Reply to Suzanne

Suzanne sparked some thoughts for me.
She wrote:

"It is unfolding that this is going to be a sharing & exchanging of cultural experiences more than a “traditional” classroom experience."

I think this is correct, except that I'm hoping that one will lead to the other. Meaning:

a) that by using the outsider role -- the "tell me about this because I don't know" role -- you volunteers can prompt thought about and expression of how life works for your participants, and
b) that these thoughts and expressions can take on verbal & written form that involves the improvement of English (see Suzanne's suggestion of journals in her first post, about ESOL teaching) and
c) that "class" discussion and the use of visual/oral tools (like MP3 players or video cameras) will prompt the improved speaking of and listening to English.

If we add English readings and movies on "girl" topics as I suggested yesterday, so much the more fodder for talk and thought. On top of that I'm thinking keyboarding and Rosetta Stone practice...

Suzanne then wrote:

"The women in the Yupukari can become more aware of possibilities. However, what then do they do with this knowledge, or awareness?"

I think we are in, to borrow a 60s expression, the "consciousness-raising" phase of development in Yupukari. The basis for any psychological, social or political growth.