SANFORD – Central Carolina Community College’s English as a Second Language (ESL) program has received funding from the North Carolina Community College System to extend computer literacy education to students across the college’s target area of Chatham, Harnett, and Lee counties. Funds in the amount of over $80,000 have been applied to the academic years 2013 through 2016 in response to ESL students’ need to acquire basic computer skills that will enhance their success in the workplace and in further educational pursuits.
The ESL program applied for funding each year, receiving a total of $30,202 for 2013-2014, $28,800 for 2014-2015, and $28,000 for 2015-2016. The funds have been used to increase the number of ESL students served, over 300 across the area; enhance the instructional faculty’s capacity to incorporate both civics and technology into the ESL curriculum, and engage students more fully with additional classroom materials and technology. Other program objectives include expanding the topics in the current ESL computer literacy curriculum, redefining content objectives and redesigning the CCCC ESL blog by adding links and ESL content contextualized instruction in career pathways to support workforce preparation and WIOA (the federal Workforce Innovation and Opportunity Act). In addition, the technology section of the CCCC ESL blog will have new links, learning resources and activities for each monthly course. Through both in-state and out-of-state training, lead ESL instructors will enhance their instructional capacity for incorporating civics, technology, and WIOA into current classroom practices.
“Of the 143 students surveyed in the college’s tri-county service area, 81 percent reported a need for some additional training in such basic computing areas as Internet navigation, e-mail, and office productivity software,” said Julia Herbon, Lead ESL Instructor College and Career Readiness at the Siler City Center. “A total of 85 percent of all students surveyed, meanwhile, reported an interest in taking computing courses through CCCC.”
Herbon, who has been employed with the ESL program since 2012, wrote the first and second grants and co-wrote the third grant with Teradee Hagan, Lead Instructor for College and Career Readiness at CCCC’s Lifelong Learning Center at the W.B. Wicker Center in Sanford.
ESL teachers create an excellent learning environment that makes it possible to retain students and foster success, said Herbon. In addition to the ESL computer literacy class, both centers offer a distance learning program, “Crossroads Cafe,” in which students watch an instructive video at home and complete an assessment sheet. They later meet with a Crossroads Cafe instructor, who corrects their homework and assesses their comprehension skills. CCCC also provides ESL students with class supplies
“The ESL program is highly beneficial for students. As they make progress in their English, they can get a better job, pursue a GED in English, start a career, and take continuing education courses at CCCC,” said Herbon. “Our program can create a career pathway for students who never thought they had an opportunity to succeed in America,”
The CCCC ESL program really changes lives, said Hagan. “I love everything about my work, but I most enjoy watching students go from speaking almost no English to communicating well enough to get jobs or further their education!”
For more information about Central Carolina Community College, visit www.cccc.edu.
By Susan Welch, CCCC Correspondent
Students in the ESL program went on a field trip to the Pittsboro Main Campus and also attended a presentation by journalist and photographer Josè Gálvez.
A simile /’sim∂li/ is a comparison between two different things using the word “like” or “as” to make the comparison.
Click on the link below to find a list of well-known “As…as…” similes and their meaning: https://www.englishclub.com/vocabulary/figures-similes-list.htm
ESL students at the Silet City Center read the poem In Flanders Fields by John McCrae. They learned about American history, literature, culture and the vocabulary in the poem. Students made an artistic representation of the poem :)
Students’ Presentation on the poem, “In Flanders Fields” by John McCrae
Come and listen to José Galvez speak on November 12, at 12:00 pm at the Pittsboro library in the Holmes Meeting Room.
When José was 10, he carried his shoeshine box into the building of the Arizona Daily Star. After that night, he was a permanent fixture in the newsroom. He bought a camera at a pawn shop in high school and inspired by his mentors at the paper, went on to major in journalism at the University of Arizona. Upon graduation he became a staff photographer at the Star. No matter what his assignments were early on, José always focused his lens on the barrios of Tucson – his home – and the people who lived, worked, and loved there. He had his first professional exhibition when he was just 22 years old. At about the same time, José’s participation in the Chicano Movement led him to see his work as more than a passion: he had a responsibility to capture the history of his people.
A Pulitzer Prize for Mexican-American journalists
Galvez moved on to the Los Angeles Times, becoming the first Mexican-American photographer on staff. In 1984, he was on a team of reporters and photographers that won a Pulitzer Prize for a series on Latino life in southern California: the first Chicanos to win the Prize. He left the Times in 1992 after winning many other awards for his photographs.
The work goes on: books, exhibits, grants & studies
Galvez was an editor of and contributor to Americanos. He’s collaborated with writers such as Luis Alberto Urrea and Patricia Martin. He published his own childhood stories in Shine Boy (nearly sold out). His current work focuses on Latino communities of the American South, naturalization ceremonies, and documenting the many communities he visits every year.
For more information check out his web page http://www.josegalvez.com/
There are lots of myths and legends about vampires and werewolves. During Halloween season, you will read or hear these words very often. Let’s find out more about these spooky creatures. You can get together with some classmates or fly solo in this webquest.
TASK: You are going to work in groups of 3 – 4 students to write a report about werewolves and Vampires. Your research should be about one of these two scary creatures.
PROCESS: Each member of the group will research a different type of information. Decide who will investigate about what.
Go to “Resources” to find the following information:
- Definition (What is a vampire? What are werewolves? & Origin of the word)
- Comparison with the closest animal
- History of the creature
- Scientific background
- Fictional stories about the creature
Create a presentation of your creature: you can make a graph/ picture or just write a paragraph about the spooky creature of your choice.
Have FUN with it! :)