CYF is involved with both English as a Second Language (ESL via an original method, via "Practical Word Power") plus AIDS/health care education (via the play "Charlie"). Both proceed from CYF's willingness to take a different--but proved--route, in both cases.What could be better than a double-barreled success (education plus disguised health-testing) for each of the two programs? You and your community group can share that success, because both methods have already been proved in community presentations.
"Practical Word Power," (PWP), is an original, simplified method for tutoring phonetics to limited-English foreign-born persons. It's delivered in a self-help script/workbook for (preferably native-) English-speaking volunteer tutors. If they read/speak/write standard American-English, volunteer tutors can't do it wrong! Learners use only a paperback "American Heritage" dictionary as their textbook.
Although "PWP" was first developed about 30 years ago, some school systems are still reluctant to adopt a proved, non-Dewey method that:
a) simplifies the learning of phonetics for both native-English and limited-English kids, teens (fifth grade, up), and adults. Children younger than fifth grade can probably learn codes faster than adults can, but that's not been tested.
"PWP" can be taught to no-English speakers in their native-languages by bilingual tutors. If accented, then the bilingual tutor should be if aided by a native-speaker as assistant. Assistants will model chalkboard words and code sounds to dictionary- and standard American-English.
b) provides quick independence for all limited-language teens/adults and permits them to develop personal vocabulary to personal need;
c) eliminates the need to train individual volunteer tutors in (or obtain from) charitable tutor-factories that spend more money on home-office staff and tutor-training than on actually tutoring the language-needy. For multi-tutor programs, a 2-hour orientation class can select identical options that will standardize all local courses.
Acceptance: "PWP" is listed on New York City's web-list of accepted books; it holds the California Certificate of Compliance and so is legal to teach there. Developed at Truman (Chicago Community) College, "PWP" is also usable in Illinois, which is not a book-adoptive state. If usable in the nation's largest cities, why not everywhere?
Related research: Prof E. Paulesu, et al, at the University of Milan/Bicocca, have concluded ("Science Journal," March 16, 2001) that "Language complexity can aggravate dyslexia in students who are genetically susceptible." We're not all susceptible, of course.
Richard Cavalier's (author's) opinion: non-susceptible second-language learners who have problems with English-complexity just drop out--about 50%. Might over 1,100 ways by which to write 40 phonemes (sounds) of English learned via lists, rules, and guesswork be considered complex? Prefer to learn only 45 dictionary codes (including 19 vowel sounds) in eight 2-hour lessons? That's "PWP"!
For details and Cavalier's business credentials, see his website:
www.meetingsCavalier.com; click 'Business Writing'; then 'Titles.' "PWP" is the fourth book. Comprehensive view via "Site Map' buttons. Or:
Below the blue-block summary for "PWP" (on 'Titles' page) is a single line of buttons. Most significant: 'Precis,' for a comprehensive presentation; plus 'Support & Validation,' for two additional lines of buttons containing documents by topic and/or source. Summary and citation for Paulesu/U-Milan can be found under '"Psychiatry Journal"' button.
Need convincing? See especially the web documents related to 'Truman College' and a community-controlled test via a 'TV-Channel 44' conference and 'Budget Rent A Car' funding for the 'Puerto Rican field test.'
RC's business credentials can found on the same website under the 'Recognition' and 'BW' buttons; his contrarian-but-validated published opinions, under the '"Final Thoughts"' button, at the asterisk below the "ISD" book.
The author of "PWP" readily admits that he has learned two of the key benefits from his foreign-born learners after publication:
First, foreign-born adults have told Cavalier that (when using their bilingual dictionaries in conjunction with the "American Heritage" dictionary codes used in class) they could then pronounce correctly in English any word already known in their own native language. Independence! No more generic word lists to be memorized weekly for months or years.
Second, several US teachers who have audited (but are not now 'permitted' to use 'officially unadopted') "PWP" have commented that US native-speakers with non-standard accents could also benefit from this course, although the "PWP" tutor-workbook was designed for teen/adult second-language learners. Native-speakers and second-language learners of English should not be combined in the same classroom, because the two groups relate differently to our language.
Long tested, both of these 'bonus' benefits have become terrific conviction (or 'selling') points for potential ESL learners of any native languages. They appreciate the specificity of dictionary codes, rather than the traditional schoolroom method of memorized generic word lists plus rules-with-exceptions-to-exceptions-then-guess.
TROJAN HORSES FOR COMMUNITY BENEFIT :
In addition, the delivery of ESL lessons under community auspices and control (via "PWP's" verbatim tutor-script/workbook) means that these lessons could also become a Trojan Horse for obtaining AIDS mouth swabs: free course in exchange for mouth swab; or a ($25?) fee if the swab is refused. If refused, the refuser is then identified as being possibly at-risk; ditto his/her partner(s), who can witness aNY refusal. Then get further testing. All parties--and the community
--benefit from guilt-free testing!
For details and assistance with implementation, just contact CYF