Presentation on theme: "Curriculum Development for Adult Absolute Beginners of English by Farrah T. Giroux MS Ed., CAS."— Presentation transcript:
Curriculum Development for Adult Absolute Beginners of English by Farrah T. Giroux MS Ed., CAS
Adult Education “Adult education is a profession, historically tied closely to social work than to other kinds of public education, and at its base, it is holistic.” Char Ullman, PhD.
Talking Points Who are absolute beginners of English? Refugee Data Absolute beginners of Lewiston and Portland, Maine Why do absolute beginners enroll in class? Tips for teaching adults Ultimate Conditions for Learning Role of Teachers
Talking Points (Continued) Unit Design Preliterates and Nonliterates First Day Literacy Assessments Writing Journals First Days: Mix It Up! The 3 C’s: Community, Culture and Civics
Talking Points (Continued) Making it Matter Learner Profile: Ahmed Making a Difference Top 10 Myths About Somalis in Lewiston Questions? Thank you for your time
Who are absolute beginners of English? SCALE SCOREADULT ESOL COURSE LEVEL < 180 and BelowFoundations or Beginning Literacy/Pre- Beginning 181 - 190Low Beginning 191 -200High Beginning 201 -210Low Intermediate 211 - 220High Intermediate 221 - 235Low Advanced http://www.adultedcontentstandards.ed.go v/ReferenceFiles/CASASELA.html Adult Education Content Standards CASAS Scores and Levels
Refugee Data Refugee admission to the United States through the Resettlement Program by region of Nationality, 2001 to 2010 Note : Prior to 1996, refugee arrival data were derived from the Nonimmigrant Information System of the Immigration and Naturalization Service. Beginning in fiscal year 1996, arrival data for all years are from the Bureau for Refugee Programs (BRP), Department of State. Any comparison of refugee arrival data prior to 1996 must be made with caution. Source : 2010 Yearbook of Immigration Statistics and 2010 Annual Flow Report on Refugees and Asylees. Since 2008, annual ceiling for refugees in U.S. has remained at 80,000 In 2010, 73,293 refugees arrived in the U.S.
Refugee Data (Continued) 2010 Refugee arrivals by initial state of residence Source : Department of Homeland Security, Yearbook of Immigration Statistics, Refugees and Asylees Tables. Available Online. Available Online
Top 6 States for Resettled Refugees in the U.S. 1.California 11.7% (8,577 people) 2.Texas 10.8% (7,918 people) 3.New York 6.2% (4,559 people) 4.Florida 5.8% (4,216 people) 5.Arizona 4.6% (3,400 people) 6.Georgia 4.4% (3,224 people) However, many refugees did not remain in these top six states. Where did they go?
Absolute Beginners of Lewiston & Portland, Maine The Somali Bantus of Maine Population: Lewiston and Portland, Maine are two of the cities with the largest populations of Somali Bantus. 4,000 Somalis live in Lewiston and 1,200 live in Portland. Learning Factors: predominance of preliteracy and nonliteracy in Somali due to interrupted schooling,civil war, and refugee camps. Somali language has only been in writing since 1972. Retention: due to attendance, tardiness and droupouts some of which influenced by PTSD, medical problems, and childcare. Economic Growth Spurt :in Lewiston many Somali stores have opened rejuvinating the city
Why do absolute beginners enroll in ESOL classes? Survival Citizenship Job Enhancement Education Social Interaction Motivation is key to keeping people coming to class. Mix It Up!
Tips For Teaching Adults need to know why they need to know something. need to learn experientially. approach learning as problem-solving. learn best when the topic is of immediate value. Adults: M.S. Knowles suggests that adults approach learning in the following ways:
The Ultimate Conditions for Learning need to be involved in the planning and evaluaton of their instruction. experience and making mistakes provides the basis for learning activities. are most interested in learning subjects that have immediate relevance to their job or personal life. learning is problem-centered rather than content oriented. M.S. Knowles suggests: Adults:
Role of Teachers continue to scaffold learning provide support in the early stages gradually release responsibility as the learner becomes self-reliant provide healthy role models Teachers:
Unit Design Listening & Speaking Reading & Writing (LEA) Numeracy & Math Beginner Grammar (Rec. English Grammar by Betty Azar) The 3 C’s:Community, Culture & Civics Making it Matter: Equipping Students for the Future Scope and Sequence
Preliterate and Nonliterate Learners Preliterate: Learners have no written form (e.g., many American indigenous, African, Australian, and Pacific languages). Special Considerations: Learners need exposure to the puroses and uses of literacy. Nonliterate: Learners have no access to literacy instruction. Special Considerations: Learners may feel stigmatized. Nonalphabet literate: Learners are fully literate in a language written in a non alphabetic script (e.g., Chinese). Special Consideration: Learners need instruction in reading an alphabetic script and in the sound-syllable correspondences in English.
First Day Literacy Assessments How to check for literacy, preliteracy and nonliteracy on day one Name:___________ A B C D E F G H I J K L.... Circle the letters in your name. How does the student hold a pencil? Does the student recognize print? Letters? Can the student write his/her name? Can the student open a book correctly? Does the student recognize sight words?
Writing Journals Language Experience Approach write in composition notebook short composition dictate to teacher or student short composition vocabulary notebook with simple sentences & definitionspicture dictionary practice student - teacher dictationpractice letters & numbers Literates Preliterates & Nonliterates
First Days Day One: Assign seats informally. Students tend to sit beside friends or students who speak their own language, separate them. If you have a class that shares the same race and language, divide them by ability. Sit a low and a medium student together. Move seats twice a month. It will build community. Enhance speaking. Build social interaction. Mix It Up! Not just for lunch. (Teaching Tolerance)
The 3 C’s: Community, Culture and Civics Dumpsters, Raccoons and Garbage:a collaborative lesson with Auburn Housing Authority Community & Civics: Auburn Housing AuthorityAuburn Housing Authority: Released a letter to tenants asking tenants to take their garbage out, and remember to close the dumpster because of problems with raccoons. If problems persisted, animal control would be called. Culture: U.S. and Somali Bantu What are the differences?
The 3 C’s (Continued) Dumpsters, Raccoons and Garbage:a collaborative lesson with Auburn Housing Authority animal control Dear _____, dumpsters garbage raccoons sincerely tenants throw out Vocabulary:Picture Dictionary:
The 3 C’s (Continued) create short story using vocabulary from Auburn Housing Authority letter using props from around the room, act out the story story: every morning/every night I throw out my garbage in the dumpster outside. I open the lid. I shut the lid. No raccoons come out and bite me. Dumpsters, Raccoons and Garbage:a collaborative lesson with Auburn Housing Authority Total Physical Response Story:
Making it Matter Read Ahmed’s story What issues does he mention? (loss of family, SES, etc...) What survival skills does he need to help his daughter? What might his goal be for taking an ESOL class? What can we do as educators to help Ahmed attain his goals?
Learner Profile: Ahmed “My daughter. She sick. She take the needles in fingers. Check sugars. Diabetic. I go early from class. She alone. Pick her up at bus... Her mama dead. She have only Daddy..... No good have no mommy. No good. Me now, only me. Daddy cooking, Daddy cleaning, Daddy take the needles for the diabetes. Very very hard....English hard. Need English. Need jobby [job]. Need jobby [job] send money to sons.....Class need three hours not two. Three hours good....Thank you Teacher.”
Making a Difference Social Justice Adult education is holistic and tackles social justice issues on a daily basis. Our roles as teachers are to scaffold students and make differences in their lives. I leave you with the prevailing Top 10 Somali Myths in Lewiston.
Top 10 Myths about Somalis in Lewiston (Provided by Catholic Charities of Maine) 1. Somalis are draining the welfare coffers. 2. Somalis don’t want to work. 3. Somalis don’t want to learn English. 4. Somalis don’t want to become citizens. 5. Somalis get free apartments.
Top 10 Myths about Somalis (Continued 6-10) 6. Somalis get free cars. 7. Somalis keep live chickens in their kitchen cupboards. 8. Somalis are responsible for a rise in crime. 9. Somalis don’t integrate and don’t want to be part of the community. 10. Somalis got a free ride to America.