I totally agree and that's part of the problem.
These are kids from Chilean schools, studying in public schools, and
with low levels of school achievement. So, they are L1 speakers, but
in Spanish of course.
On Sep 27, 2006, at 1:09 PM, Carol Macdonald wrote:
> David, we need a bit more information in order to help you. What
> kind of
> communities are you talking about: anglo-working class; immigrant L2
> speakers; alienated subcultures? My first response is that giving
> information can result in no action whatsoever, because there may
> be a clash
> of values, down to the fact that there is not a library at the
> school or
> nearby in the community, whether books speak into their situation
> and so
> on. If I am borig the group, please feel free to write to me
> But other folk may want to pick this up.
> On 9/27/06, David Preiss <firstname.lastname@example.org> wrote:
>> Dear colleagues,
>> I need to develop a number of tips for parents from students which
>> come from environments possessing low rates of literacy and numeracy.
>> The goal of these tips is to provide the parents of these kids with
>> strategies that help to advance the schooling of their kids. These
>> tips will be distributed in a massive manner by an official entity. I
>> wonder whether there exist some research on how to elaborate these
>> tips, which is the best way to communicate them and what kind of tips
>> are indeed effective and have some sociocognitive positive
>> Your wisdom is needed and your sharing it will be welcomed.
>> xmca mailing list
> xmca mailing list
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