TGIF

Here's how we spend the end of our Friday classes now in our Course in Workplace English at SELI: playing Scrabble!

The members of the class are all avid bilingual dictionary users (we allow the use of dictionaries, since doing so makes it a learning activity in this beginning-proficiency class). At first I gave some support to the lower performing students but they, themselves, stopped me—everyone's too competitive to tolerate that!

The whole session is taken up with discussions about new words and what they mean. Since the words remain on the board throughout the game, participants repeatedly revisit them and recall their meanings.

This is a noun, isn't it, and not a verb? He's trying to add -ing to it!  That's an uncountable noun—you can't put an -s on it!

Conferencing at LPK Memorial JSS

I enjoyed my visit to the SELI Young Writers club at Lady Patricia Kabba Memorial JSS in Goderich today.

The students all made a great effort to write nonstop for ten minutes on the topic of whether they like or don't like Nigerian movies. Then two volunteers, one for each opinion, read their work aloud. Our emphasis was on content, as always with first drafts. Later, in responding to their journals, I saw that despite all their errors in mechanics and expression, everyone had good reasons to back up whatever they chose to say.

The students all went on to whatever they were doing next: peer editing, self editing, starting a first draft, writing a second draft, teacher editing, and content conferencing.

This content conference group was particularly good. Several of the participants were new members of the group who had drawn up a list of topics to write on, but had not yet done first drafts. They didn't really understand during the first reading during the conference that each one of them was going to have to draw up content questions. So they requested this second reading, and notice how attentive they are to the reader (with her back to us)! Their questions were the type that provoked discussion. They all enjoyed the session, and the authors got help for their second drafts.

Thanks, LPKM JSS Young Writers! And thank you to the MacEwan Global Education Fund, which has been covering SRWP facilitator stipends for the past two years. The project needs your help to continue!

It's a Mystery

I'm one of millions of readers of mysteries. We don't passively absorb books. We interact actively from the first page. We use nuanced clues to keep changing our hypotheses. At the end we weigh the resolution against alternatives we'd been considering.

It's never surprised me how much the kids up our street like to play soccer, because starting a game is like opening a new mystery. So that's why I'm finding reading Jane McGonigal's Reality is Broken: Why Games Make Us Better and How They Can Change the World odd, because neither in the book nor in Amy Gonzalez's National Writing Project review at http://www.nwp.org/cs/public/print/resource/3654 , is game playing compared to mystery reading.

Yet McGonigal's defining features of a game are so characteristic of the experience of mystery reading: a goal which is often redefined as you go, and is enhanced by a good story; limitations (cultural, subplot- or information-based, etc.) imposed on ways the goal can be achieved stimulating you to stretch your thinking; a feedback system that lets you know your progress; and voluntary participation, meaning we agree to the goal, limitations and feedback system we're given.

I wish we could develop a whole set of quality children's mysteries in Sierra Leone.

Why Teaching is Fun

"This is the email Carla sent," I told my beginning-proficiency Workplace English adult class.

Our lesson was about emailing, and attaching, and the various kinds of attachments there can be. The students were not only getting lost in the new vocabulary in Carla's list of documents—a bar chart of stocks in the warehouse, a graph of products for last month—they also had had little experience with computers. One fellow looked particularly bewildered.

I realized that Carla was naming five documents in her email. Impulsively, I took off my necklace and handed it to him. "This is the email Carla sent," I said. "She sent it to Tim just as I am handing this to you."

"The main necklace of handmade glass beads is the email, and you can see the five attachments. Name them for me."

Using the necklace forced the class together to isolate the five items in the text, and to see how they all moved together with the main email to the recipient when they were sent. Using concrete objects is common in ESL classes, but in addition I have learned that I'm not alone among adults in needing concrete objects to make the abstract clear, and this is just one more example. Barbara Tuchman said it very clearly:

History written in abstract terms communicates nothing to me. I cannot comprehend the abstract, and since a writer tends to create the reader in his own image, I assume my reader cannot comprehend it either. No doubt I underestimate him. Certainly many serious thinkers write in the abstract and many people read them with interest and profit and even, I suppose, pleasure. I respect this ability, but I am unable to emulate it.

Tuchman, B. (1982). Practicing History. New York: Ballantine/Random House, p. 37.

When Teachers Learn, Everybody Learns

Professional development is essential! And it's fun. It's great to stop being a teacher and be a student again. I was part of another CODE/PEN workshop this month with Charlie Temple, university professor and children's book writer from the US, and Mohamed Sheriff, president of the Sierra Leone PEN chapter. Our shared interest is the development of children's literature in Sierra Leone.

Sometimes an awakening occurs before the stories inside us can appear. Really good teachers can pass on the strategies that draw out our stories. They connect us. They get us listening to ourselves as we are in other contexts--to our voices in other languages and to other age groups; to our voices in music; to our behaviors as we sing and walk and talk. And somehow by their magic as teachers, they get us putting that language and those behaviors onto paper.

Charlie has a 10-string charango that he brought for us this time, and that literacy lesson really brought it home for me. It's great to take a break from being a teacher, and learn from other teachers again.

Handing Over SRWP Supplies

This weekend SELI traveled north to hand over Seli River Writing Project supplies to eight schools in the Koinadugu District. Here you see supplies being received by the principal, Mr Sorie Ibrahim Sesay, and the two club facilitators, Sheku Bilo Conteh and Mohamed Ato Koroma, for the new Young Writers club at Ahmadiyya Muslim Agricultural Secondary School's senior school. The same school's junior secondary school has been operating a club successfully for three years now, and their supplies were replenished today, as well.

These Koinadugu schools also received new Young Writers Club supplies this weekend for the coming academic year: Heritage United Methodist High School, Dankawalie Secondary School, Loma JSS, Loma SSS, and Kabala Secondary School JSS and SSS.

Ten of the facilitators of these clubs are newly trained, having attended SELI's week-long workshop the last week in August this year. We so much appreciate their enthusiasm, and look forward to visiting the clubs during this coming school year!

Thank you to the International Reading Association, which has been covering donated supplies for the Seli River Writing Project. The project needs your help to continue!

What's so great about writing clubs?

A student from the Koinadugu District in the Northern Province of Sierra Leone wrote about his experience in the SELI Young Writers club this year. You can read his work here. He has just finished his first year in junior secondary school. Reading the students' work lets us know what they feel they gain from the club. It's not always academic achievement and not always about writing--peer respect is important, too! Students like that they gain the ability and confidence to express themselves orally in English.

If you're able, please make a donation to the Seli River Writing Project by clicking on the DONATE button to the right. SELI really needs your support this year, now that it has added a senior secondary component to the after-school Young Writers program. As our young writer explains in his essay, the club facilitators play an important part in making the clubs work. They certainly deserve the minimal stipends we pay them.

A Reading Activity in our CWE

We're learning English in all kinds of ways in SELI's intensive Course in Workplace English. The fourteen-week course is now 20% completed.

Here you see groups of students carrying out a reading activity, which emphasizes reading comprehension. Students in this course also gain reading skills in our usual lessons, in our daily dialogue journaling, in our writing workshops, and by reading books from the SELI library.

Already we're seeing progress in the English of these beginning- / semi-beginning-proficiency English learners. Keep it up!

Cultural Writing Skills

One thing we do in our Leading Young Writers workshops is to differentiate speech and writing, as this teacher is doing here. It's a vital distinction for all teachers to make as they prepare to facilitate writing clubs, and it emphasizes why it is worrisome that students do so little writing (as opposed to copying) in schools in Sierra Leone.

We should make another important distinction in the Leading Young Writers workshops--a cultural one. West African cultures are listener-responsible, and Western/first-world cultures are speaker-responsible[1]. Since interactions between the two began, this difference has caused misunderstandings between them. It is common for members of both cultural groups to form judgments and prejudices about the other as a result of this difference. The point where it becomes tragic is when one with such misconceptions has the means and will to publicize them as if they were fact, or has the power to take decisions about a person in the other cultural group that will affect his/her livelihood.

The native English-speaking world's nature as a speaker-responsible society is one of the factors that drives ESL process-writing workshops in Sierra Leone. It is true that the target spoken English in schools in Sierra Leone is in most cases, that spoken by educated Sierra Leoneans. However, the target written English is standard English. The final draft in our Young Writers workshops should be clear and in most cases, unambiguous. All the members of the club have well-developed cultural insight, and sometimes they understand each other too well to be critical--their ability to intuit unexplained feelings and gaps in cause-and-effect actions can be a detriment when they are giving feedback. We have to keep encouraging them to ask for explicitness that sometimes to them seems silly--like stating the obvious. 

The same cultural skill brings a richness to their writing. A standard tenet of writers' workshops is the advice, "Show, don't tell." Good writers often don't say that they felt emotions; they show what they looked like. It is a delight to throw this "Show, don't tell" concept out to a group from a listener-responsible culture, such as our recent Leading Young Writers workshop who have all spent their lifetimes reading unspoken meanings. The day I asked the group of ten teachers what SAD looked like, immediately, in silence, without any questions, I had in front of me ten different postures evoking sadness. If I'd taken a photo, it would have been a poem--to the listener-responsibles out there!

---

[1] Similar to the distinction John Hinds made about languages in 1987 when he wrote "Reader Versus Writer Responsibility: A New Typology" in Connor & Kaplan (Eds.) Writing across languages: analysis of L₂ text. 

Course in Workplace English

SELI's new 14-week intensive beginning-ESL Course in Workplace English got underway this week!

The enrollees are university level or working adults who gained their education in some other language, and would like to develop the skills they need to apply for bilingual jobs in their countries.

All the current enrollees are French-speaking, and most of them are from Guinea. This is a SELI ESL class that contributes toward funding SELI's charitable work in secondary schools in Sierra Leone.