Kennedy Park ESL Collaborative : Bibliography
This bibliography represents multicultural literature; novels included might be described as magical realism. These are books that I have read or re-read while enmeshed in bringing all that is part of Kennedy Park to presentation form. The work these two semesters and the reading that has accompanied it has helped to enlarge my own cultural framework. While the authors listed may not be referenced directly in this product, those named have influenced the work I’ve been a part of and have certainly impacted how I think about and what I known about people who come from other countries to make their home anew.
* Allende, I. (2002). Portrait in Sepia. Harper Perennial.
* Badami, A. (2000). The Hero’s Walk. Vintage Canada,.
* Cather, W. My Antonia. Boston: Houghton Mifflin, original in 1918.
* Fadiman, A. (1997). The Spirit Catches You and You Fall Down. New
York: Farrar Straus and Giroux.
* Holtzman, Jon D. (2000). Nuer Journeys, Nuer Lives. Needham
Heights, Massachusetts: Allyn and Bacon.
* Jin, H. (1999). Waiting. Vintage Books.
* Lahiri, Jhumpa. (1999). Interpreter of Maladies. Houghton Mifflin
* Lee, E., ed. (1997). Working with Asian Americans. New York : Guilford
* McCafferty, K. (2003). Testimony of an Irish Slave Girl. Penguin Books.
* Millman, J. (1997). The Other Americans. New York : Penguin Books.
* Pipher, M. (2002). The Middle of Everywhere: The World’s Refugee’s
Come to Our Town. Harcourt, Inc.
* Said, E. (1999). Out of Place. New York: Vintage Books.
* Strom, D. (2003). Grass Roof, Tin Roof. Houghton Mifflin Company.
* Ung, Loung. First They Killed My Father: a daughter of Cambodia
remembers. Harper Collins Publishers.
* Uriza Holthe, Tess (2002). When the Elephants Dance. Penguin Books.
* Wells, S., Black, R. (2000). Cultural Competency for Health
Professionals. The American Occupational Therapy Associations, Inc.
~~ Annotated Bibliography ~~
* Gillespie, M. K. (2001). Research in writing: implications for adult literacy education. In J. Comings, B. Garner, & C. Smith (Eds.), Annual Review of Adult Learning and Literacy: Vol.2 (pp.63-110). San Francisco: Jossey-Bass.
The author describes that our knowledge of what writers do when they write has changed considerably. Most adult literacy educators, she maintains, remain unfamiliar with this body of knowledge and its potential value for adult learners to “make words their own”. The author’s data illustrates that adults who experienced the deepest and most profound life changes engaged in new literacy practices in both public and private situations. This chapter brings the teaching of writing into focus as an integral and essential part of our work as adult literacy educators.
* Horsman, J. (2001). Creating change in literacy programs: Talking about taking account of violence. Toronto: Spiral Community Research Group. Retrieved from http://www.jennyhorsman.com/articles.html
This paper is intended to spark discussion in the literacy community in exploring how to support learning for those who have experienced violence in their lives. The author’s work explores the process of change in literacy programs based on a previous research study in which she interviewed literacy learners and workers, therapists, and counselors.This research information should be circulated among social workers, mental health workers, and educators who come to know women in community-based literacy programs that allow them to explore their lives and build their strengths as learners.
* Horsman, J. (1998). But I’m not a therapist: Furthering discussion about literacy work with survivors of trauma. Toronto: Canadian Congress for Learning Opportunities for Women (CCLOW). Retrieved from http://www.jennyhorsman.com/articles.html
This research summarizes key findings of a national research study. The paper was written for the Australian Council for Adult Literacy 21st National Conference. The author discusses the concepts of trauma and violence and examines the impact of both on women’s literacy and ESOL learning. New insights, programmatic strategies, and links between education and therapy make this article one of a kind and a must read for all adult educators.
* Kegan, R., Broderick, M.,Drago-Severson, E., Helsing, D., Popp, N., & Portnow, K. (2002) Toward a new pluralism in abe/esol classrooms: teaching to multiple “cultures of mind”. National Center of Adult Literacy. Cambridge, MA: Harvard University.
NCSALL Report No. 19a. This study highlights the importance of adult learners being part of a cohort that is described as a tight-knit, reliable, common-purpose group. The study also suggests that ESOL classes are likely to have adults who have very different ways of making sense of their experiences. This report is a valuable resource for educators who seek to understand the developmental diversity of the learners with whom they interact.
* Van Rizen, K. (1996). Non-formal education and community development: improving the quality. Convergence, Vol. XXIX no. 1, 82-94.
Non-formal education can have an important impact on the community. The flexibility of this kind of education makes it a good form for reaching minority groups. Non-formal education helps people to become aware of their resources and problems. It gives people the tools they need to work on their own development. According to the author, people are more eager to learn when they see it as a solution to their problems and when they can use it in their daily life.Those who are interested in non-formal education will find this article particularly useful. The research must be carried out in the form of a needs assessment to understand the problems, resources, and activities of the people served. The article underscores the flexible nature of a non-formal adult education facilitator.
* Hong, Nguyen Kim, Understanding Education Differences Between
Americans and Vietnamese. Culture & Education Consultant, NY., NY
* Kry, Lay. Combodian Arts and Culture. Longbeach Unified School
District, Longbeach Calofornia.
* School System in Cambodia. Institute of Cultural Pluralism. Indochinese Traing and Resource Center, San Diego State University.
* Silliman A., Tom A. (2000) Practical Resources for Adult ESL: A
Selection Guide to Materials for Adult ESL and ESL/ESOL Literacy. Alta
Book Center Publishers.
* Picture Dictionaries Basic Oxford Picture Dictionary (1994) by Margot F.
gramer. New York : Oxford University Press.
* Word Dictionaries The Quick-Word, Handbook for Everyday Writers:
Current Associates, Inc.