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TABLE OF CONTENTS

HOLDA E. DORSEY

RESTRICTIONS, LITERARY RIGHTS, QUOTATIONS

PREFACE

INTERVIEW HISTORY

SESSION 1, September 16, 1995

[Tape 1, Side A]

Early education in Mexico City—Influence of father (Jose del Rivero)—College education in Mexico City—First teaching job teaching Spanish as a foreign language at Universidad Nacional Autonoma de Mexico—Courtship and marriage to American student Richard Dorsey—Move to California in 1964—Difficulty obtaining a California teaching credential—Assembly line job in electronics factory—Registration in typing class at La Puente Valley Adult School—Visit to adult school Spanish class.

[Tape 1, Side B]

First meeting with Thomas J. (Tom) Johnson, Principal of La Puente Valley Adult School—First job as English as a second language instructor—Manpower English class for students studying dry cleaning—Manpower English class for machine shop students—Literacy class for native speaking students—Mother and daughter who learned to read together—Anecdote about teaching while pregnant with third child and returning to work three days following delivery—Anecdote about coping with alcoholic students—Anecdote about teaching janitorial students personal hygiene—Anecdote about adjusting to needs of non-literate student—Resolving facililty deficiencies for adult basic education classes by team teaching with Lane McKeever—Move to new building on Proctor Avenue in City of Industry.

[Tape 2, Side A]

Materials used in adult basic education in the 1960's—Individualized instruction and team teaching strategies developed in La Puente adult basic education classes—Early resistance of other teachers to model which is widely accepted today—High school diploma lab followed individualized model—First vocational English classes in Walter Carpet Mills—Manpower (MDTA) allows basic skills or English as a second language instruction concurrent with vocational training— Curriculum development in Manpower English—Work Incentive Program—Change in emphasis in the English as a second language curriculum at La Puente from reading and grammar to conversation and survival skills in the early 1970's—Discussion of need for basic skills and language instruction concurrent with vocational training in MDTA, WIN, CETA, GAIN, and Refugee programs.

[Tape 2, Side B]

Significance of Indochinese refugees in development of English as a second language teaching methodology vis-a-vis bilingual education—Development of vocational English as a second language models at La Puente—Use of bilingual instructional aides—Language teachers in the vocational classrooms—La Puente's Indochinese Refugee Project's model of concurrent VESL—Curriculum development in VESL at La Puente in the 1980's—Appropriate use of grant monies as seed money for development—Vocational Academic Skills and Technology Center at La Puente in the 1990's funded from federal Vocational and Technical Education Act monies—Early statewide life skills curriculum development in the 1970s—Participation of San Gabriel Valley districts—Region IX competency based education staff development with Far West Laboratory—La Puente's participation in the Adult Performance Level Study—Federal adult basic education program reporting paperwork—The need for an adult appropriate assessment system.

[Tape 3, Side A]

Regional staff development following the release of the APL study—California competency based curriculum development projects in the 1970's—Staff development videotape project by Palomar College—First state CBAE conference—Participation in the state advisory committee for CBAE—Competency-based education implementation manual—Regionalization of CBAE staff development with paired CDE consultants and advisory committee representatives—Origin of California Adult Student Assessment System as a field based consortium—Involvment in developing CASAS competencies and field testing items—Appropriate relationship of assessment to instruction—California's cohesive plan for moving to competency-based adult education—Local alignment of curricululm to California's ESL model curriculum standards of the 1990's—involvement in state CBAE conferences—Role of the Dissemination Network for Adult Educators.

[Tape 3, Side B]

Involvement in state CBAE conferences—Joint conference with Adult Competency Education organization—Comparison of CBAE, CCAE, and CATEOL state conferences—Role in California's CBAE movement of the Institutional Self-Assessment Measure and the Teacher Improvement Process—Anecdotes about the March, 1989 state Competency-based Education Conference—Kickoff for the new regional centers.

SESSION 2, September 29, 1995

[Tape 3, Side B]

Role and significance of professional organizations—Involvement with California Council for Adult Education—Involvement with Teachers of English to Speakers of Other Languages—Co-chair of the Adult Literacy and Technology Conference—Role as broker of staff development with Outreach and Technical Assistance Network—Providing support services (child care, transportation, community liaison) to adult students to remove barriers to attendance—Student recruitment and retention efforts at Hacienda La Puente—Anecdote about student with breast lumps.

[Tape 4, Side A]

Positive effect on program quality of Hacienda La Puente's policy of hiring full-time adult education instructors—Acceptance of adult education instructors by the district collective bargaining unit—Statewide problem of part-time adult education instructors—Issue of staff development release time for adult education instructors—Statewide projects for use of innovative and new technologies in the 1990's—Hacienda La Puente's implementation of a ESL videotape distance learning project—Needs of adult Latino immigrant population in California for education services—Historical background of the Latino population and the variety within the population—Distinction between the transnational Mexican American population and other refugee and immigrant groups—Significance of IRCA (Amnesty) and California's Proposition 187 as motivators for participation in adult education—Significance of increased participation in citizenship by Latino population in California—Role of Spanish literacy programs—The U.S.-Mexico Adult Literacy Project.

[Tape 4, Side B]

The U.S.-Mexico Adult Literacy Project—Spanish literacy curriculum materials donated by Mexico—Staff Development models shared by California—Objectives of the new Latino Adult Education Services Project.

INDEX

BIOGRAPHICAL INFORMATION