Literacy Training in Zimbabwe

One of my job responsibilities includes traveling to various locations to train teachers in literacy strategies. My objective is to empower teachers with additional tools for their teaching strategies toolbox. I’ve traveled to urban middle schools and high schools, community colleges and universities, literacy centers and libraries, and a myriad of other sites to train teachers, paraprofessionals, and tutors. I’ve met hundreds of teachers and students, and in the process, I’ve witnessed a variety of different backgrounds and needs. Once in a while, I have experiences while training that teach me life lessons, whether it be a lesson learned about how literacy strategies unlock a struggling student’s world of learning, or feeling inspired by a teacher’s passion.

This year I had a unique training opportunity. I traveled to Zimbabwe to provide literacy training for people in various remote villages where such services had never been provided. During this experience, I learned life lessons about individual dignity and the hierarchy of needs—physical, social, and educational. We drove on long, bumpy, dusty roads without air conditioning and proper suspension, and we traveled with little water and food. We traveled through and camped in wild game parks, witnessing rare sightings of wild animals and waking up to the sounds of the competing roars of lion prides. Although the conditions were not ideal, I felt privileged to have had the opportunity to interact with teachers and students that few people will ever get to meet.

Literacy Training in India at Pathway

Last month, my colleagues and I had the opportunity to visit Pathway India, a non-profit organization located in southern India that serves underprivileged and handicapped children. Pathway educates, empowers, and enlightens the students they serve by providing vocational and academic training, rewarding students for their contributions, and sustaining an environment in which the students feel safe, loved, and confident in their abilities to contribute using their knowledge and talents.



We had an opportunity to train the teachers at one of Pathway's schools located in rural Chennai. We also had the opportunity to conduct a training for English teachers in the surrounding area and were privileged to have Dr. Swaminathan in attendance.







Pathway India recently published their latest newsletter article which documents our recent visit. It can be accessed here. To learn more about this organization, visit their website at http://pathway.org.in/, or visit their Facebook page: Pathway India.

Thoughts on Purpose

I was recently asked to share my thoughts on purpose with my company--why I do what I do. Purpose is one of the tenets of our company creed. I have blogged about purpose before. A few blog posts that illustrate my purpose for doing what I do include the following: 
Lessons Learned from Life
The "Homeless Wanderer"
The Value of Literacy
Post-India: Thoughts on Service
Teaching the Homeless to Read
Curriculum Vision -- Helping Struggling Readers
Success Stories in Learning to Read
Why Do We Do What We Do?

A few highlights of my job include (but, of course, are not limited to):

• Traveling to India to help with literacy efforts among the leprosy-affected: Post-India: Thoughts on Service, Ensuring Success with English in India, Back in India, A Day in My Life in India, More On a Day in My Life in India, Abolishing the Stigma of Leprosy by Teaching Children to Read in English, A Documentary on Humanitarian Efforts in India)
• Visiting NYC to conduct trainings and needs assessments for NYC Public Schools and Public libraries: New York City Public Schools Teach Students to Read, New York City Public Schools Teach Students to Read: Part 2, Literacy Training in the Bronx...and in Your Own Backyard, Opening Doors to Literacy in New York City Public Libraries)
• Traveling to the Middle East to promote reading instruction: English Teaching and Learning in the Middle East, English Teaching and Learning in the Middle East: Part 2, Phonics for Arabic Speakers in the Middle East) 
• Tutoring a gentleman in his 60's who has never learned how to read: Adult Education and Family Literacy Week 2011: Teaching Struggling Readers, On the Journey to Read, On the Journey to Read: Part 2, Teaching the Homeless to Read)
• Consulting, training, and researching literacy instruction for children, middle school- and high school-aged students, and adults (for both native English speakers and non-native English speakers), and writing curriculum that meets the needs of these individuals. I've visited a variety of settings to fulfill this purpose, some of which include prisons, urban and rural K-12 schools, community colleges and universities, adult education sites, non-profit groups, and charter schools, including the largest school for homeless children in the U.S.: Teaching Literacy in Strategies to Homeless Children and Individuals in Secure Care Facilities.
• Engaging in humanitarian service opportunities, specifically in the areas of teaching English and literacy, as well as empowering teachers with strategies to teach these skills through teacher training with the goal of maintaining autonomy and sustainability. As mentioned above, I have traveled to India for this purpose, as well as to various islands in the South Pacific. I plan to travel to Africa to conduct teacher training in the (hopefully near) future, as well.

Part of the purpose for this post was to respond to the request to share my thoughts on purpose with my company. But another impetus for this post was to provide a more personal side to my blog. I understand that most people find this blog organically when searching on the Internet for specific ESOL- and literacy-related topics; however, I also occasionally have friends and associates who are genuinely interested in what I do. Whether you are a "stranger" or a friend, thank you for visiting this blog!

"English Mania": Why the World (Especially China) Wants to Learn English

Here's an interesting TED video on the "mania for learning English." In this short video, Jay Walker mentions that two billion people are learning English, most of all in China. Why English, he asks? Better opportunity. "You can become part of a larger conversation...a global conversation." He continues, "English is becoming the language of problem-solving."

Literacy Training in the Bronx...and in Your Own Backyard

This past weekend I conducted literacy training at the Bronx Library Center in New York City. Among those in attendance were literacy volunteers, library staff, and administrators. The purpose of the training was to provide an overview of the Reading Horizons method and to provide ideas for literacy application activities. I was impressed with the attendees' passion and interest to improve literacy for individuals who cannot read or write, as well as non-native English speakers who struggle to communicate in English. (See my post on a follow-up training in the Bronx here.)

I showed the attendees the following video, which was followed by a discussion about the reality of life for individuals who cannot read or write.



Our discussion caused me ponder more deeply about other individuals who struggle with literacy in my own community. Although I have had several opportunities to travel abroad to help fill English and literacy needs, I was reminded that you don't have to go very far to find individuals who struggle. This thought reminds me of my responsibility to contribute to promoting literacy in my own community.

I thought I'd share again a video series I mentioned in a previous post called "In Your Own Backyard." Who might be struggling with literacy in your backyard, and what can you do about it? (For ideas, visit my post here.)

ESL Listening Strategies for English Language Learners

Last week I had the opportunity to visit a country I had never visited before: Brazil. I have never studied Portuguese, the native language spoken there. I have studied Spanish, and I admit that I thought my Spanish would help. But in a country where most people speak neither English nor Spanish, I found my communication to be ineffective. This experience provided me an opportunity to recall first-hand what it’s like to be a non-native speaker of a target language.

My experience in Brazil struggling to communicate and to be understood in a language unfamiliar to me provided me an opportunity to think about language learning strategies and how I was implementing them (or how I was failing to implement them) to achieve the goal of communication and comprehension. Specifically, it provided me an opportunity to "think about my thinking" (metacognition) while listening to a language that was foreign to me and to consider the strategies I was using to try to understand what I heard. In this blog post, I thought I would provide a list of listening strategies that could be used in the ESL classroom to bring listening strategies to non-native English speakers' consciousness. I also thought I would include a simple guideline for how to develop a listening strategy lesson that I used in a teacher training when I worked at BYU's English Language Center as the Listening/Speaking skill coordinator. This guideline can be accessed on the page link to the right, or by clicking here.

Listening Strategies Reference List

Adapted in part from Brown (1994), Chamot (1995), Goh (1997), Mendelsohn (2000), Murphy (1987), O’Malley, Chamot, and Kupper (1989), O’Malley, Chamot, Stewner-Manzanares, Kupper, and Russo (1995), White (2007), and Willing (1987).

A Hands-on Approach for Struggling Readers

Today I presented at the Council for Exceptional Children conference in National Harbor, Maryland (right outside of Washington, D.C.). The presentation went well, even though it was the last presentation of the day.  In fact, it was so well-attended that I ran out of handouts!

Receiving the Practitioner Presentation Award at the Business Meeting

The presentation was entitled, "A Hands-on Approach for Struggling Readers." It won the Practitioner Presentation Award for the Division of Autism and Developmental Disabilities (DADD).

The objectives of the presentation were as follows:                    
--Establish rationale for using decoding and encoding strategies to improve literacy.
--Share a framework of specific decoding and encoding strategies for application.
--Present classroom activities that can be used to reinforce these learned strategies.
--Provide take-home application to be used in your classrooms.

Attendees demonstrating "Act a Word"

The presentation required audience participation. I was pleased by how willing and eager the attendees were to participate. They did great! :) 

After the presentation, I was pleased to have met a new colleague from Staff Development for Educators (SDE). Perhaps there will be opportunities to share this presentation, or similar ones, at professional development conferences in the future. Stay tuned!


The handout can be accessed here.

New York City Public Schools Teach Students to Read: Part 2

I spent the last week in New York City following up with administrators, teachers, and students at several public high schools that I visited the first week in January. The purpose of my visit this time around was to discuss the Reading Horizons pilot that is currently being conducted there. I visited one or two public high schools each day, riding the subways to various parts of the city, including Brooklyn, Queens, and Manhattan, and walking to the historical school buildings (some days in the rain and snow, which added to the adventure). In this blog post, I wanted to provide a snapshot of what I experienced there by including a highlight of each day:

English Teaching and Learning in the Middle East: Part 2

I am on the plane heading back to the States after spending two weeks in the Middle East learning about English needs in this part of the world and sharing the Reading Horizons program with English teachers and administrators. I wanted to document my experiences while they are fresh on my mind and before I head off to my next destination in a couple of days. I learned much about education in the Middle East and specific English learning needs after visiting several schools and talking with students, English teachers, and administrators.

One of the things I value most about traveling, especially traveling abroad, is the opportunity it affords me to meet individuals of various cultural backgrounds who have amazing life stories to share. I am often inspired by the life experiences of those I meet. I likewise value the opportunity I have to share Reading Horizons strategies and watching teachers' reactions to what the program has to offer.

A few highlights of my experience include the following:

Phonics for Arabic Speakers in the Middle East

Today I reported to my colleagues at a staff meeting on my experience in India with Rising Star Outreach. I embark tomorrow on a new adventure that takes me to the Middle East. I will be visiting Qatar, Oman, and the United Arab Emirates. I will be meeting with educators and administrators, including Ministries of Education, to discuss literacy strategies to help native Arabic speakers. I will also be attending TESOL Arabia in Dubai, as well as conducting a one-day workshop on the Reading Horizons method for interested educators, hosted by Knowledge Hub based in Dubai.

I have heard quite a bit of anecdotal feedback about the benefits of using phonics to teach Arabic speakers. (See my blog post entitled "Phonics for Arabic Speakers".) I'm looking forward to learning first-hand about the specific needs of EFL students in this part of the world so that I can learn more about how phonics fills these needs. I hope to be able to contribute to native Arabic speakers' learning of English and improving their literacy skills.

(See my posts on phonics in the Middle East here and here.)

Abolishing the Stigma of Leprosy by Teaching Children to Read English

This is an interview conducted by Christine Bowman, Marketing Content Manager at Reading Horizons, about my experience in India. This information was used for a press release. As I move forward with other English teaching and training adventures (I depart for the Middle East next Tuesday!), I thought I would post this interview on my blog since it captures some highlights of my India experience.

Students at the Peery School using Reading Horizons

Recently our ESL/Curriculum Director, Heidi Hyte, went back to the Peery School for Rising Stars, sponsored by Rising Star Outreach (RSO), near Chennai, India. This amazing school for K-9 was created for the children who come from the outcast leprosy colonies.  

Heidi spent two and a half weeks with school administrators, teachers, and students to train, observe, mentor, and model teach literacy strategies from the reading program software that was donated by Reading Horizons a year ago. 

Students gathering in the dining hall

This was Heidi’s second trip to the Peery School, and she was overwhelmed by the small miracles that have occurred at the facility. To add to the excitement was the fact that a major American Idol star, So You Think You Can Dance judge, and world-renowned photographer were visiting the school at the same time. More importantly are the children - Heidi can’t forget the children.

This is a snippet of the interview that I had with Heidi last week.

Post-India: Thoughts on Service

I returned home from India a couple nights ago. Since this time, I've been processing the experiences I had in India quite a bit, some of which are really difficult to put in words. I plan to write some more blog posts over the course of the next week or so about specific experiences that readers of this blog might find insightful and inspiring. In the meantime, allow me to post some thoughts that are currently on my mind.

Navemani, one of the dedicated nurses

The thoughts of purpose, relationships, self-less service, and potential dance across my mind. I had the opportunity to visit a leprosy colony while I was in India. I was impressed with the doctor's and nurses' dedication, patience, and sincere compassion as they interacted with the patients. I was also touched by the willingness of volunteers to get on their knees and remove bandages and wash the feet of those leprosy-afflicted individuals without hesitation or complaint. There is something

Smiles from one of the leprosy colonies

amazing about serving those (and witnessing those who serve) individuals who are overlooked, shunned, and unknown by the world. It is a humbling experience to think that I have had the rare opportunity to interact with some wonderful individuals who most people in the world will never have the opportunity to meet because they are cast off--sentenced to live in leprosy colonies in remote communities in rural India. But once you see their smiles, you sense a feeling of familiarity, fondness, and friendship.

Gracie, one of the students

And when I think about the children who I have grown to love so much who come from these leprosy colonies, my love for these leprosy-afflicted individuals grows deeper. These colonies are the children's roots. Their heritage--coming from a leprosy colony--is why they are at the Peery School for Rising Stars. It is their fate, as posterity of the leprosy-afflicted in the leprosy colonies, that is also their boon--their blessing--to be students at the Peery School. Their faces shine with hope, conquering difficulties, and unconditional love.

At the Bindu Art School

I also had the opportunity to visit the Bindu Art School at one of the leprosy colonies where I saw several artists at work--leprosy-afflicted individuals who have discovered the beauty of bright colors and creative exploration. As I wandered around the community center, looking at each artists' work and offering sincere praise, their toothless smiles communicated their pride in their work. Although we couldn't communicate in English, the universal language of mutual appreciation through smiling was successfully communicated. A smile goes a long way.




In conclusion, I want to acknowledge that I know there are so many dedicated people across the globe who are in the trenches doing the best they can to contribute to helping their fellowmen reach their potential. I wrote of this in a blog post over a year ago. I know many of these kinds of individuals personally. To all of you, both those I know by name and those I don't, thank you for your service, whether you feel recognized and validated or not. We are all in this together...


(See other posts on my experience in India here and here.)

Lessons Learned from Life

Lessons learned from life experience seem to influence me the most. They seem to change me the most.  But the life experiences from which I glean the most are those learned from other people.  

I’m amazed by how much I’ve learned from people I meet in the world. Everyone has so much to offer. Some of my greatest education has come from the lessons I've learned in my travels. I've traveled to Taiwan, Hong Kong, the Philippines, Japan, China, Macau, Inner Mongolia, Uganda, London, Costa Rica, Mexico, Samoa, Tonga, Fiji, Kiribati, Prince Edward Island, India, Qatar, Dubai, Brazil, etc. Without fail, I have gleaned valuable lessons from the lives of the people I've met in my travels--even strangers.  

From Jake, a horse guide in Song Pan, China, I learned the value of literacy. I watched him spend twenty minutes writing his name and address by the light of the camp fire with three other horse guides (at times, more) huddled around to assist him in this great effort. 

From the elementary-age students I taught in a small village in Uganda, I learned what a privilege it is to have access to books. I watched their thrilled expressions as they handled a book for the first time and curiously examined the colorful illustrations.

From two 20-year-old girls I met at the Kiribati airport who were departing their families and tiny native island for the first time, I learned that courage is required when gaining an education through new life experiences. When we arrived at the Fiji airport, I couldn’t help but notice the fear and hesitancy on their faces as I coached them through their experience getting on and off an escalator for the first time.

But I've also learned that I don't need to travel outside the country to learn valuable life lessons from others.

From a woman I met this week in Indianapolis who attended the literacy training I conducted, I learned that it’s never too late to learn. She wants to learn how to teach literacy amid her demanding schedule because she knows a 90-year-old woman who has expressed an earnest desire to learn to read before she dies. 

From my younger sister who was just diagnosed with cancer (again) and who will likely have to drop out of law school (again), I learned about the role of commitment in pursuing an education. Although right now she is forced to shift her efforts from pursuing her education to fighting a debilitating disease, she is committed to fight this disease, get it behind her, and then continue pursuing her educational goals.

The common theme woven through each of these lessons learned is education...life education—lessons learned from life. When we think of the word "education," do we think of pencils, desks, and notebooks? Homework, test-taking, and reading? We all have different ideas of what education means and its value to us personally. I've learned, personally, that some of the greatest lessons learned in life are not in a formal classroom setting or on a university campus. Rather, they’re learned in the school of life.

I realize how education plays an integral part of life experience, regardless of age, native language, and native country. And in a world full of unfulfilled needs and unmet desires, I recognize the need to contribute to others’ education...others' life education—lessons learned from life.