strip which features Private Pete and his pal, Daffy, both fictional > characters who are in a Special Training Unit learning to read and write. > This strip also features Pedro, a friend of Pete and Daffy, who cannot > speak good English, but is nonetheless a good soldier. In the strip, Pete > and Daffy save Pedro from going A.W.O.L. (absent without official leave) by > explaining what A.W.O.L. means. They offer to help Pedro whenever he is not > sure about something, illustrating how soldiers from different cultural and > language backgrounds can work together. > > In another issue of "Our War" Private Porfirio C. Gutierrez, a soldier in > a Special Training Unit wrote a letter home and said, "This is my first > letter in English. I have learned to read and write so that I can help > protect our country." By the war's end, over a quarter million troops had > been taught literacy and/or English language in the Special Training Units. > > IET/FCE for Today's Immigrants > > Today, hundreds of thousands immigrants from all over the world are > coming to the United States of America in search of freedom and > independence. To meet the needs of many of these immigrants, adult > educators have again developed programs for those learning the English > language follow a similar approach to that of the Army in World Wars I and > II and embed or integrate the teaching of English within the functional > context of vocational training. These integrated job skills and academic > skills (reading, writing, math) programs continue to help thousands of > non-English speaking immigrants achieve social and economic freedom and > independence in their newly chosen homeland. And they do it faster and > with greater retention and completion rates than sequential programs of > English language followed by vocational education. > > When we celebrate Independence Day this July 4th, we can be grateful that > the torch in the hand of the Statue of Liberty still shines and still > stands as a beacon for those escaping oppression, terrorism, and poverty. > Hundreds of thousands of immigrants from the past fought, and many died, so > we could keep the torch of liberty beaming. Our freedom and independence is > intact and thousands of new immigrants arrive each day to enjoy these > human rights. But these rights are under attack still today, and sadly > many of the new immigrants, like their forebears, will die fighting so > that their families and their new American neighbors can continue to enjoy > freedom and independence. > > But freedom and independence are never free. > > References > > > Ford, N. G. (2001). Americans All! Foreign-born Soldiers in World War I. > College Station, TX: Texas A & M University Press. > > Spaeth, J. D. (1919). Camp Reader for American Soldiers. New York: The > International Committee of Young Men's Christian Association. > > > > [image: Image removed by sender.] > > > Virus-free.www.avast.com > > > > > This message and any attachment are intended solely for the addressee > and may contain confidential information. If you have received this > message in error, please contact the sender and delete the email and > attachment. > > Any views or opinions expressed by the author of this email do not > necessarily reflect the views of the University of Nottingham. Email > communications with the University of Nottingham may be monitored > where permitted by law. > > > > > _______________________________________________ > Reading-hall-of-fame mailing list > Reading-hall-of-fame at lists.nottingham.ac.uk > https://lists.nottingham.ac.uk/mailman/listinfo/reading-hall-of-fame > -- +++++++++++++++++++++++++++++ *"If we teach today?s students as we taught yesterday?s, we rob them of tomorrow." John Dewey, 1903* *?Youth is the gift of nature, but age is a work of art.? ? Stanislaw Jerzy Lec* +++++++++++++++++++++++++++++ P. David Pearson Evelyn Lois Corey *Emeritus* Professor of Instructional Science Graduate School of Education University of California, Berkeley email: ppearson at berkeley.edu other e-mail: pdavidpearsondean at gmail.com website for publications: www.pdavidpearson.org ******************* *Please use HOME ADDRESS for responses* 110 41st Street, Apt 401 Oakland CA 94611-5237 iPhone: 510 543 6508 **************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From tgsticht at gmail.com Tue Jul 4 19:06:16 2023 From: tgsticht at gmail.com (Thomas Sticht) Date: Tue, 4 Jul 2023 11:06:16 -0700 Subject: [Reading-hall-of-fame] Teacher Prep for Teaching Reading Message-ID: Colleagues: Here is a reference to a new report about ?Teacher Prep Review: Strengthening Elementary Reading Instruction?. Though I have focused my work primarily on adult literacy education this report calls for better reading instruction in the early grades so that there will not be many adults needing literacy instruction. The report presents 6 National findings: ? Finding 1: Only 25% of programs adequately address all five core components of reading instruction ? Finding 2: Phonemic awareness receives the least attention across programs ? Finding 3: Nearly one-third of programs do not provide any practice opportunities connected to the core components of reading ? Finding 4: With strong state policies, effective implementation, and accountability, states can improve the quality of teacher preparation in reading ? Finding 5: Programs provide little preparation in teaching reading to English learners, struggling readers, and speakers of English language varieties ? Finding 6: Distribution of program grades in 2023 It gives Recommendations for actions to improve readin instruction: ? Actions for teacher preparation programs ? Actions for state leaders ? Actions for school districts ? Actions for advocates, teachers, and parents Promising practices The citation is: Ellis, C., Holston, S., Drake, G., Putman, H., Swisher, A., & Peske, H. (2023). Teacher Prep Review: Strengthening Elementary Reading Instruction. Washington, DC: National Council on Teacher Quality. The report is available online at: https://www.nctq.org/dmsView/Teacher_Prep_Review_Strengthening_Elementary_Reading_Instruction Tom Sticht Virus-free.www.avast.com <#DAB4FAD8-2DD7-40BB-A1B8-4E2AA1F9FDF2> -------------- next part -------------- An HTML attachment was scrubbed... URL: From Colin.Harrison at nottingham.ac.uk Thu Jul 6 09:48:12 2023 From: Colin.Harrison at nottingham.ac.uk (Colin Harrison) Date: Thu, 6 Jul 2023 08:48:12 +0000 Subject: [Reading-hall-of-fame] Teacher Prep for Teaching Reading In-Reply-To: References: Message-ID: Hi Tom Thank you for this posting. I have deep respect for your research and perspectives on adult literacy, but I do not share your views on elementary reading instruction and how best we might improve it. As a number of NCTE reports and other reviewers have pointed out (see references below), NCTQ is an advocacy group, not a research institution, and in its highly selective research reviews it has consistently ignored the scholarly research of dozens of Reading Hall of Fame members, and presented ?findings? that unsurprisingly support a very shallow and selective perspective on literacy development. As I argued some years ago (2006), and as NCTE have kindly noted, much of the public discourse surrounding literacy research in the USA is filtered through the lens of ?necessary illusions?, one of which is that teacher education is fundamentally flawed, and needs to be radically overhauled (or even abandoned). Personally, and as someone who has visited many schools, and taught at two universities in the USA, and who has been a reading researcher now for 50 years, I would argue that at least four of the NCTQ ?National findings? that you cite (1, 2, 3 and 5) are hopelessly inaccurate, and would not be sustained by a more thorough and less selective research review. Respectfully, Colin Benner, S. M. (2012). Quality in student teaching: Flawed research leads to unsound recommendations. Retrieved from National Education Policy Center website: http://nepc. colorado. edu/thinktank/review-student-teaching. Burke, K. J., & DeLeon, A. (2020). Wooden dolls and disarray: rethinking United States? teacher education to the side of quantification. Critical Studies in Education, 61(4), 480-495. Cochran-Smith, M., Stern, R., S?nchez, J. G., Miller, A., Keefe, E. S., Fern?ndez, M. B., ... & Baker, M. (2016). Holding Teacher Preparation Accountable: A Review of Claims and Evidence. National Education Policy Center. Dudley-Marling, C., Stevens, L. P., & Gurn, A. (2011). A critical policy analysis and response to the report of the National Council on Teacher Quality (NCTQ). Retrieved December, 5. Fuller, E. J. (2014). Shaky methods, shaky motives: A critique of the National Council of Teacher Quality?s review of teacher preparation programs. Journal of Teacher Education, 65(1), 63-77. Harrison, C. (2006). Sustaining myths, necessary illusions, and national literacy policies: Some US and UK comparisons. The Elementary School Journal, 107(1), 121-131. Hoffman, J. V., Hikida, M., & Sailors, M. (2020). Contesting science that silences: Amplifying equity, agency, and design research in literacy teacher preparation. Reading Research Quarterly, 55, S255-S266. University of Kentucky (2012). University of Kentucky Response to the Teacher Preparation Review by the National Council for Teacher Quality (NCTQ) November 30, 2012. From: Reading-hall-of-fame on behalf of Thomas Sticht Date: Tuesday, 4 July 2023 at 19:06 To: reading hall of fame Subject: [Reading-hall-of-fame] Teacher Prep for Teaching Reading Colleagues: Here is a reference to a new report about ?Teacher Prep Review: Strengthening Elementary Reading Instruction?. Though I have focused my work primarily on adult literacy education this report calls for better reading instruction in the early grades so that there will not be many adults needing literacy instruction. The report presents 6 National findings: ? Finding 1: Only 25% of programs adequately address all five core components of reading instruction ? Finding 2: Phonemic awareness receives the least attention across programs ? Finding 3: Nearly one-third of programs do not provide any practice opportunities connected to the core components of reading ? Finding 4: With strong state policies, effective implementation, and accountability, states can improve the quality of teacher preparation in reading ? Finding 5: Programs provide little preparation in teaching reading to English learners, struggling readers, and speakers of English language varieties ? Finding 6: Distribution of program grades in 2023 It gives Recommendations for actions to improve readin instruction: ? Actions for teacher preparation programs ? Actions for state leaders ? Actions for school districts ? Actions for advocates, teachers, and parents Promising practices The citation is: Ellis, C., Holston, S., Drake, G., Putman, H., Swisher, A., & Peske, H. (2023). Teacher Prep Review: Strengthening Elementary Reading Instruction. Washington, DC: National Council on Teacher Quality. The report is available online at: https://www.nctq.org/dmsView/Teacher_Prep_Review_Strengthening_Elementary_Reading_Instruction Tom Sticht [Image removed by sender.] Virus-free.www.avast.com -------------- next part -------------- An HTML attachment was scrubbed... URL: