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This may be an idealistic approach, and yes, I know that they’re more than likely checking how many people liked their Instagram selfie. Still, what if instead of passing around a cell phone basket, we chose to meet them where they are? What if instead of fighting the waves coming at us, we learned to surf them?\u003c/p>\n\u003cp>I’m not implying that we should consider cell phones to be an integral part of all of our lessons, but what if we stopped viewing them as a “necessary evil” and began to view them as a supplemental tie-in? If we can change the way we view the technology students bring into classes from a point of distraction to an opportunity for education, everybody will benefit.\u003c/p>\n\u003cp>So here’s a challenge. Before reading on, please take action. I’d like you to set aside the next three minutes to come up with three ideas on how your students can use cell phones in class, in a way that facilitates their learning and write your answers in the comments below.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I’m serious. This is an active call to active teachers who want to make an active difference in their students’ activities. Your ideas don’t have to be profound, just actionable. If there’s anything I’ve learned in the world of ed tech, it’s that simple ideas often create the biggest impression.\u003c/p>\n\u003cp>I’ll start you out, please cut and paste below, and add your ideas. Keep them short if that’s what works for you:\u003c/p>\n\u003cp>1) You could…\u003cbr>\n2) You might also try…\u003cbr>\n3) It may be interesting to…\u003c/p>\n\u003cp>Cut, paste, and add your ideas below.\u003c/p>\n\u003cp>C’mon you guys, I want you to do it now. (Sound familiar?) 🙂\u003c/p>\n\u003cp>OK, I’m going to assume you’ve done it and THANK YOU for it! Now you know I’d never ask you to do anything that I wouldn’t do myself, so I’m going to give you three ideas to try out. Assuming they’re different than yours, you’ll have left this article with six actionable ideas to try out with your students this week. Not bad for a few minutes of reading and thinking.\u003c/p>\n\u003cp>1) You could create a \u003ca href=\"http://www.google.com/voice\">Google Voice\u003c/a> phone number, set the message as a problem to be answered, and have your students call it and do their best to answer on the fly. Google voice also transcribes students’ voices with certainty levels so your ELLs can later see how ‘accurate’ their pronunciation was.\u003c/p>\n\u003cp>2) You might also try \u003ca href=\"http://www.snapchat.com\">Snapchat\u003c/a>. While most adults “don’t get it,” you can flaunt it. Think of sending snapchats of an interesting photo and ask your students to come back to school the next day and tell you what they thought it was or to create a story based on it. You can also snap a question you physically write out and give the students a limited time to read and respond to the question.\u003c/p>\n\u003cp>3) It may be interesting to create Exit Slips using \u003ca href=\"http://www.socrative.com\">Socrative\u003c/a>. Want to check on students understanding of a lesson before letting them out for the day? Create a quick digital exit slip which they can use to answer a short question or two. You’ll know what they did or didn’t understand about the day’s lesson, and they’ll get the chance to lock it in.\u003c/p>\n\u003cp>Tutorials for all of the above are on their way to EdTech.tv, so keep an eye out!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Brent Warner\u003c/strong> is an education and technology authority who believes that technology is great, but only if it’s used in an effective manner. Brent received his Master’s in Teaching TESOL from USC and is passionate about helping teachers develop professionally by exploring ways that they can create better connections with their students. He can be found at \u003ca href=\"http://www.edtech.tv/\">http://www.edtech.tv\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"While most instructors lament the change of tides where every student has a cell phone seeming more interested in a four inch screen than the lesson at hand, I often wonder how quickly the instructor would change their tune if they knew, for example, that their students were tweeting something profound that they heard while listening to their favorite teacher.","status":"publish","parent":0,"modified":1704764442,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":760},"headData":{"title":"\"Everybody, Please Take Out Your Cell Phones\" | KQED","description":"While most instructors lament the change of tides where every student has a cell phone seeming more interested in a four inch screen than the lesson at hand, I often wonder how quickly the instructor would change their tune if they knew, for example, that their students were tweeting something profound that they heard while listening to their favorite teacher.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"\"Everybody, Please Take Out Your Cell Phones\"","datePublished":"2013-12-10T20:07:33.000Z","dateModified":"2024-01-09T01:40:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/11455/everybody-please-take-out-your-cell-phones","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/12/recycle-cell-phone_featured.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/12/recycle-cell-phone_featured.jpg\" alt=\"recycle-cell-phone_featured\" width=\"640\" height=\"360\" class=\"alignleft size-full wp-image-11492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/12/recycle-cell-phone_featured.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/12/recycle-cell-phone_featured-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cbr>\n\u003cstrong>By Brent Warner\u003c/strong>\u003c/p>\n\u003cp>While most instructors lament the change of tides where every student has a cell phone seeming more interested in a four inch screen than the lesson at hand, I often wonder how quickly the instructor would change their tune if they knew, for example, that their students were tweeting something profound that they heard while listening to their favorite teacher.\u003c/p>\n\u003cp>I know, I know. This may be an idealistic approach, and yes, I know that they’re more than likely checking how many people liked their Instagram selfie. Still, what if instead of passing around a cell phone basket, we chose to meet them where they are? What if instead of fighting the waves coming at us, we learned to surf them?\u003c/p>\n\u003cp>I’m not implying that we should consider cell phones to be an integral part of all of our lessons, but what if we stopped viewing them as a “necessary evil” and began to view them as a supplemental tie-in? If we can change the way we view the technology students bring into classes from a point of distraction to an opportunity for education, everybody will benefit.\u003c/p>\n\u003cp>So here’s a challenge. Before reading on, please take action. I’d like you to set aside the next three minutes to come up with three ideas on how your students can use cell phones in class, in a way that facilitates their learning and write your answers in the comments below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I’m serious. This is an active call to active teachers who want to make an active difference in their students’ activities. Your ideas don’t have to be profound, just actionable. If there’s anything I’ve learned in the world of ed tech, it’s that simple ideas often create the biggest impression.\u003c/p>\n\u003cp>I’ll start you out, please cut and paste below, and add your ideas. Keep them short if that’s what works for you:\u003c/p>\n\u003cp>1) You could…\u003cbr>\n2) You might also try…\u003cbr>\n3) It may be interesting to…\u003c/p>\n\u003cp>Cut, paste, and add your ideas below.\u003c/p>\n\u003cp>C’mon you guys, I want you to do it now. (Sound familiar?) 🙂\u003c/p>\n\u003cp>OK, I’m going to assume you’ve done it and THANK YOU for it! Now you know I’d never ask you to do anything that I wouldn’t do myself, so I’m going to give you three ideas to try out. Assuming they’re different than yours, you’ll have left this article with six actionable ideas to try out with your students this week. Not bad for a few minutes of reading and thinking.\u003c/p>\n\u003cp>1) You could create a \u003ca href=\"http://www.google.com/voice\">Google Voice\u003c/a> phone number, set the message as a problem to be answered, and have your students call it and do their best to answer on the fly. Google voice also transcribes students’ voices with certainty levels so your ELLs can later see how ‘accurate’ their pronunciation was.\u003c/p>\n\u003cp>2) You might also try \u003ca href=\"http://www.snapchat.com\">Snapchat\u003c/a>. While most adults “don’t get it,” you can flaunt it. Think of sending snapchats of an interesting photo and ask your students to come back to school the next day and tell you what they thought it was or to create a story based on it. You can also snap a question you physically write out and give the students a limited time to read and respond to the question.\u003c/p>\n\u003cp>3) It may be interesting to create Exit Slips using \u003ca href=\"http://www.socrative.com\">Socrative\u003c/a>. Want to check on students understanding of a lesson before letting them out for the day? Create a quick digital exit slip which they can use to answer a short question or two. You’ll know what they did or didn’t understand about the day’s lesson, and they’ll get the chance to lock it in.\u003c/p>\n\u003cp>Tutorials for all of the above are on their way to EdTech.tv, so keep an eye out!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Brent Warner\u003c/strong> is an education and technology authority who believes that technology is great, but only if it’s used in an effective manner. Brent received his Master’s in Teaching TESOL from USC and is passionate about helping teachers develop professionally by exploring ways that they can create better connections with their students. He can be found at \u003ca href=\"http://www.edtech.tv/\">http://www.edtech.tv\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/11455/everybody-please-take-out-your-cell-phones","authors":["9428"],"categories":["education_48"],"tags":["education_103","education_459"],"featImg":"education_11492","label":"education"},"education_11399":{"type":"posts","id":"education_11399","meta":{"index":"posts_1591205157","site":"education","id":"11399","score":null,"sort":[1386132783000]},"guestAuthors":[],"slug":"putting-the-wrong-emphasis-on-the-wrong-syilaable","title":"Putting the wrong emPHAsis on the wrong syILAble","publishDate":1386132783,"format":"aside","headTitle":"Putting the wrong emPHAsis on the wrong syILAble | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003cstrong>\u003cem>by Jonah Hall\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Many ESL teachers get frustrated when it comes to teaching pronunciation. It’s hard enough for most learners new to the language to remember strange words, the rules of singulars and plurals, and the esoteric rules of English grammar. Then of course, there are the exceptions to those grammar rules. \u003c/p>\n\u003cp>One of the reasons English is so complicated to new students is that it is an amalgamation of languages. It contains a mix of Latin, French, Germanic (Old/Middle English, Norse, and Dutch) and Greek. The spoken language is unique to each learner who comes with a unique language experience (spoken and written) before coming across English. \u003c/p>\n\u003cp>Teaching English is about understanding the spoken language (more than) the written language, but we can’t teach one without the other. The question becomes: how do we teach the spoken language? Slang: “What’s up?” Idiomatic phrases that make little rational sense: “Run some errands?” “Hit the jackpot?”\u003c/p>\n\u003cp>My class is comprised of roughly fifteen to twenty students, varying in age between 25 and 70. On a given day, the dominant language background of my students is: 40-60% Spanish speakers, 10-20% Mandarin and/or Cantonese speakers, 5-10% Arabic speakers, and individuals who speak Vietnamese, Cambodian and Samoan. I have worked with some of the students for longer than others, and many are new to the class (and still arriving), but there is a core group of regulars, and a rotating cast of students who are absent at least once a week, sometimes for several days in a row. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The challenges are numerous. Now in my third year teaching adults, I’m starting to juggle them more fluidly. And yet, it is hard to measure the students’ fluency. Many students are less exposed to English speakers in their daily lives than would be helpful – they don’t often get a chance to practice their English, and often have family and part-time work commitments which impact regular attendance and progress.\u003c/p>\n\u003cp>It would be easy to skip over pronunciation issues, but I focus on pronunciation more than most ESL teachers. I want students to be able to understand some of the rapid-fire speech they hear on television, in movies, and in the world around them. I want them to gain confidence and learn how to conquer their fear of embarrassment. \u003c/p>\n\u003cp>Two scenes come to mind.\u003c/p>\n\u003cp>In class recently, I described a shopping trip to Target, where I picked up supplies for the classroom. One of my students, Mery, asked for clarification on the name “Target.” The guttural “g” had thrown her off. She had been calling it “Tar-zhet.” She practiced repeating the new word, with the “g” sound. She explained that her children laugh at her whenever she said the name of the store, but she didn’t know why. The culture around us isn’t kind to people who mispronounce words most of us know. In fact, it’s usually brutal and insensitive to language learners. As if English could be learned in one three-hour workshop, upon entering the country.\u003c/p>\n\u003cp>Today, at the end of class, we were listing “Places Around Town,” from a Picture Dictionary. Making our way through words, from “bakery,” with its long “a” vowel sound, to “bookstore,” (which contains the “oo vs. uh” dilemma), we reached “dry cleaners.” Boom, we were off another tangent– focused on pronunciation. We compiled a list of long “e” vs. short “e” words. Students were getting engaged. They wanted to add to the list, even if they kept thinking the words should go in the incorrect column (“Who can think of a long “e” name? “Edgar.” More work to do…). \u003c/p>\n\u003cp>We came upon “learn,” which is neither long “e,” nor short “e,” but has the tricky “ur” sound. Tricky for most of the students – Spanish or Asian-language speakers. The last few minutes of class were devoted to making the “L” sound. I stood next to the three younger Chinese students, who were determined to make the “L” sound. We made a list. List. Like. Love. Let. Learn. First just the “L” then “-ist.” First the “L” then “-ike” Learn was proving very difficult. L. -urn. L. urn. L earn. Learn. Jia-Jia was trying her hardest, making the “L” sound with the other “L” words, but “learn” was coming out “nurn.” Her friend and fellow Chinese student, Monica, was slowly getting it. There was progress. They were, indeed, learning. I was learning, too.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Jonah Hall\u003c/strong> teaches ESL at Bayshore Community Center in Midway Village, tucked in the corner of Daly City, California.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764449,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":846},"headData":{"title":"Putting the wrong emPHAsis on the wrong syILAble | KQED","description":"by Jonah Hall Many ESL teachers get frustrated when it comes to teaching pronunciation. It’s hard enough for most learners new to the language to remember strange words, the rules of singulars and plurals, and the esoteric rules of English grammar. Then of course, there are the exceptions to those grammar rules. One of the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Putting the wrong emPHAsis on the wrong syILAble","datePublished":"2013-12-04T04:53:03.000Z","dateModified":"2024-01-09T01:40:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/11399/putting-the-wrong-emphasis-on-the-wrong-syilaable","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>by Jonah Hall\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Many ESL teachers get frustrated when it comes to teaching pronunciation. It’s hard enough for most learners new to the language to remember strange words, the rules of singulars and plurals, and the esoteric rules of English grammar. Then of course, there are the exceptions to those grammar rules. \u003c/p>\n\u003cp>One of the reasons English is so complicated to new students is that it is an amalgamation of languages. It contains a mix of Latin, French, Germanic (Old/Middle English, Norse, and Dutch) and Greek. The spoken language is unique to each learner who comes with a unique language experience (spoken and written) before coming across English. \u003c/p>\n\u003cp>Teaching English is about understanding the spoken language (more than) the written language, but we can’t teach one without the other. The question becomes: how do we teach the spoken language? Slang: “What’s up?” Idiomatic phrases that make little rational sense: “Run some errands?” “Hit the jackpot?”\u003c/p>\n\u003cp>My class is comprised of roughly fifteen to twenty students, varying in age between 25 and 70. On a given day, the dominant language background of my students is: 40-60% Spanish speakers, 10-20% Mandarin and/or Cantonese speakers, 5-10% Arabic speakers, and individuals who speak Vietnamese, Cambodian and Samoan. I have worked with some of the students for longer than others, and many are new to the class (and still arriving), but there is a core group of regulars, and a rotating cast of students who are absent at least once a week, sometimes for several days in a row. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The challenges are numerous. Now in my third year teaching adults, I’m starting to juggle them more fluidly. And yet, it is hard to measure the students’ fluency. Many students are less exposed to English speakers in their daily lives than would be helpful – they don’t often get a chance to practice their English, and often have family and part-time work commitments which impact regular attendance and progress.\u003c/p>\n\u003cp>It would be easy to skip over pronunciation issues, but I focus on pronunciation more than most ESL teachers. I want students to be able to understand some of the rapid-fire speech they hear on television, in movies, and in the world around them. I want them to gain confidence and learn how to conquer their fear of embarrassment. \u003c/p>\n\u003cp>Two scenes come to mind.\u003c/p>\n\u003cp>In class recently, I described a shopping trip to Target, where I picked up supplies for the classroom. One of my students, Mery, asked for clarification on the name “Target.” The guttural “g” had thrown her off. She had been calling it “Tar-zhet.” She practiced repeating the new word, with the “g” sound. She explained that her children laugh at her whenever she said the name of the store, but she didn’t know why. The culture around us isn’t kind to people who mispronounce words most of us know. In fact, it’s usually brutal and insensitive to language learners. As if English could be learned in one three-hour workshop, upon entering the country.\u003c/p>\n\u003cp>Today, at the end of class, we were listing “Places Around Town,” from a Picture Dictionary. Making our way through words, from “bakery,” with its long “a” vowel sound, to “bookstore,” (which contains the “oo vs. uh” dilemma), we reached “dry cleaners.” Boom, we were off another tangent– focused on pronunciation. We compiled a list of long “e” vs. short “e” words. Students were getting engaged. They wanted to add to the list, even if they kept thinking the words should go in the incorrect column (“Who can think of a long “e” name? “Edgar.” More work to do…). \u003c/p>\n\u003cp>We came upon “learn,” which is neither long “e,” nor short “e,” but has the tricky “ur” sound. Tricky for most of the students – Spanish or Asian-language speakers. The last few minutes of class were devoted to making the “L” sound. I stood next to the three younger Chinese students, who were determined to make the “L” sound. We made a list. List. Like. Love. Let. Learn. First just the “L” then “-ist.” First the “L” then “-ike” Learn was proving very difficult. L. -urn. L. urn. L earn. Learn. Jia-Jia was trying her hardest, making the “L” sound with the other “L” words, but “learn” was coming out “nurn.” Her friend and fellow Chinese student, Monica, was slowly getting it. There was progress. They were, indeed, learning. I was learning, too.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Jonah Hall\u003c/strong> teaches ESL at Bayshore Community Center in Midway Village, tucked in the corner of Daly City, California.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/11399/putting-the-wrong-emphasis-on-the-wrong-syilaable","authors":["9253"],"categories":["education_48"],"tags":["education_103","education_459"],"label":"education"},"education_11300":{"type":"posts","id":"education_11300","meta":{"index":"posts_1591205157","site":"education","id":"11300","score":null,"sort":[1385059664000]},"guestAuthors":[],"slug":"catesol-2013-essay-contest-winning-essay","title":"CATESOL 2013 Essay Contest - Winning Essay","publishDate":1385059664,"format":"aside","headTitle":"CATESOL 2013 Essay Contest – Winning Essay | KQED","labelTerm":{"site":"education"},"content":"\u003cp>The\u003ca href=\"http://catesol.org/annualconference/\" target=\"_blank\" rel=\"noopener\"> CATESOL 2013\u003c/a> conference, \u003cem>Riding the Waves to Success, \u003c/em>hosted the adult level essay contest sponsored by Cambridge University Press. Sandra Fernandez, a student in Mai Ackerman’s Essential English Transitions class at Simi Valley Adult School, won the prize of $100.00 dollars worth of Cambridge books and materials with her essay describing how she had ridden the waves that took her from Colombia to her life in the U.S.\u003c/p>\n\u003cp>Adult ESL teachers at the CATESOL conference had the opportunity to listen to Ms. Fernandez read her essay. As Sandra pointed out, it can be daunting for a non-native speaker to address a ballroom full of English teachers. Undaunted, however, she read with exquisite poise and expression, finishing to a well-deserved standing ovation.\u003c/p>\n\u003cp>Introduction by Jayme Adelson-Goldstein of \u003cspan style=\"text-decoration: underline\">L\u003c/span>\u003cspan style=\"text-decoration: underline\">i\u003c/span>\u003cspan style=\"text-decoration: underline\">g\u003c/span>\u003cspan style=\"text-decoration: underline\">h\u003c/span>\u003cspan style=\"text-decoration: underline\">t\u003c/span>\u003cspan style=\"text-decoration: underline\">h\u003c/span>\u003cspan style=\"text-decoration: underline\">e\u003c/span>\u003cspan style=\"text-decoration: underline\">a\u003c/span>\u003cspan style=\"text-decoration: underline\">r\u003c/span>\u003cspan style=\"text-decoration: underline\">t\u003c/span>\u003cspan style=\"text-decoration: underline\">e\u003c/span>\u003cspan style=\"text-decoration: underline\">d\u003c/span>\u003cspan style=\"text-decoration: underline\"> \u003c/span>\u003cspan style=\"text-decoration: underline\">L\u003c/span>\u003cspan style=\"text-decoration: underline\">e\u003c/span>\u003cspan style=\"text-decoration: underline\">a\u003c/span>\u003cspan style=\"text-decoration: underline\">r\u003c/span>\u003cspan style=\"text-decoration: underline\">n\u003c/span>\u003cspan style=\"text-decoration: underline\">i\u003c/span>\u003cspan style=\"text-decoration: underline\">n\u003c/span>\u003cspan style=\"text-decoration: underline\">g\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cstrong>Riding The Waves Of Success\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">by Sandra Fernandez,\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Life can be like the waters in the ocean, they can be calm and relaxing, but they can also be turbulent and frightening. My life has had both of these experiences. Those experiences have helped me to grow as a person, as a mom and as a professional.\u003c/p>\n\u003cp>My life in Colombia was calm, it was totally different from the life that I live in the U.S. I was a young motivated individual who focused mainly on my professional career. I was able to fully dedicate my life to my career in business administration. My passion for my profession and my job in financial analysis and auditing drove me to leave my personal life aside. I made time for my immediate family, but I didn’t have anyone special in my life. When I was in Colombia, I still lived with my parents and they helped me with many of my responsibilities. We were also very fortunate to have a person come and help us with house chores.\u003c/p>\n\u003cp>When I least expected it, I met a wonderful man who swept me off my feet, because he showed me how to see life in a different way. Although we met in Colombia, he was already living in the U.S. When my husband proposed to me, I was faced with a difficult decision – to stay in Colombia with my job and my relatives, or leave my family and my profession behind and come to the U.S. to start a new life. When I arrived in the U.S., I was very excited, but soon I also had many challenges. I had to learn a new culture, a new language, and be exposed to different kinds of foods and meet new people. This new setting was a huge contrast to my prior life; initially I only had the company and help of my husband. I was missing the support system of my parents and my whole family..\u003c/p>\n\u003cp>With time, I was able to deal with some of these challenges; however, new ones would soon appear. For example, motherhood was a beautiful time for me. A new experience in my life, and it contributed to me learning more about how to be a mom. I had to look for parenting classes that helped me with my children’s development at the Simi Valley Adult School. There I discovered many opportunities to pursue my goals.\u003c/p>\n\u003cp>In order to improve my English and to communicate with other people I decided to enroll in ESL classes at the adult school. These classes have helped me to participate in day to day activities. No longer do I feel frightened, now that I feel more comfortable with the language, I am exploring the possibility of continuing with my professional career, and looking for a part time job in the financial area or to further enhance my skills with other courses that are available at the adult school. I am very grateful that I have had the opportunity to participate in many of the programs in SVAS.\u003c/p>\n\u003cp>After 9 years of living in U.S., I really enjoy my life, my kids and I love to live here. I have been very thankful to this country for all the things that it has given me and to my family . The most important achievement I have fulfilled was getting my American citizenship three years ago. It showed me how important and significant this country has been to me. Having said this, my heart is now split in half between my two lovely countries: Colombia and the USA. Ultimately, the most important thing in my life is to continue to ride the waves my life ocean has in store for me. I personally want to continue to grow as a person, as a mom and as a professional, this latter one is the wave I now want to catch.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764455,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":803},"headData":{"title":"CATESOL 2013 Essay Contest - Winning Essay | KQED","description":"The CATESOL 2013 conference, Riding the Waves to Success, hosted the adult level essay contest sponsored by Cambridge University Press. Sandra Fernandez, a student in Mai Ackerman’s Essential English Transitions class at Simi Valley Adult School, won the prize of $100.00 dollars worth of Cambridge books and materials with her essay describing how she had","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"CATESOL 2013 Essay Contest - Winning Essay","datePublished":"2013-11-21T18:47:44.000Z","dateModified":"2024-01-09T01:40:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/11300/catesol-2013-essay-contest-winning-essay","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The\u003ca href=\"http://catesol.org/annualconference/\" target=\"_blank\" rel=\"noopener\"> CATESOL 2013\u003c/a> conference, \u003cem>Riding the Waves to Success, \u003c/em>hosted the adult level essay contest sponsored by Cambridge University Press. Sandra Fernandez, a student in Mai Ackerman’s Essential English Transitions class at Simi Valley Adult School, won the prize of $100.00 dollars worth of Cambridge books and materials with her essay describing how she had ridden the waves that took her from Colombia to her life in the U.S.\u003c/p>\n\u003cp>Adult ESL teachers at the CATESOL conference had the opportunity to listen to Ms. Fernandez read her essay. As Sandra pointed out, it can be daunting for a non-native speaker to address a ballroom full of English teachers. Undaunted, however, she read with exquisite poise and expression, finishing to a well-deserved standing ovation.\u003c/p>\n\u003cp>Introduction by Jayme Adelson-Goldstein of \u003cspan style=\"text-decoration: underline\">L\u003c/span>\u003cspan style=\"text-decoration: underline\">i\u003c/span>\u003cspan style=\"text-decoration: underline\">g\u003c/span>\u003cspan style=\"text-decoration: underline\">h\u003c/span>\u003cspan style=\"text-decoration: underline\">t\u003c/span>\u003cspan style=\"text-decoration: underline\">h\u003c/span>\u003cspan style=\"text-decoration: underline\">e\u003c/span>\u003cspan style=\"text-decoration: underline\">a\u003c/span>\u003cspan style=\"text-decoration: underline\">r\u003c/span>\u003cspan style=\"text-decoration: underline\">t\u003c/span>\u003cspan style=\"text-decoration: underline\">e\u003c/span>\u003cspan style=\"text-decoration: underline\">d\u003c/span>\u003cspan style=\"text-decoration: underline\"> \u003c/span>\u003cspan style=\"text-decoration: underline\">L\u003c/span>\u003cspan style=\"text-decoration: underline\">e\u003c/span>\u003cspan style=\"text-decoration: underline\">a\u003c/span>\u003cspan style=\"text-decoration: underline\">r\u003c/span>\u003cspan style=\"text-decoration: underline\">n\u003c/span>\u003cspan style=\"text-decoration: underline\">i\u003c/span>\u003cspan style=\"text-decoration: underline\">n\u003c/span>\u003cspan style=\"text-decoration: underline\">g\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cstrong>Riding The Waves Of Success\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">by Sandra Fernandez,\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Life can be like the waters in the ocean, they can be calm and relaxing, but they can also be turbulent and frightening. My life has had both of these experiences. Those experiences have helped me to grow as a person, as a mom and as a professional.\u003c/p>\n\u003cp>My life in Colombia was calm, it was totally different from the life that I live in the U.S. I was a young motivated individual who focused mainly on my professional career. I was able to fully dedicate my life to my career in business administration. My passion for my profession and my job in financial analysis and auditing drove me to leave my personal life aside. I made time for my immediate family, but I didn’t have anyone special in my life. When I was in Colombia, I still lived with my parents and they helped me with many of my responsibilities. We were also very fortunate to have a person come and help us with house chores.\u003c/p>\n\u003cp>When I least expected it, I met a wonderful man who swept me off my feet, because he showed me how to see life in a different way. Although we met in Colombia, he was already living in the U.S. When my husband proposed to me, I was faced with a difficult decision – to stay in Colombia with my job and my relatives, or leave my family and my profession behind and come to the U.S. to start a new life. When I arrived in the U.S., I was very excited, but soon I also had many challenges. I had to learn a new culture, a new language, and be exposed to different kinds of foods and meet new people. This new setting was a huge contrast to my prior life; initially I only had the company and help of my husband. I was missing the support system of my parents and my whole family..\u003c/p>\n\u003cp>With time, I was able to deal with some of these challenges; however, new ones would soon appear. For example, motherhood was a beautiful time for me. A new experience in my life, and it contributed to me learning more about how to be a mom. I had to look for parenting classes that helped me with my children’s development at the Simi Valley Adult School. There I discovered many opportunities to pursue my goals.\u003c/p>\n\u003cp>In order to improve my English and to communicate with other people I decided to enroll in ESL classes at the adult school. These classes have helped me to participate in day to day activities. No longer do I feel frightened, now that I feel more comfortable with the language, I am exploring the possibility of continuing with my professional career, and looking for a part time job in the financial area or to further enhance my skills with other courses that are available at the adult school. I am very grateful that I have had the opportunity to participate in many of the programs in SVAS.\u003c/p>\n\u003cp>After 9 years of living in U.S., I really enjoy my life, my kids and I love to live here. I have been very thankful to this country for all the things that it has given me and to my family . The most important achievement I have fulfilled was getting my American citizenship three years ago. It showed me how important and significant this country has been to me. Having said this, my heart is now split in half between my two lovely countries: Colombia and the USA. Ultimately, the most important thing in my life is to continue to ride the waves my life ocean has in store for me. I personally want to continue to grow as a person, as a mom and as a professional, this latter one is the wave I now want to catch.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/11300/catesol-2013-essay-contest-winning-essay","authors":["9253"],"categories":["education_48"],"tags":["education_103","education_459","education_5","education_1320"],"featImg":"education_11322","label":"education"},"education_9141":{"type":"posts","id":"education_9141","meta":{"index":"posts_1591205157","site":"education","id":"9141","score":null,"sort":[1380641752000]},"guestAuthors":[],"slug":"what-is-the-primary-purpose-of-california-public-adult-schools","title":"What Is The Primary Purpose Of California Public Adult Schools?","publishDate":1380641752,"format":"aside","headTitle":"What Is The Primary Purpose Of California Public Adult Schools? | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003cem>\u003cstrong>By Bob Harper\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>What Is The Primary Purpose Of California Public Adult Schools?\u003c/em> Like beauty, the answer to that question varies from eye to eye. California has been a pioneer of public adult education, really in the whole world. Public school district-supported ESL classes for adult immigrants were offered in 1856 in the basement of Old St. Mary’s Church in San Francisco. That tradition of local schools offering classes for adults, “night school” for working adults to develop English literacy, or finish a HS diploma, has been a critical service in California’s economic development and commitment to equity and social mobility.\u003c/p>\n\u003cp>\u003ca href=\"http://www.equality-of-opportunity.org/\">Recently a study\u003c/a> was produced on whether “the American Dream” of social mobility still exists, that is whether there is still movement from lower social economic circumstances to higher. The dream is pretty deeply deferred in most of the county. However, San Jose and the Bay Area lead the country in the metrics of that mobility; here it is more possible than anywhere else in the US. It’s not too much to claim that our public adult education system has helped to create the environment where that happens.\u003c/p>\n\u003cp>Many things at the state and federal levels have challenged the status quo in adult schools. (Not the least of which was the devastating opening of adult school funds to local school districts in 2009 – there are one million fewer students in adult school now than were there in 2008!). Like so often in the history of California adult schools have been asked to rethink (I’d say “re-imagine” if I worked in a university) what adult education should do. There have been understandable confusion and many mixed messages. There’s been some concern that a focus on ESL and basic skills, on “career pathways” and regional economic development limits transformative adult education. I share that concern. However, for me public adult education offering “workforce development” is much more than creating a skilled working class. It’s a question of social justice.\u003c/p>\n\u003cp>It’s a critical priority to direct our limited resources to those who need it most. Those who need it most are the indeed the pre-literate, the immigrant, and communities marginalized by race, language and poverty. In my view, this is the natural constituency of adult schools. To believe that this needs to be a higher priority than offering programs for older adults, health and safety programs, and home economics is \u003cem>not \u003c/em>a sign of disrespect for older adults. I used to teach older adults; heck, \u003cem>I am\u003c/em> an older adult. But in adult schools there is a demographic difference between ESL students and older adult students. Older adult students in adult school programs have been disproportionately white, and they have the cultural capital to figure out options. And there are relatively more choices for them than for an immigrant adult has who needs to acquire English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the school where I work, our program is 20% older adult students; none of those classes are funded by money that could support ESL, literacy, basic skills, and GED. We have waiting lists for ESL and basic skills. In Oakland, South Central LA, Elk Grove, Salinas… in so many places the need for classes for ESL, basic skills is far more than the capacity in 2008 could meet, let alone now. A liberatory education program for literacy, immigrant integration, and career readiness is what is needed.\u003c/p>\n\u003cp>As a progressive educator, the following statistics make clear to me what I need to do:\u003c/p>\n\u003cul>\n\u003cli>1 in 3 of the 4 million working families in California are considered low-income\u003c/li>\n\u003cli>Of the 1.87 million low-income families in the state, 73% are a part of the labor force.\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Nearly half are without a high school diploma or GED\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>60% have no Postsecondary education.\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>40% of all children under the age of 18 in California, are from working low-income families.\u003c/li>\n\u003c/ul>\n\u003cp>Forty percent of the children in California are in working low-income families. We can agree on the false logic of scarcity, and point out that there needs to huge structural changes in our economy and that the discourse in the public sphere is not where it needs to be. But I can’t wait, I want to do what I can about immigrant integration/liberation and address the questions of poverty with the resources we have \u003cem>now.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Bob Harper\u003c/strong>, Ed.D, is Director of Adult Education for Campbell Adult and Community Education. He has worked in adult schools for over 40 years. He began as an ESL teacher in East Los Angeles where both his parents were also adult ESL teachers. His doctoral research is on Mexican immigrant adults perceptions of the US educational systems.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Like beauty, the answer to that question varies from eye to eye. California has been a pioneer of public adult education, really in the whole world. Public school district-supported ESL classes for adult immigrants were offered in 1856 in the basement of Old St. Mary’s Church in San Francisco. That tradition of local schools offering classes for adults, “night school” for working adults to develop English literacy, or finish a HS diploma, has been a critical service in California’s economic development and commitment to equity and social mobility.","status":"publish","parent":0,"modified":1704764516,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":840},"headData":{"title":"What Is The Primary Purpose Of California Public Adult Schools? | KQED","description":"Like beauty, the answer to that question varies from eye to eye. California has been a pioneer of public adult education, really in the whole world. Public school district-supported ESL classes for adult immigrants were offered in 1856 in the basement of Old St. Mary’s Church in San Francisco. That tradition of local schools offering classes for adults, “night school” for working adults to develop English literacy, or finish a HS diploma, has been a critical service in California’s economic development and commitment to equity and social mobility.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Is The Primary Purpose Of California Public Adult Schools?","datePublished":"2013-10-01T15:35:52.000Z","dateModified":"2024-01-09T01:41:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/9141/what-is-the-primary-purpose-of-california-public-adult-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>By Bob Harper\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>What Is The Primary Purpose Of California Public Adult Schools?\u003c/em> Like beauty, the answer to that question varies from eye to eye. California has been a pioneer of public adult education, really in the whole world. Public school district-supported ESL classes for adult immigrants were offered in 1856 in the basement of Old St. Mary’s Church in San Francisco. That tradition of local schools offering classes for adults, “night school” for working adults to develop English literacy, or finish a HS diploma, has been a critical service in California’s economic development and commitment to equity and social mobility.\u003c/p>\n\u003cp>\u003ca href=\"http://www.equality-of-opportunity.org/\">Recently a study\u003c/a> was produced on whether “the American Dream” of social mobility still exists, that is whether there is still movement from lower social economic circumstances to higher. The dream is pretty deeply deferred in most of the county. However, San Jose and the Bay Area lead the country in the metrics of that mobility; here it is more possible than anywhere else in the US. It’s not too much to claim that our public adult education system has helped to create the environment where that happens.\u003c/p>\n\u003cp>Many things at the state and federal levels have challenged the status quo in adult schools. (Not the least of which was the devastating opening of adult school funds to local school districts in 2009 – there are one million fewer students in adult school now than were there in 2008!). Like so often in the history of California adult schools have been asked to rethink (I’d say “re-imagine” if I worked in a university) what adult education should do. There have been understandable confusion and many mixed messages. There’s been some concern that a focus on ESL and basic skills, on “career pathways” and regional economic development limits transformative adult education. I share that concern. However, for me public adult education offering “workforce development” is much more than creating a skilled working class. It’s a question of social justice.\u003c/p>\n\u003cp>It’s a critical priority to direct our limited resources to those who need it most. Those who need it most are the indeed the pre-literate, the immigrant, and communities marginalized by race, language and poverty. In my view, this is the natural constituency of adult schools. To believe that this needs to be a higher priority than offering programs for older adults, health and safety programs, and home economics is \u003cem>not \u003c/em>a sign of disrespect for older adults. I used to teach older adults; heck, \u003cem>I am\u003c/em> an older adult. But in adult schools there is a demographic difference between ESL students and older adult students. Older adult students in adult school programs have been disproportionately white, and they have the cultural capital to figure out options. And there are relatively more choices for them than for an immigrant adult has who needs to acquire English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the school where I work, our program is 20% older adult students; none of those classes are funded by money that could support ESL, literacy, basic skills, and GED. We have waiting lists for ESL and basic skills. In Oakland, South Central LA, Elk Grove, Salinas… in so many places the need for classes for ESL, basic skills is far more than the capacity in 2008 could meet, let alone now. A liberatory education program for literacy, immigrant integration, and career readiness is what is needed.\u003c/p>\n\u003cp>As a progressive educator, the following statistics make clear to me what I need to do:\u003c/p>\n\u003cul>\n\u003cli>1 in 3 of the 4 million working families in California are considered low-income\u003c/li>\n\u003cli>Of the 1.87 million low-income families in the state, 73% are a part of the labor force.\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Nearly half are without a high school diploma or GED\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>60% have no Postsecondary education.\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>40% of all children under the age of 18 in California, are from working low-income families.\u003c/li>\n\u003c/ul>\n\u003cp>Forty percent of the children in California are in working low-income families. We can agree on the false logic of scarcity, and point out that there needs to huge structural changes in our economy and that the discourse in the public sphere is not where it needs to be. But I can’t wait, I want to do what I can about immigrant integration/liberation and address the questions of poverty with the resources we have \u003cem>now.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Bob Harper\u003c/strong>, Ed.D, is Director of Adult Education for Campbell Adult and Community Education. He has worked in adult schools for over 40 years. He began as an ESL teacher in East Los Angeles where both his parents were also adult ESL teachers. His doctoral research is on Mexican immigrant adults perceptions of the US educational systems.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/9141/what-is-the-primary-purpose-of-california-public-adult-schools","authors":["9253"],"categories":["education_48"],"tags":["education_103","education_5","education_1320","education_607","education_608"],"featImg":"education_9286","label":"education"},"education_7167":{"type":"posts","id":"education_7167","meta":{"index":"posts_1591205157","site":"education","id":"7167","score":null,"sort":[1373906710000]},"guestAuthors":[],"slug":"sustainability-careers-a-path-for-esl-students","title":"Sustainability Careers: A Path for ESL Students","publishDate":1373906710,"format":"aside","headTitle":"Sustainability Careers: A Path for ESL Students | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-3999\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg\" alt=\"Elena-Olmedo\" width=\"640\" height=\"365\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1-400x228.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/education/2012/10/01/work-voices-8-elena-olmedo-sustainability-specialist/\">Elena Olmedo\u003c/a>\u003c/strong>, who is interviewed for our \u003cstrong>\u003ca href=\"http://www.kqed.org/workvoices\">Work Voices\u003c/a>\u003c/strong> series, has some great advice to share.\u003c/p>\n\u003cp>She was raised in a bilingual home, her parents having emigrated from El Salvador. Elena explains how she came to be working at an energy efficiency firm in Berkeley, having decided that she was really interested in sustainability and slowly navigated her way through the range of career options that this huge, emerging and confusing field offered her.\u003c/p>\n\u003cp>For ESL students who want to work in some aspect of sustainability, \u003ca href=\"http://ww2.kqed.org/education/2012/10/01/work-voices-8-elena-olmedo-sustainability-specialist/\">this interview\u003c/a> is helpful. Elena is encouraging, “There is tremendous opportunity for anyone in this field whether you are doing solar panel installation or LEED certification, energy efficiency to policy and planning, this industry is going to grow immensely.”\u003c/p>\n\u003cp>She makes it clear that it is a confusing field. “… the first challenge that I encountered was trying to narrow down the focus to what I really wanted to do and finding what I was passionate about. The second challenge is that there is no designed or pre-constructed path for this job. People from all backgrounds can get in – you might have a background in economics or an in policy, and you still may be qualified for this position.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Sustainability is about sustaining the environment for future generations through forward thinking\u003c/em> \u003cem>strategies to solve environmental challenges\u003c/em>. It involves energy conservation, clean and green energy, technology that protects the environment, green building, and socially responsible organizations and employers.\u003c/p>\n\u003cp>How did Elena decide? She talks about the \u003ca href=\"http://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-business/business-department/green-and-sustainable-business.html\">Green and\u003c/a>\u003ca href=\"http://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-business/business-department/green-and-sustainable-business.html\"> Sustainable Course \u003c/a> she took at \u003ca href=\"http://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-business/business-department/green-and-sustainable-business.html\">City College of San Francisco\u003c/a>, and how it gave her an understanding of environmental issues relevant to business and industry. Elena also talks about research – how she took full advantage of all the resources available to her to explore possible career paths. For example, she interned at two different companies to gain experience of green marketing practices and environmental policy issues, and attended conferences and lectures and read papers and journals to learn all she could about sustainability issues.\u003c/p>\n\u003cp>Elena is inspiring and upbeat about her work. She cares about the environment and feels there is tremendous opportunity in this industry which is going to grow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Watch her interview at \u003cstrong>\u003ca href=\"http://ww2.kqed.org/education/2012/10/01/work-voices-8-elena-olmedo-sustainability-specialist/\">Work Voices 8, Elena Olmedo, Sustainability Specialist\u003c/a>\u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764591,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":389},"headData":{"title":"Sustainability Careers: A Path for ESL Students | KQED","description":"Elena Olmedo, who is interviewed for our Work Voices series, has some great advice to share. She was raised in a bilingual home, her parents having emigrated from El Salvador. Elena explains how she came to be working at an energy efficiency firm in Berkeley, having decided that she was really interested in sustainability and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Sustainability Careers: A Path for ESL Students","datePublished":"2013-07-15T16:45:10.000Z","dateModified":"2024-01-09T01:43:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/7167/sustainability-careers-a-path-for-esl-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-3999\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg\" alt=\"Elena-Olmedo\" width=\"640\" height=\"365\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2012/12/Elena-Olmedo1-400x228.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/education/2012/10/01/work-voices-8-elena-olmedo-sustainability-specialist/\">Elena Olmedo\u003c/a>\u003c/strong>, who is interviewed for our \u003cstrong>\u003ca href=\"http://www.kqed.org/workvoices\">Work Voices\u003c/a>\u003c/strong> series, has some great advice to share.\u003c/p>\n\u003cp>She was raised in a bilingual home, her parents having emigrated from El Salvador. Elena explains how she came to be working at an energy efficiency firm in Berkeley, having decided that she was really interested in sustainability and slowly navigated her way through the range of career options that this huge, emerging and confusing field offered her.\u003c/p>\n\u003cp>For ESL students who want to work in some aspect of sustainability, \u003ca href=\"http://ww2.kqed.org/education/2012/10/01/work-voices-8-elena-olmedo-sustainability-specialist/\">this interview\u003c/a> is helpful. Elena is encouraging, “There is tremendous opportunity for anyone in this field whether you are doing solar panel installation or LEED certification, energy efficiency to policy and planning, this industry is going to grow immensely.”\u003c/p>\n\u003cp>She makes it clear that it is a confusing field. “… the first challenge that I encountered was trying to narrow down the focus to what I really wanted to do and finding what I was passionate about. The second challenge is that there is no designed or pre-constructed path for this job. People from all backgrounds can get in – you might have a background in economics or an in policy, and you still may be qualified for this position.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Sustainability is about sustaining the environment for future generations through forward thinking\u003c/em> \u003cem>strategies to solve environmental challenges\u003c/em>. It involves energy conservation, clean and green energy, technology that protects the environment, green building, and socially responsible organizations and employers.\u003c/p>\n\u003cp>How did Elena decide? She talks about the \u003ca href=\"http://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-business/business-department/green-and-sustainable-business.html\">Green and\u003c/a>\u003ca href=\"http://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-business/business-department/green-and-sustainable-business.html\"> Sustainable Course \u003c/a> she took at \u003ca href=\"http://www.ccsf.edu/NEW/en/educational-programs/school-and-departments/school-of-business/business-department/green-and-sustainable-business.html\">City College of San Francisco\u003c/a>, and how it gave her an understanding of environmental issues relevant to business and industry. Elena also talks about research – how she took full advantage of all the resources available to her to explore possible career paths. For example, she interned at two different companies to gain experience of green marketing practices and environmental policy issues, and attended conferences and lectures and read papers and journals to learn all she could about sustainability issues.\u003c/p>\n\u003cp>Elena is inspiring and upbeat about her work. She cares about the environment and feels there is tremendous opportunity in this industry which is going to grow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Watch her interview at \u003cstrong>\u003ca href=\"http://ww2.kqed.org/education/2012/10/01/work-voices-8-elena-olmedo-sustainability-specialist/\">Work Voices 8, Elena Olmedo, Sustainability Specialist\u003c/a>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/7167/sustainability-careers-a-path-for-esl-students","authors":["9253"],"categories":["education_48"],"tags":["education_103","education_459","education_1108","education_3382"],"featImg":"education_3999","label":"education"},"education_6329":{"type":"posts","id":"education_6329","meta":{"index":"posts_1591205157","site":"education","id":"6329","score":null,"sort":[1369417500000]},"guestAuthors":[],"slug":"a-collaborative-vision-for-serving-adult-learners","title":"A Collaborative Vision for Serving Adult Learners","publishDate":1369417500,"format":"aside","headTitle":"A Collaborative Vision for Serving Adult Learners | KQED","labelTerm":{"site":"education"},"content":"\u003cp>Photo by Tom Jung, San Mateo Adult School\u003c/p>\n\u003cp>\u003cstrong>Round table discussion report from CATESOL Northern Regional Conference.\u003c/strong>\u003c/p>\n\u003cp>The 2013 Northern Regional CATESOL Conference on Saturday May 4th gave us a wonderful opportunity to bring together a panel of ESL educators from community colleges and adult schools to talk about A Collaborative Vision for Serving Adult Learners. It was a chance to share ways of thinking about the two systems, how they differ, what they share and how they both strive to serve adult learners through the different historic filters that have shaped them.\u003c/p>\n\u003cp>The session was moderated by KQED Education and the panel brought considerable experience and expertise from both sectors to the table. Dr Bob Harper, Director of Campbell Adult School and Kristen Pursley, Lead Teacher from West Contra Costa Adult Education, presented their vision for adult education and Greg Keech, elected Chair of ESL at CCSF and Sonja Franeta, former Chair of ESL at Laney College, spoke to issues confronting noncredit ESL provision in community colleges. Both sectors addressed ways to work together towards a fair and equitable system that meets the needs of non native speakers in Northern Californian communities.\u003c/p>\n\u003cp>Greg Keech laid out the context for this discussion in his post on \u003ca href=\"http://ww2.kqed.org/education/2013/05/01/what-is-noncredit-2/\">KQED ESL Insights blog – What is Noncredit?\u003c/a> “What is known as “adult education” in the K-12 system is generally known as noncredit in Community Colleges. In the ESL realm, there have been two separate entities delivering instruction: some districts have adult ESL classes under their local K-12 district, while credit instruction is provided by the community college; in other areas, the community college district provides both credit and noncredit ESL, though not always under the same roof.” Our panelists offered examples of the differing systems – City College of San Francisco provides both credit and noncredit ESL classes, whereas Laney College offers only credit ESL courses.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The discussion was further set against the backdrop of Governor Brown’s recent proposal to move adult education into the community college sphere, which was unanimously rejected on March 19th by the Assembly Budget Subcommittee on Education Finance. However the subcommittee voted to approve it “without prejudice,” which means they did not disagree with the principle. As such the idea is likely to come back in the May budget revise.\u003c/p>\n\u003cp>\u003cstrong>To summarize the points discussed:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Both systems are based on principles of social justice.\u003c/li>\n\u003cli>The community college system is more driven by standards and outcomes that frame their work.\u003c/li>\n\u003cli>Colleges privilege credit courses in terms of funding, with more funding allocated to courses where students matriculate. Many ESL students do not seek to go to college but look for other outcomes that may be vocational. Their right to language provision should be protected, as should the rights of seniors to attend lifelong learning classes, and classes for adults with disabilities. CCSF also offers non-credit Parent Education classes – all of this provision could be under threat if the Governor’s plan goes though.\u003c/li>\n\u003cli>Both sectors stressed the importance of open access, fluidity in terms of access and achievement, with clearly delineated pathways for students to navigate systems whether in terms of progression or reentry.\u003c/li>\n\u003cli>Participants in the session talked about the importance of solidarity between sectors in terms of defending provision. Adult schools are clearly in a more vulnerable position and face considerable uncertainties in terms of jobs and program survival if they are absorbed into the community college system.\u003c/li>\n\u003c/ul>\n\u003cp>To understand the impact on adult education under K-12 in California, please visit \u003ca href=\"http://a4cas.blogspot.com/2013/03/weekly-update-33113.html\">http://a4cas.blogspot.com/2013/03/weekly-update-33113.html\u003c/a>.\u003c/p>\n\u003cp>It was agreed that setting up a working group between adult education and noncredit ESL sectors would be a positive way forward to collaborate on issues discussed. Participants from the group signed up to stay involved.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>For KQED ESL Educator resources, visit \u003ca href=\"http://www.kqed.org/esl\">www.kqed.org/esl\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Edsource 5/14/2013 – \u003ca href=\"#\">Governor tries to fix adult ed plan, but controversy remains\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764849,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":672},"headData":{"title":"A Collaborative Vision for Serving Adult Learners | KQED","description":"Photo by Tom Jung, San Mateo Adult School Round table discussion report from CATESOL Northern Regional Conference. The 2013 Northern Regional CATESOL Conference on Saturday May 4th gave us a wonderful opportunity to bring together a panel of ESL educators from community colleges and adult schools to talk about A Collaborative Vision for Serving Adult","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Collaborative Vision for Serving Adult Learners","datePublished":"2013-05-24T17:45:00.000Z","dateModified":"2024-01-09T01:47:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/6329/a-collaborative-vision-for-serving-adult-learners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Photo by Tom Jung, San Mateo Adult School\u003c/p>\n\u003cp>\u003cstrong>Round table discussion report from CATESOL Northern Regional Conference.\u003c/strong>\u003c/p>\n\u003cp>The 2013 Northern Regional CATESOL Conference on Saturday May 4th gave us a wonderful opportunity to bring together a panel of ESL educators from community colleges and adult schools to talk about A Collaborative Vision for Serving Adult Learners. It was a chance to share ways of thinking about the two systems, how they differ, what they share and how they both strive to serve adult learners through the different historic filters that have shaped them.\u003c/p>\n\u003cp>The session was moderated by KQED Education and the panel brought considerable experience and expertise from both sectors to the table. Dr Bob Harper, Director of Campbell Adult School and Kristen Pursley, Lead Teacher from West Contra Costa Adult Education, presented their vision for adult education and Greg Keech, elected Chair of ESL at CCSF and Sonja Franeta, former Chair of ESL at Laney College, spoke to issues confronting noncredit ESL provision in community colleges. Both sectors addressed ways to work together towards a fair and equitable system that meets the needs of non native speakers in Northern Californian communities.\u003c/p>\n\u003cp>Greg Keech laid out the context for this discussion in his post on \u003ca href=\"http://ww2.kqed.org/education/2013/05/01/what-is-noncredit-2/\">KQED ESL Insights blog – What is Noncredit?\u003c/a> “What is known as “adult education” in the K-12 system is generally known as noncredit in Community Colleges. In the ESL realm, there have been two separate entities delivering instruction: some districts have adult ESL classes under their local K-12 district, while credit instruction is provided by the community college; in other areas, the community college district provides both credit and noncredit ESL, though not always under the same roof.” Our panelists offered examples of the differing systems – City College of San Francisco provides both credit and noncredit ESL classes, whereas Laney College offers only credit ESL courses.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The discussion was further set against the backdrop of Governor Brown’s recent proposal to move adult education into the community college sphere, which was unanimously rejected on March 19th by the Assembly Budget Subcommittee on Education Finance. However the subcommittee voted to approve it “without prejudice,” which means they did not disagree with the principle. As such the idea is likely to come back in the May budget revise.\u003c/p>\n\u003cp>\u003cstrong>To summarize the points discussed:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Both systems are based on principles of social justice.\u003c/li>\n\u003cli>The community college system is more driven by standards and outcomes that frame their work.\u003c/li>\n\u003cli>Colleges privilege credit courses in terms of funding, with more funding allocated to courses where students matriculate. Many ESL students do not seek to go to college but look for other outcomes that may be vocational. Their right to language provision should be protected, as should the rights of seniors to attend lifelong learning classes, and classes for adults with disabilities. CCSF also offers non-credit Parent Education classes – all of this provision could be under threat if the Governor’s plan goes though.\u003c/li>\n\u003cli>Both sectors stressed the importance of open access, fluidity in terms of access and achievement, with clearly delineated pathways for students to navigate systems whether in terms of progression or reentry.\u003c/li>\n\u003cli>Participants in the session talked about the importance of solidarity between sectors in terms of defending provision. Adult schools are clearly in a more vulnerable position and face considerable uncertainties in terms of jobs and program survival if they are absorbed into the community college system.\u003c/li>\n\u003c/ul>\n\u003cp>To understand the impact on adult education under K-12 in California, please visit \u003ca href=\"http://a4cas.blogspot.com/2013/03/weekly-update-33113.html\">http://a4cas.blogspot.com/2013/03/weekly-update-33113.html\u003c/a>.\u003c/p>\n\u003cp>It was agreed that setting up a working group between adult education and noncredit ESL sectors would be a positive way forward to collaborate on issues discussed. Participants from the group signed up to stay involved.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>For KQED ESL Educator resources, visit \u003ca href=\"http://www.kqed.org/esl\">www.kqed.org/esl\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Edsource 5/14/2013 – \u003ca href=\"#\">Governor tries to fix adult ed plan, but controversy remains\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/6329/a-collaborative-vision-for-serving-adult-learners","authors":["9253"],"categories":["education_48"],"tags":["education_103","education_459"],"label":"education"},"education_5965":{"type":"posts","id":"education_5965","meta":{"index":"posts_1591205157","site":"education","id":"5965","score":null,"sort":[1368547928000]},"guestAuthors":[],"slug":"our-learners-voices","title":"Our Learners' Voices","publishDate":1368547928,"format":"aside","headTitle":"Our Learners’ Voices | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003cstrong>\u003cem>by Usha Narayanan\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>The video footage below was taken at Campbell Adult and Community Education (CUHSD) in Campbell, California and highlights the experience of adult English as a Second Language learners. The video was made possible by the \u003ca href=\"http://www.allies4esl.org/\">ALLIES \u003c/a>initiative. This initiative in Santa Clara and San Mateo Counties is engaged in forming a multi-sector alliance that brings adult education schools, community colleges, non-profit agencies, businesses, Workforce Investment Boards etc. to support better integration of immigrants and enhance their contribution to the economy through education and training.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[youtube=http://www.youtube.com/watch?v=oymMmOMDEUo]\u003c/p>\n\u003cp>Immigrant adults come to ESL classes for a number of reasons- communicate effectively in their new homeland, become literate for the first time in their lives, do better in their jobs or get a better job, move on to higher education and career training, and help their children do better in school. While most of adult learners have multiple reasons to learn English,the motivation behind these reasons is to be better integrated in their new land. Indeed, civic engagement, even leading to the naturalization process and citizenship, is an interest for many adult immigrants.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Adult schools are portals through which many immigrants start their process of integration. In these schools they acquire proficiency in English and an introduction to American culture, an understanding of career and educational pathways for them and their family members, and navigate systems and bureaucracies to achieve their goals.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>KQED Education ESL Resources on Immigrant Stories:\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/immigration-educator-guide.pdf\">\u003cstrong>Immigrant Communities: Exploring Connections\u003c/strong>\u003c/a> \u003cstrong>(Educator Guide) \u003c/strong>Lesson plans are designed to build connections between different immigrant communities through knowledge and understanding.\u003c/p>\n\u003cp>Sample lessons from this Educator Guide\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/immigration-communities-leaving-home.pdf\">Leaving Home?\u003c/a>\u003c/strong> (PDF)\u003cbr>\nWhy do immigrants leave their families to come to the United States?\u003cbr>\nReferences \u003cem>Letters from the Other Side\u003c/em> available from \u003ca href=\"http://www.sidestreetfilms.com/\">Side Street Films\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/immigration-communities-exploring-the-american-dream.pdf\">\u003cstrong>Exploring The American Dream\u003c/strong>\u003c/a> (PDF)\u003cbr>\nThis lesson explores the American Dream through the personal stories of immigrants.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Usha Narayanan, PhD (ESL Program Coordinator at Campbell Adult and Community Education (CACE); Adjunct Faculty at De Anza College). Her experience includes teaching and administering ESL and other Adult Education programs, and teaching Anthropology. She has a Masters’ degree in Educational Administration and her doctoral work is in Anthropology.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Immigrant adults come to ESL classes for a number of reasons- communicate effectively in their new homeland, become literate for the first time in their lives, do better in their jobs or get a better job, move on to higher education and career training, and help their children do better in school. While most of adult learners have multiple reasons to learn English,the motivation behind these reasons is to be better integrated in their new land.","status":"publish","parent":0,"modified":1704764866,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":375},"headData":{"title":"Our Learners' Voices | KQED","description":"Immigrant adults come to ESL classes for a number of reasons- communicate effectively in their new homeland, become literate for the first time in their lives, do better in their jobs or get a better job, move on to higher education and career training, and help their children do better in school. While most of adult learners have multiple reasons to learn English,the motivation behind these reasons is to be better integrated in their new land.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Our Learners' Voices","datePublished":"2013-05-14T16:12:08.000Z","dateModified":"2024-01-09T01:47:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/5965/our-learners-voices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>by Usha Narayanan\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>The video footage below was taken at Campbell Adult and Community Education (CUHSD) in Campbell, California and highlights the experience of adult English as a Second Language learners. The video was made possible by the \u003ca href=\"http://www.allies4esl.org/\">ALLIES \u003c/a>initiative. This initiative in Santa Clara and San Mateo Counties is engaged in forming a multi-sector alliance that brings adult education schools, community colleges, non-profit agencies, businesses, Workforce Investment Boards etc. to support better integration of immigrants and enhance their contribution to the economy through education and training.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/oymMmOMDEUo'\n title='//www.youtube.com/embed/oymMmOMDEUo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Immigrant adults come to ESL classes for a number of reasons- communicate effectively in their new homeland, become literate for the first time in their lives, do better in their jobs or get a better job, move on to higher education and career training, and help their children do better in school. While most of adult learners have multiple reasons to learn English,the motivation behind these reasons is to be better integrated in their new land. Indeed, civic engagement, even leading to the naturalization process and citizenship, is an interest for many adult immigrants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Adult schools are portals through which many immigrants start their process of integration. In these schools they acquire proficiency in English and an introduction to American culture, an understanding of career and educational pathways for them and their family members, and navigate systems and bureaucracies to achieve their goals.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>KQED Education ESL Resources on Immigrant Stories:\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/immigration-educator-guide.pdf\">\u003cstrong>Immigrant Communities: Exploring Connections\u003c/strong>\u003c/a> \u003cstrong>(Educator Guide) \u003c/strong>Lesson plans are designed to build connections between different immigrant communities through knowledge and understanding.\u003c/p>\n\u003cp>Sample lessons from this Educator Guide\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/immigration-communities-leaving-home.pdf\">Leaving Home?\u003c/a>\u003c/strong> (PDF)\u003cbr>\nWhy do immigrants leave their families to come to the United States?\u003cbr>\nReferences \u003cem>Letters from the Other Side\u003c/em> available from \u003ca href=\"http://www.sidestreetfilms.com/\">Side Street Films\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/immigration-communities-exploring-the-american-dream.pdf\">\u003cstrong>Exploring The American Dream\u003c/strong>\u003c/a> (PDF)\u003cbr>\nThis lesson explores the American Dream through the personal stories of immigrants.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Usha Narayanan, PhD (ESL Program Coordinator at Campbell Adult and Community Education (CACE); Adjunct Faculty at De Anza College). Her experience includes teaching and administering ESL and other Adult Education programs, and teaching Anthropology. She has a Masters’ degree in Educational Administration and her doctoral work is in Anthropology.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/5965/our-learners-voices","authors":["9428"],"categories":["education_48"],"tags":["education_103","education_459","education_608"],"label":"education"},"education_5678":{"type":"posts","id":"education_5678","meta":{"index":"posts_1591205157","site":"education","id":"5678","score":null,"sort":[1367416830000]},"guestAuthors":[],"slug":"what-is-noncredit-2","title":"What is Noncredit?","publishDate":1367416830,"format":"aside","headTitle":"What is Noncredit? | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003cstrong>\u003cem>Two part series by Gregory Keech \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Part 2\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>The Pedagogy and Funding of Noncredit\u003c/strong>\u003c/p>\n\u003cp>The pedagogy of noncredit is quite different from credit. Because students’ attendance may be intermittent, teaching requires lot of repetition and “spiraling up,” which can be described as repetition with a slight refocus or increase in difficulty each time a teaching point is covered. In ESL, repetition is not a problem – in fact it’s a benefit. Language acquisition must involve repetition, and lots of it. All learning, to be clear, involves repetition, but noncredit builds the concept in. Students are not expected to acquire knowledge after one presentation and then reproduce it on a test. How many times would it take you to learn the correct endings of a Spanish verb? Voy, vas, va, vamos, vais, van. Got that? Or would you need to practice it many times in order to add it to your store of knowledge and experience?\u003c/p>\n\u003cp>Noncredit instruction fits in nicely with what Diane Larsen-Freeman calls Language as a Dynamic System. The adult human brain is not a vessel to be filled with knowledge; it is a living, changing organism which constantly adjusts and readjusts to new experiences and information (well, maybe not in current American politics, but certainly in language acquisition). Another way of describing it is that language learning is not linear. We are trapped into thinking of learning as linear by the time-focused framing of our traditional educational format, which we know as credit in community colleges and elsewhere. But in fact learning happens fitfully, in leaps and bounds, with fallow periods and moments of revelation (Oh, that’s how to conjugate that verb!).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Noncredit lends itself to this non-linear reality in learning by allowing students to sip at the cup of knowledge at their own rate. And now that I’ve used that metaphor, I hasten to add that they are also acquiring experience and “tools” if you will, which they then incorporate into their own dynamic system. Measurements of this type of complex, highly personal and individual progress baffle folks charged with making education “accountable.” How do you measure the student who leaves at Literacy and comes back at Level 3? Credit the school for giving him those tools. But not so fast.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>“Metrics” are usually based on 1) test scores and 2) academic achievement awards such as degrees and certificates. Noncredit students don’t achieve in these terms, and more problematically, they don’t do it all “in house.” Much of their achievement happens out in the real world. They move from busboy to waiter at a restaurant. They are able to help their bilingual child with homework in English. They become citizens. Community colleges don’t get the credit for any of these achievements, not in any way attached to funding.\u003c/p>\n\u003cp>And this brings us to funding. Noncredit classes are often funded by Average Daily Attendance, i.e. butts in seats. Colleges tally up the total number of hours students have attended, and then report that to the state. Credit funding is usually based on census – a snapshot of class enrollment taken about 20% through the semester, and then extrapolated to arrive at a number of attendance hours. Both are funded according to the number of Full-Time Equivalent Students (FTEF) served, and the number of total hours considered “full-time equivalent” for both is 525. But now we come to a much maligned and misunderstood point: one FTES in credit is funded at $4650, but noncredit is funded at $3232 at best.\u003c/p>\n\u003cp>Whether or not this is fair is immaterial to my present point. The misunderstanding is that credit must be better for a college to run because the funding rate is higher. Well, that’s not the entire equation. At City College of San Francisco, for example, credit instructors teach 15 hours per week plus preparation, assessment recording, and a set number of hours available to students; noncredit instructors teach 25 hours per week. So it’s not really about the funding rate – it’s what a college does with it. The formula at CCSF renders credit and noncredit equally “productive.”\u003c/p>\n\u003cp>So which is better – credit or noncredit?\u003c/p>\n\u003cp>Of course the answer is that both are equally important, depending on the needs of students. The accumulation of college credits toward a degree or certificate is a venerable, measureable, and highly successful way for students to achieve their goals.\u003c/p>\n\u003cp>Noncredit presents certain challenges to our traditional notions of education, but suits the adult learner in several important ways: it allows for scheduling flexibility for a population with serious life challenges; it allows for language acquisition in a natural and dynamic way…Credit instruction will always be with us; noncredit has never been so stable, but its loss would mean that access to ESL and many other forms of learning would be inaccessible to a large and underserved portion of our population.\u003c/p>\n\u003cp>Further discussion of these issues will take place at Northern Region CATESOL – \u003cstrong>A Collaborative Vision for Serving Adult Learners\u003c/strong> on May 4th at 1.30pm at Loma Vista Center, 1266 San Carlos Avenue, Concord, CA 94518\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Gregory Keech\u003c/em>\u003c/strong>\u003cem> is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Greg holds a BS in Portuguese from Georgetown University (1980) and an MA in Teaching English to Speakers of Other Languages from San Francisco State University (1985).\u003c/em>\u003c/p>\n\u003cdiv>\n\u003cp> \u003c/p>\n\u003c/div>\n\n","blocks":[],"excerpt":"The pedagogy of noncredit is quite different from credit. Because students' attendance may be intermittent, teaching requires lot of repetition and \"spiraling up,\" which can be described as repetition with a slight refocus or increase in difficulty each time a teaching point is covered. In ESL, repetition is not a problem - in fact it's a benefit. Language acquisition must involve repetition, and lots of it.","status":"publish","parent":0,"modified":1704764883,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":993},"headData":{"title":"What is Noncredit? | KQED","description":"The pedagogy of noncredit is quite different from credit. Because students' attendance may be intermittent, teaching requires lot of repetition and "spiraling up," which can be described as repetition with a slight refocus or increase in difficulty each time a teaching point is covered. In ESL, repetition is not a problem - in fact it's a benefit. Language acquisition must involve repetition, and lots of it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What is Noncredit?","datePublished":"2013-05-01T14:00:30.000Z","dateModified":"2024-01-09T01:48:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/5678/what-is-noncredit-2","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>Two part series by Gregory Keech \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Part 2\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>The Pedagogy and Funding of Noncredit\u003c/strong>\u003c/p>\n\u003cp>The pedagogy of noncredit is quite different from credit. Because students’ attendance may be intermittent, teaching requires lot of repetition and “spiraling up,” which can be described as repetition with a slight refocus or increase in difficulty each time a teaching point is covered. In ESL, repetition is not a problem – in fact it’s a benefit. Language acquisition must involve repetition, and lots of it. All learning, to be clear, involves repetition, but noncredit builds the concept in. Students are not expected to acquire knowledge after one presentation and then reproduce it on a test. How many times would it take you to learn the correct endings of a Spanish verb? Voy, vas, va, vamos, vais, van. Got that? Or would you need to practice it many times in order to add it to your store of knowledge and experience?\u003c/p>\n\u003cp>Noncredit instruction fits in nicely with what Diane Larsen-Freeman calls Language as a Dynamic System. The adult human brain is not a vessel to be filled with knowledge; it is a living, changing organism which constantly adjusts and readjusts to new experiences and information (well, maybe not in current American politics, but certainly in language acquisition). Another way of describing it is that language learning is not linear. We are trapped into thinking of learning as linear by the time-focused framing of our traditional educational format, which we know as credit in community colleges and elsewhere. But in fact learning happens fitfully, in leaps and bounds, with fallow periods and moments of revelation (Oh, that’s how to conjugate that verb!).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Noncredit lends itself to this non-linear reality in learning by allowing students to sip at the cup of knowledge at their own rate. And now that I’ve used that metaphor, I hasten to add that they are also acquiring experience and “tools” if you will, which they then incorporate into their own dynamic system. Measurements of this type of complex, highly personal and individual progress baffle folks charged with making education “accountable.” How do you measure the student who leaves at Literacy and comes back at Level 3? Credit the school for giving him those tools. But not so fast.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>“Metrics” are usually based on 1) test scores and 2) academic achievement awards such as degrees and certificates. Noncredit students don’t achieve in these terms, and more problematically, they don’t do it all “in house.” Much of their achievement happens out in the real world. They move from busboy to waiter at a restaurant. They are able to help their bilingual child with homework in English. They become citizens. Community colleges don’t get the credit for any of these achievements, not in any way attached to funding.\u003c/p>\n\u003cp>And this brings us to funding. Noncredit classes are often funded by Average Daily Attendance, i.e. butts in seats. Colleges tally up the total number of hours students have attended, and then report that to the state. Credit funding is usually based on census – a snapshot of class enrollment taken about 20% through the semester, and then extrapolated to arrive at a number of attendance hours. Both are funded according to the number of Full-Time Equivalent Students (FTEF) served, and the number of total hours considered “full-time equivalent” for both is 525. But now we come to a much maligned and misunderstood point: one FTES in credit is funded at $4650, but noncredit is funded at $3232 at best.\u003c/p>\n\u003cp>Whether or not this is fair is immaterial to my present point. The misunderstanding is that credit must be better for a college to run because the funding rate is higher. Well, that’s not the entire equation. At City College of San Francisco, for example, credit instructors teach 15 hours per week plus preparation, assessment recording, and a set number of hours available to students; noncredit instructors teach 25 hours per week. So it’s not really about the funding rate – it’s what a college does with it. The formula at CCSF renders credit and noncredit equally “productive.”\u003c/p>\n\u003cp>So which is better – credit or noncredit?\u003c/p>\n\u003cp>Of course the answer is that both are equally important, depending on the needs of students. The accumulation of college credits toward a degree or certificate is a venerable, measureable, and highly successful way for students to achieve their goals.\u003c/p>\n\u003cp>Noncredit presents certain challenges to our traditional notions of education, but suits the adult learner in several important ways: it allows for scheduling flexibility for a population with serious life challenges; it allows for language acquisition in a natural and dynamic way…Credit instruction will always be with us; noncredit has never been so stable, but its loss would mean that access to ESL and many other forms of learning would be inaccessible to a large and underserved portion of our population.\u003c/p>\n\u003cp>Further discussion of these issues will take place at Northern Region CATESOL – \u003cstrong>A Collaborative Vision for Serving Adult Learners\u003c/strong> on May 4th at 1.30pm at Loma Vista Center, 1266 San Carlos Avenue, Concord, CA 94518\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Gregory Keech\u003c/em>\u003c/strong>\u003cem> is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Greg holds a BS in Portuguese from Georgetown University (1980) and an MA in Teaching English to Speakers of Other Languages from San Francisco State University (1985).\u003c/em>\u003c/p>\n\u003cdiv>\n\u003cp> \u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/5678/what-is-noncredit-2","authors":["9428"],"categories":["education_48"],"tags":["education_103","education_459"],"label":"education"},"education_4975":{"type":"posts","id":"education_4975","meta":{"index":"posts_1591205157","site":"education","id":"4975","score":null,"sort":[1362686740000]},"guestAuthors":[],"slug":"whats-happening-to-adult-education","title":"What’s Happening to Adult Education?","publishDate":1362686740,"format":"aside","headTitle":"What’s Happening to Adult Education? | KQED","labelTerm":{"site":"education"},"content":"\u003cp>In his budget proposal for Fiscal Year 2013-2014, Governor Jerry Brown announced that California is no longer facing a budget deficit. In relation to funding education, his budget increases state funding per student in K-12 schools to $2,700 by 2016-2017. For K-12 and community colleges, funding is projected to increase by $2.7 billion next year and $19 billion by 2016-2017.\u003c/p>\n\u003cp>What of adult education? The plan recognizes that K-12 school districts and community colleges are authorized to provide adult education instruction, but highlights a lack of coordination between the two systems in terms of serving adult learners. The contention is that the system is currently inefficient and unaccountable. The Governor’s plan proposes $300 million in new Proposition 98 General Fund revenues to fund a comparable K-12 adult education service delivery system within the community college system.\u003c/p>\n\u003cp>This plan would fund core instructional areas such as vocational education, ESL, adult basic and secondary education, and citizenship. Courses outside of these areas would require students to pay in full. Adult education would be relocated within the community college system.\u003c/p>\n\u003cp>The Governor’s budget recognizes the importance of adult education and that it must be funded. The issue is \u003cem>where\u003c/em> and \u003cem>how\u003c/em> it is to be delivered.\u003c/p>\n\u003cp>The adult and community college level groups of CATESOL are engaged in discussions right now looking at questions such as:\u003c/p>\n\u003cul>\n\u003cli>Which agencies should be responsible for delivering adult ESL instruction?\u003c/li>\n\u003cli>What are the benefits of keeping adult ESL in the community adult schools?\u003c/li>\n\u003cli>How do the 17 community colleges in California currently offering non-credit ESL programs serve their learners?\u003c/li>\n\u003cli>What are the distinctions between the services community adult schools in K-12 districts and community colleges provide? Whom does each type of institution serve?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.californiareport.org/archive/R201207090850/a\">\u003cstrong>Adult Education Disappearing in California 9/12\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>A new report by the research group EdSource finds that adult education has been disappearing, ever since school districts were given permission to take funds once reserved for those programs and use them for other educational purposes.\u003c/p>\n\u003cp>\u003ca href=\"http://www.edsource.org/pub12-adult-school-california.html\">\u003cstrong>At Risk: Adult Schools in California 6/2012\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The \u003cstrong>EdSource survey\u003c/strong> found that 23 of the state’s 30 largest school districts have made major cuts to their adult education programs …\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764944,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":382},"headData":{"title":"What’s Happening to Adult Education? | KQED","description":"In his budget proposal for Fiscal Year 2013-2014, Governor Jerry Brown announced that California is no longer facing a budget deficit. In relation to funding education, his budget increases state funding per student in K-12 schools to $2,700 by 2016-2017. For K-12 and community colleges, funding is projected to increase by $2.7 billion next year","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What’s Happening to Adult Education?","datePublished":"2013-03-07T20:05:40.000Z","dateModified":"2024-01-09T01:49:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/4975/whats-happening-to-adult-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In his budget proposal for Fiscal Year 2013-2014, Governor Jerry Brown announced that California is no longer facing a budget deficit. In relation to funding education, his budget increases state funding per student in K-12 schools to $2,700 by 2016-2017. For K-12 and community colleges, funding is projected to increase by $2.7 billion next year and $19 billion by 2016-2017.\u003c/p>\n\u003cp>What of adult education? The plan recognizes that K-12 school districts and community colleges are authorized to provide adult education instruction, but highlights a lack of coordination between the two systems in terms of serving adult learners. The contention is that the system is currently inefficient and unaccountable. The Governor’s plan proposes $300 million in new Proposition 98 General Fund revenues to fund a comparable K-12 adult education service delivery system within the community college system.\u003c/p>\n\u003cp>This plan would fund core instructional areas such as vocational education, ESL, adult basic and secondary education, and citizenship. Courses outside of these areas would require students to pay in full. Adult education would be relocated within the community college system.\u003c/p>\n\u003cp>The Governor’s budget recognizes the importance of adult education and that it must be funded. The issue is \u003cem>where\u003c/em> and \u003cem>how\u003c/em> it is to be delivered.\u003c/p>\n\u003cp>The adult and community college level groups of CATESOL are engaged in discussions right now looking at questions such as:\u003c/p>\n\u003cul>\n\u003cli>Which agencies should be responsible for delivering adult ESL instruction?\u003c/li>\n\u003cli>What are the benefits of keeping adult ESL in the community adult schools?\u003c/li>\n\u003cli>How do the 17 community colleges in California currently offering non-credit ESL programs serve their learners?\u003c/li>\n\u003cli>What are the distinctions between the services community adult schools in K-12 districts and community colleges provide? Whom does each type of institution serve?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.californiareport.org/archive/R201207090850/a\">\u003cstrong>Adult Education Disappearing in California 9/12\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>A new report by the research group EdSource finds that adult education has been disappearing, ever since school districts were given permission to take funds once reserved for those programs and use them for other educational purposes.\u003c/p>\n\u003cp>\u003ca href=\"http://www.edsource.org/pub12-adult-school-california.html\">\u003cstrong>At Risk: Adult Schools in California 6/2012\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The \u003cstrong>EdSource survey\u003c/strong> found that 23 of the state’s 30 largest school districts have made major cuts to their adult education programs …\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/4975/whats-happening-to-adult-education","authors":["9253"],"categories":["education_48"],"tags":["education_103","education_459"],"label":"education"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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