LLADR:
recognizing the role of systemic and interpersonal discrimination -- ending chronic homelessness for trafficked and hard to follow (w)omen who by and large understood a non-dominant local language; teaching dyslexic ones who are disproportionately homeless; and to children with special needs -- meaningful objects and narrative.
Literacy: connecting people at risk and experiencing homelessness to friends and family through adult literacy.
Language Acquisition: for persons who have been trafficked and understood something other than the local language who may or may not be literate in their comfort language.
Dignity Rediscovery: Access to places, to people and things depends on we acting on what it is that we have in some excess that would allow for engagement with friends, family, and communities in the best possible health.
- bathroom access is water access -
Been bullied by peers or a recognized leader? Have you learned to tune out their taunts and as a result miss social cues?
Do you live on the periphery of what it means to be privileged in the society in which you live? How many of many moments have you been judged as being more or less deserving than another mother/brother/sister? Are you Gay? Lesbian? Poly-Amourus? Was your grandfather or granny on disability with a starting salary that was tens of thousands of dollars below her white peers creating an economic disenfranchisement that is generational? Are you healthy but not normal?
Ever go out never imagining you couldn't come home? That the promises they made would result in shaming and blaming? Where were you, who were you with and what were you doing when you felt safe?
LANGUAGE ACQUISITION
(and LITERACY as needed)
for
English Language Learners who
have been rendered without
Recognizing the human need to choose how and with whom one share’s one’s body, acknowledging the gross human rights violation stemming from human trafficking and its precursor psychological abuse, the end goal of LLADR is to work with abused persons so they speak their names and write with ease.
I am communicative. I teach the 'No Englishers' -- the no-anglais, no ingles, the engleskas.
WE NEED LANGUAGE HOMES TO SERVE AS CRISIS SPACES FOR (W)OMEN FORCED FROM HOME BECAUSE "YOUR MOM IS CLUELESS"
You did not choose the violence that happened to you.
LLADR teaches Absolute Beginners through low intermediates how to communicate effectively in English by teaching receptive learning skills of reading and listening and productive skills of speaking and writing.
We are creating curriculum using that which is found and eggs. We will also use the Folse texts. Eggs and the language associated with their touch, taste and preparation invite language. Dr. Keith Folse's work with grammar is superb and there is the influence of Dr. Montessori. With Dr. Montessori's work it's geometry, math, and music that lend themselves to language acquisition in this tender and high needs population.
Power and control with physical resources including the kids causes psychological pain and terror. It makes you want to run "somewhere" and it can lead to second generational violence and run-away youth who are more likely to fall victim to trafficking.
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LITERACY
and PEOPLE AT RISK for and EXPERIENCING HOMELESSNESS
In the libraries we will teach literacy. Letters to home will be written and rewritten with support and then group instruction will be offered.
Reading fluency we know is impacted by visual processing, physical injury, feelings of self-worth, inter-generational hurt, and with the experience of writing. We will be helpful.
I want to distribute four click pens and notebooks as the former helps a person organize their thoughts with an idea, an idea, and an idea circled in a fourth color.
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The loss of a phone due to damage or outright loss is the communicative loss of two factor authentication in places where we would otherwise have email access and banking access.
A family member or a friend can't be called without a phone. It may take more than a single dialing if a number needs to be searched.
Thank you for your generosity.
Learn more about what we do - ADVOCACY FOR DIGNITY REDISCOVERY
DIGNITY REDISCOVERY
That which she holds conveys meaning -- it represents a concept. Montessori, Itard and Seguin belong in our CES classrooms as does found objects that together offer construct.
You are not wrong. You are not a failure. Look at what it is that you do understand.
Fifty of 100 Answers correct is 50 of 100 answers correct -- it is not failure; it is where you are now and our "from there to what is next".
If she or he understands later what it is that was taught earlier, ought we not revisit our grade-books without the fatigue of test again? The student we instructed absorbed through study what it was that we as a system introduced. Assessment that is informal ought to inform our grading system. We lose some of our greatest talents with a D that is a B.
If your best today is better than what was your best was the week or the month before then you are showing improvement -- you have learned something. Congratulations!