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Primary goal:
We believe that we need to focus on foundational literacy and inclusive teaching.
We should perhaps define good principles in teaching.
Try to include EFL literacy experts in Israel: convene a meeting with Tziona, Penny, Aharona, Elite
Once we have a vision, a mission statement, clear goals we can broaden our base and invite others to join.
Our main aim should be to impact the curriculum and integrate orthographic and morphemic aspects of the language in order to assist EFL learners to read and spell.
Concrete goals:
In order to impact reading and writing (including spelling), we need to define an orthographic and morphological syllabus (we should examine a combination of the Solity and Voesden article, the Hickey list, and Joshi, Foorman, Moats, Treiman article to formulate this). This could be integrated into a more detailed pre-foundation and foundation level curriculum.
Implementing an orthographic and morphological syllabus and making the text books include this [example of Hilltop that was written by Hilary Levy]. Graphemes and morphemes have to appear in mainstream books and not only in remedial education books.
Drafting a document connecting teacher training to curriculum knowledge. Do teachers have the tools and knowledge to implement the curriculum? There is a document called Professional Standards (2003) but the question is whether this document deals with reading acquisition issues.
We might have an impact on hishtalmuyot that are given. We could ensure that an in-service program on reading acquisition is offered to teachers in every area.
Brainstorming ideas
Fern suggested considering not using the linguistic terms as this alienates English teachers and supervisors. If we are going to use linguistic terms (orthography and morphology), give many examples and perhaps use alternative terms (in addition).
Ofra suggested there should be non-English speakers in this forum and also on any committee.
ABLE Kit – Jackie spoke about the fact that some schools use the ABLE Kit. Teachers don’t always read the teachers’ guide. The question is what happens after after the ABLE Kit? The kids who are identified by the ABLE kit, should be followed up with what? We want to suggest sound research based instructional practice for these kids.
ABLE Kit 2 Hishtalmut. Janina suggested creating You Tube explanations to accompany the kit.
Ofra: Suggested organizing one of the next get-togethers as being a conference. Invite teacher educators. Invite the experts that participated in Stephanie’s research.
We could also consider having a forum meeting before ETAI. Through ETAI.
Conference: How to improve English Foreign Language reading/spelling – encoding/ decoding. Invite the experts, have them participate in round tables and give their opinions. The conference could focus on “what can we do better”.
Annual day with the book publishers – have them understand what they need to include in books.
Fern talks about how she got 800 Haredi pupils reading, via the Hickey Method by teachers with brief or no training in the method, using books with letter cards, following the method.
The school system needs more support to do the job.
Emphasize how we hope to help.
Where are the problems and how can we learn? We are not coming with answers. We are coming with questions. We need to learn more about the system and see how we can be involved.
Have a forum for researchers and inspectors. Inspectors enforce policy, they don’t make policy. Who creates policy and how can we be involved?
We have people who have experience and with some research under our belts. We have some ideas.
Elementary school English classes need a second trained teacher in every class to work with weaker children. There needs to be a trained remedial teacher in every school. By the time children get to high school, it is almost too late – they have experienced failure and feel they cannot acquire English.
Ofra: we need 3 things
Smaller groups
Teachers trained in reading and spelling acquisition
On-going teacher training?
Another goal: Put together a book of teacher-friendly chapters for EFL literacy acquisition and learning difficulties. Idea of writing a book in English, Hebrew and Arabic on teaching methods. We could each contribute. Others might agree to contribute.
Fern should write up an article on her 800 Haredi students that have been taught to read.
Attended: Fern Levitt, Jackie Teplitz, Ofra Rosenstein, Janina Kahn-Horwitz, Stephanie Fuchs