|
ESL/ABE Newsletter Issue 044
11/14/2023
| | |
Chesapeake College is a cultural tapestry of students and staff. The ESL students, ABE/GED® students, and college staff come from many countries throughout the world (see chart below). Our classes are multicultural and culturally responsive to our diverse population through our vast resources and curricular materials. Culture diversity refers to the presence of students from different cultural backgrounds, ethnicities, religions, languages, and other diverse characteristics within the learning environment. The Student Support Team and instructional staff recognize and value the cultural heritage that students bring with them into the classroom. Call on any member of the team to assist you as needed. |
|
|
Susan Shoemaker, ABE/GED® Instructional Specialist
sshoemaker@chesapeake.edu
Beth Moyer, ABE Intake and Assessment Specialist
bmoyer@chesapeake.edu
Sergio Cilla, Lead Intake Specialist
scilla@chesapeake.edu
Student Navigators
Laura Perez, lperez@chesapeake.edu
Maria Delgado Myers, mdelgadomyers@chesapeake.edu
Ana Gilbert, agilbert@chesapeake.edu
Diane Gonzalez, digonzalez@chesapeake.edu
Gina Morris, gmorris@chesapeake.edu
Jocelyn Portillo, jportillo@chesapeake.edu
Leosthenes Sarilus, lsarilus@chesapeake.edu
Janet Young, jyoung@chesapeake.edu
Nancy Calix Velasquez, ncalix-velasquez@chesapeake.edu
| |
|
Registration is open until December 8th for winter classes. Call to make an appointment to take a test and fill out a registration form. If you have a computer and Wi-Fi, you can register remotely with one of our Student Navigators. Call the numbers listed below or email to make an appointment for the following locations: Easton, Cambridge, Federalsburg, Greensboro, Sudlersville, Wye Mills or Chestertown.
| |
Learn how easy it is to register, attend classes, and more! | |
|
Season of holidays!
November 23rd, Thanksgiving
December 7th, Hanukkah begins
December 25th, Christmas Day
December 26th, Kwanzaa begins
January 1st, New Year’s Day
January 15, Martin Luther King Day
| |
|
No Classes
Thanksgiving Break
November 20 to November 24
Winter Break
December 18 to January 5
Martin Luther King Day January 15th
| |
|
Students Served in FY 2023
Country of Origin (Native Language)
| |
|
Guatemala (Spanish) 261
United States (English) 156
Mexico (Spanish) 120
El Salvador (Spanish) 51
Honduras (Spanish) 36
Venezuela (Spanish) 25
Haiti (Haitian, Creole) 14
Ecuador (Spanish) 12
Colombia (Spanish) 10
Ukraine (Ukrainian) 9
Puerto Rico (Spanish) 8
Dominican Republic (Spanish) 6
China (Chinese Mandarin) 5
Brazil (Portuguese) 4
Turkey (Turkish) 4
| |
|
Vietnam (Vietnamese) 4
Bolivia (Spanish) 2
Cambodia (Cambodian) 2
Peru (Spanish) 2
Philippines (Tagalog) 1
Pakistan (Urdu) 1
Bangladesh (Bengali) 1
Libya (Arabic) 1
France (French) 1
Yemen (Arabic) 1
Nicaragua (Spanish) 1
Costa Rica (Spanish) 1
Panama (Spanish) 1
Argentina (Spanish) 1
| | |
|
“The route to achieving equity will not be accomplished through treating everyone equally. It will be achieved by treating everyone justly according to their circumstances.”
Paula Dressed
Race Matters Institute
| |
|
Equity and equality are not synonyms. However, both have to do with the way people are treated. Equity is defined as the quality of being fair or impartial.
But what is fair? Equality is defined as the state or quality of being equal. When you look at your classroom, how many flags of different cultures do you see? Are you inviting all students to learn about individual cultures within the class? Does the classroom have an environment where students feel appreciated and valued? Are your resource materials multicultural and nonbiased regarding gender, race, national origin, or disability?
Inclusive classrooms ensure that the learning styles of all students are engaged in the learning process. Do you have an inclusive classroom? For more information visit www.marinhhs.org (Marin Health and Human Services) and www.maec.org/res-cat/tools (Mid-Atlantic Equity Consortium, Inc.).
|
|
GRADUATION is the successful culmination of a journey to a high school diploma. There are two paths to getting a Maryland High School Diploma at Chesapeake College. Path one is to register for GED® classes, study, and pass the 4 regular GED® exams: Reasoning Through Language Arts, Mathematical Reasoning, Social Studies, and Science. The second path is through the National External Diploma Program (NEDP®). | |
|
The NEDP® is a self-paced, independent study program that a student must register and pre-qualify for. Students must complete a portfolio of specific projects that are submitted for approval to the NEDP® committee. Both pathways take time and commitment to be successful. Congratulations to our nineteen 2023 graduates! | |
Cultural Diversity
Celebrating and Uniting All Adult Learners
| |
By Laura Ostrowski, Adult Education Program Specialist, MD Department of Labor | |
|
Now, more than ever, the significance of inclusivity and access to adult literacy services cannot be overstated. Article 26 of the Universal Declaration of Human Rights, published by the United Nations, states, “everyone has the right to education.” Seven hundred sixty-three million adults worldwide cannot read and write (UNESCO, 2023). Fostering culturally-rich and equitable spaces for learning is not only as a moral imperative but also as a strategic approach towards a more competitive, skilled, and united society.
Breaking Down Barriers
Inclusivity in adult education is about breaking down barriers, both physical and metaphorical. An inclusive approach challenges exclusions and promotes an environment where individuals from diverse backgrounds feel welcomed and valued. Classroom community and connections to learning flourish in environments that embrace cultural diversity.
Diversity Enriches Learning
Learning experiences for all are enriched through universal inclusion. Adult learners bring unique perspectives, life experiences, and cultural insights to the classroom. In an inclusive setting, learners are exposed to a variety of viewpoints, fostering a rich tapestry of ideas and knowledge. This diversity enhances critical thinking and problem-solving skills, preparing individuals to navigate the complexities of an interconnected world.
Promoting Lifelong Learning
Recognizing and valuing cultural diversity in adult education aligns seamlessly with the concept of lifelong learning. As our society undergoes rapid transformations, individuals pivot to adapt to the changes. An inclusive adult education system provides opportunities for people of all ages and backgrounds to engage in lifelong learning, empowering them to grow, pursue new career paths, and contribute meaningfully to society.
Conclusion: Building a Cohesive Society
Beyond personal development, the importance of inclusivity and cultural recognition in adult education extends to the broader societal context. An inclusive educational approach promotes social cohesion by fostering understanding, empathy, and collaboration among individuals from diverse backgrounds. This, in turn, contributes to the creation of a more tolerant and harmonious society.
|
|
|
“Respect for another’s rights IS peace.”
Benito Juarez
19th Century Mexican hero and statesman
| |
Terrell Lanman
Graduation Student Speaker
Instructors: Janet Hilty, Shirley Lake, Susan Shoemaker, and Dr. Pat Daniels
Terrell faced many obstacles during his journey to receiving his high school diploma. He shared some of these stories in his speech at graduation. Most of the obstacles Terrell faced, and is still tackling, caused him to make a few pitstops along the way but he got back up again and again to continue his journey. Most would crumble under the weight he still carries. Always respectful (“Yes ma’am” after every sentence), and ready to focus on learning with his books, pencils, papers, and his generous smile. When he had the opportunity to focus on math, he asked intelligent questions and absorbed the information quickly. Today, diploma in hand, Terrell is pursuing a career in the HVAC field. We are truly proud of his accomplishment and look forward to his successes in the future.
| |
|
Miriam Mazariegos
Instructor: Monica Kay, ESL class in Sudlersville
When Miriam first started, she was very shy and was reluctant to give out answers because she thought she would be wrong. By the end of the summer session, she was very vocal about giving answers, stepping up to write sentences and helping students in correcting their mistakes and helping others to learn. I am proud of the progress that she has made. Her self-confidence has progressed to not being afraid to make mistakes. I know she will do well in future classes, and I look forward to seeing her continued progress.
| |
|
Yuliia Oslam & Love Philomene Milbourne
Instructor: Malica Dunnock, virtual ESL class
I have two Star students from the summer classes. Julia and Love were always prompt for class. They were always prepared and committed to the process of learning. They were the only two students in class who earned 90% or above on every vocabulary test, often scoring 100%. Both students are serious and take their studies very seriously. It is an honor and a pleasure to teach such committed and dedicated students.
| |
Delvin Romilio Gomez
Instructor: Judy Gordon, Advanced ESL class at Chesapeake College
Nuño attended Advanced Summer ESL classes with perfect attendance. His participation was excellent. He was always ready to read or share a story about his work or his life in Guatemala. Always smiling, he brought positive energy and enthusiasm to the class. He is now working at the Advanced level and continues to work diligently toward his goal of becoming more fluent in the English language. I am very proud of Nuño.
| |
|
Jennifer Guerra Espinoza
Instructor: Ceres Bainbridge, ESL class in Grasonville
Jennifer is dedicated to advancing her life for her young daughter and herself. She goes to work before dawn and returns home in the late afternoon. She freshens up, leaves her daughter with her good friend, and comes to class 30 minutes early! Jennifer knows she must improve her English to continue making her way to opening a market. She is serious about her studies, manages her time and money, and contributes to her community.
| |
|
Aura de Paz Deleon
Instructor: Elli Strauss, ESL virtual class
Aura is an amazing student. Not only did she return to classes immediately following a tragic loss, she continues to attend morning classes following a full overnight shift at work! She always participates in class, asks follow-up questions, volunteers to read, and always does so with a smile. Aura is a shining example of resilience and dedication.
| |
|
Mercedes Salas Lopez
Instructor: Nicholas Smiley, ESL class in Denton
Mercedes comes to class diligently and is fully engaged in the lessons. She is making great progress in her English-speaking abilities and is gaining confidence in her language skills every week.
| |
|
Leisa Cherniavska, Mirsy Garcia Gonzales, Cynthia Marrero Ocasio, Jacqueline Valdez and America Cano
Instructor: Janeva Becker, ESL virtual class
These five ladies attended class on a regular basis. Each is described with a special English adjective.
| |
Leisa is brave. She is from Ukraine. She came to America to escape war and find a safe life. Lesia lives in Federalsburg, Maryland with her husband and daughter. She is a stay-at-home mom. She studies English every day. In the future, Lesia wants to be a Cosmetologist. | |
|
Mirsy is dedicated. She is from Guatemala. She came to America to find new opportunities. Mirsy lives in Easton, Maryland with her family. She is a stay-at-home mom. Mirsy studies English at night. She wants to be a translator for other Spanish speaking families. | |
|
Cynthia is focused. She is from Puerto Rico. She came to America to find work and a career. She lives in Cambridge, Maryland. She works at McDonalds. Cynthia studies English by having conversations at work with her customers. She wants to be a manager. | |
|
Jaqueline is determined. She is from Mexico. She came to America to be with her family. She lives in Galena, Maryland. She is a stay-at-home mom and student. She studies English in the afternoons. Jaqueline wants to be a secretary. | |
|
America is helpful. She is from Mexico. She came to America to join her family. She lives in Stevensville, Maryland. America is a mother, wife, and student. She studies English in the afternoons. America wants to be a translator to help immigrants understand American law. | |
|
2023 - 2024
Maryland NEDP® Roadshow!
| |
|
Since its first implementation in Maryland in 1978, NEDP® has proven to be an essential pathway for adults to earn a High School Diploma. In partnership and collaboration with CASAS, the Maryland Department of Labor, and the NEDP® sites in Maryland, learners take their personal and professional development to the next level by way of this unique high school diploma option whose characteristics are quite distinct from the GED® tests and the Adult High School Diploma Program. Celebrating its forty-fifth anniversary as a high school diploma option for adults in Maryland, MD Labor applauds the extensive work and support for adult learners from community to program, county to county.
From October 2023 until June 2024, the Maryland Department of Labor will be taking its appreciation on the road with the 2023-2024 NEDP® Roadshow. Traveling to each of the 10 sites for NEDP®, we will explore promising practices and traits of success within our programs, showcasing individuals and communities on a pathway to elevating goals and ambitions for all adult learners in Maryland!
The Roadshow is scheduled to visit NEDP® at Chesapeake College in June 2024! We look forward to seeing you on the road!
|
|
|
Finding job opportunities on the Eastern Shore of Maryland can be achieved through a combination of online resources, local networking, and traditional job search methods. Here are some data-driven strategies to help you in your job search:
-
Online Job Portals: Utilize popular job search websites that cater to the Eastern Shore region, such as Indeed, LinkedIn, Glassdoor, and Monster. These platforms allow you to filter job listings based on location and job type.
-
State and Local Job Boards: Check the Maryland Department of Labor website and other local employment agencies for job listings specific to the Eastern Shore area. Websites like Maryland Workforce Exchange (mwejobs.maryland.gov) offer job listings and resources tailored to the state.
-
Networking: Attend job fairs, industry events, and networking functions in the Eastern Shore region. Building connections with professionals and employers can lead to hidden job opportunities and referrals
-
Local Chambers of Commerce: Contact local chambers of commerce in the Eastern Shore area. They often have job boards or can provide information about businesses that are hiring.
-
Social Media: Follow companies and organizations on social media platforms like Facebook, Twitter, and LinkedIn. Some employers post job openings directly on their social media pages.
-
Job Search Apps: Download job search apps like JobSearch, Jobr, and Snagajob to receive job alerts and find job opportunities directly on your mobile device.
|
| | |  | |
|
Answer this in your own good time.
Where is 17 sometimes 5 and 11 sometimes 23?
Solution to last issue’s Brain Game:
|
|
Share this email with your family, friends, and coworkers so they can register for our classes too! | |
Next Issue: Mission Accomplished! | |
|
For more information about our programs, please contact:
Brenda Horrocks
Director Adult Education
Wye Mills Campus, EDC 10
410-827-5929 | bhorrocks@chesapeake.edu | www.chesapeake.edu
1000 College Circle | P.O. Box 8, Wye Mills, MD 21679
Chesapeake College empowers students from diverse communities to excel in further education, employment, and participation in an interconnected world.
| | | | |
