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Reading the World: Integrating Geography in an EnglishLanguage Learner Literacy ProgramScott N. ForrestPublished online: 16 Aug 2007.

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Reading the World: Integrating Geography in an English Language Learner Literacy Program

Scott N. Forrest

ABSTRACT English language development

classes focus on teaching students of other languages how to speak, read, and write English. They must also prepare students to meet the many standards and require- ments that are prerequisites to content classes, such as geography, and high school graduation. This discussion focuses on the integration of literacy and geogra- phy in a classroom with English language learners. A common English language development model, the "Into, Through, Beyond model of learning, sets a founda- tion that integrates components of English language acquisition with language arts and geography standards. In turn, this approach to learning prepares the learners for success in social and academic arenas.

Key Words: English language acquisition, literacy, critical pedagogy, geographic educa- tion, integrated curriculum

Scott Forrest is a teacher at Escondido High School in Southern California. He teaches English language development and loth grade college prep English. Although these classes focus on English, he incorporates geographic education in all of his courses. Additionally, he is a graduate student at San Diego State University, earning an M.A. in policy studies in languages and cross cultural education.

INTRODUCTION

must be on producing literate learners. Literacy is more than the general notion of reading, writing, and speaking. Literacy may be expressed in many different forms: functional, academic, workplace, information, constructive, emergent, cultural, and critical (Wink 2000). Thus, reading, writing, and speaking are acquired and used within social, cultural, and political contexts (Powell 1999). In addition to addressing the implications of literacy, educators must consider the mandated criteria to which a literacy program must adhere: state content standards, district standards, English language development standards, and con- tent subject standards (such as geography), to mention a few. How are teachers able to guide English language learners effectively through the maze of all these requirements? How are students able to learn all that is required effectively? Is it possible for English language learners to learn geography skills while concur- rently acquiring literacy and higher order thinking skills?

Considering these important aspects of developing an integrated litera- cy/geography program, a working definition of "literacy" must be in place. However, educators are faced with the question of what "literate" means. For this discussion, Joan Wink's (2000) definition of literacy will be used. She asserts that "literacies" are reading, writing, and reflecting. Literacies help us make sense of our world and do something about it (Wink 2000, 55). This defin- ition is useful when we realize that the goal of education is to prepare learners to contribute positively to and succeed in the world. The definition is especially appropriate when addressing the National Geography Standards (Geography Education Standards Project 1994). Students study, interpret, and interact with the world through the study of geography. Thus, learners must learn to listen, read, write about, interpret, and communicate with the world in which they live. In other words, they must learn to "read the world."

The purpose of this discussion is to consider a framework through which a curriculum meets the mandates of standards. It also addresses the needs of students as they become more actively involved in the world. A frame- work commonly promoted through English language acquisition programs is the "Into, Through, Beyond model. This model is used in literacy programs such as Project Write. The publishers of Project Write, the WRITE Institute (2000), explain the focus of each segment of the model. The "Into" section of the model builds on the background of each student. Activities motivate students to analyze their personal life experiences in relation to the reading materials. The "Through component involves the direct and explicit instruction of English language skills and concepts. Also, lessons are geared for student interaction and acquiring of core concepts across curricular lines. The "Beyond portion extends the learning beyond the confines of the classroom into the lives of students (WRITE Institute 2000). The students express their learning by producing culminating products. These products are then linked to the students' lives through consequent activi- ties. Table 1 summarizes this model. Later, specific examples using the model

There is little argument that the focus of an effective literacy program

Journal of Geography 101: 191-198 02002 National Council for Geographic Education

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Table 1 Summary of the Into, Through, Beyond Model

Into Through Beyond

Motivate students - Direct/Explicit Instruction Extend beyond the classroom

*Relate to reading materials English language skills and concepts Relate to lives of students

Incorporate life experiences Collaborative work Opportunities for students to and cultures express their learning

are discussed. The "Into, Through, Beyond curriculum model

provides a framework through which an English language development program spans the components of literacy and meets the requirements of geography and language arts standards. Additionally, the model empowers student learning. The "Into" component provides a pathway for English language learners to enter a unit of study. It pro- vides strategies to link the existing student knowledge to a geography unit of study. The "Through" component engages learners with the content of the unit. They are encouraged to interact with the content within meaningful contexts. The "Beyond" portion extends the students' learn- ing. Students are empowered to express their newly acquired knowledge effectively by using the knowledge in various aspects of life.

Beyond" model provides a foundation for the literate and geographic development of English language learners. The following theories and applications are appropriate with any mix of native languages and cultures. Three compo- nents of an effective literacy program for English language learners are incorporated within the model. The three com- ponents are valuing heritage cultures and self-identity, learning through social activity, and developing student voice. These three components are analyzed in light of cur- rent learning theory and research as well as their integra- tion with geography education. More specifically, three of the National Geography Standards (Geography Education Standards Project 1994) are highlighted based on how they are adapted within the model.

This discussion argues that the "Into, Through,

INTO - VALUING CULTURAL HERITAGE AND SELF-IDENTITY Geography Standard 6 - 'The Geographically informed person knows and understands how culture and experience influence people's perception of places and regions" (Geography Education Standards Project 1994).

The "Into" segment of the model builds on the background knowledge and experiences of the learners. This is a crucial component, because students build their new knowledge base on their pre-existing knowledge and experiences. Consequently, their cultural and community values greatly influence their learning (Kohn 1993; Noel 2000; Wink 2000; WRITE Institute 2000). Educators must develop opportunities for students to share their life expe-

riences and cultural perspectives. Jim Cummins (1994), an educational psychologist, stresses the importance of incor- porating language learning with cultural perspectives. Students who are encouraged to maintain their family cul- ture and learn about other cultures become empowered in their own learning. Students learn with more rapidity and depth when given the opportunities to share personal sto- ries, study topics of interest, and explore issues in their own lives. This is important because students critically reflect on previous knowledge and experiences. They con- nect the previous knowledge to new information as a means of developing a meaningful purpose for learning (Baker 1996, Faltis and Hudelson 1998, Wink 2000).

Such processes of reflecting and sharing lend themselves to reading and writing activities that relate directly to students' experiences and interests. Furthermore, they help achieve Geography Standard 6. The students are encouraged to reflect on their own per- ceptions of the world as well as the perceptions of their classmates. Students are better equipped to achieve Geography Standard 6 because they are enabled to view each other's experiences and perceptions of places and regions.

nities to look inwardly. Personal introspection helps stu- dents to establish a purpose, recognize a concept, or per- sonally relate the new learning to their lives. Additionally, students are encouraged to view their families, friends, and neighbors as sources of knowledge. The activities through which this is accomplished aid in the development of cul- tural literacy and multicultural competence (WRITE Institute 2000).

in the English language development class create and pre- sent autobiographical posters at the begmning of each term. The students are to include information about them- selves using pictures, drawings, and English phrases. The students focus on their lives, interests, and families. In essence, they focus on their own cultures. Upon comple- tion, they present their posters to their classmates. The posters are proudly displayed for all to view and read. The presentations promote a tone of becoming aware of and valuing one another's cultures. Additionally, English lan- guage learners use and practice the skills of organizing, writing, and speaking in English. As a result, an effective

The "Into" component provides students opportu-

As an example of an "Into" component, students

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springboard is provided for the achievement of Geography Standard 6.

Allowing students to reflect upon their own expe- riences encourages individual students to continue to learn more about themselves, their relationship to others, and to the world (Noel 2000). The students are interacting with various world cultures and customs that are represented by each member of the class. Thus, heritage cultures and per- spectives are more valued. In this case the students may gain a sense of identity that relates to other people and the interrelatedness of all people within their world. The focus on individual cultures, experiences, and identities, as relat- ed to one's life, creates an atmosphere of purposeful learn- ing. Providing opportunities for students to reflect on and share their "place in the world" lead to the integration of geography and language arts. The integration leads into the next component of learning through social activity. Once students are able to define their individual perspectives and knowledge base, they are ready to share their knowl- edge with their peers.

THROUGH - LEARNING THROUGH SOCIAL ACTIVITY Geography Standard 1 - "The Geographically informed person knows h o w to use maps and other geographic representations, tools, and technologies to acquire, process, and report information" (Geography Education Standards Project 1994).

One must understand the importance of interac- tion among students when implementing the "Through component of the model. Social interactive language skills, with academic language skills, are necessary for student learning and success (Faltis and Hudelson 1990, Wink 2000). Using social interaction within the classroom enhances the language and learning processes. The idea of social interaction becomes imperative considering language use is not restricted to the classroom. Students must learn to interact and effectively communicate in a wide variety of social and cultural contexts within their world (Faltis and Hudelson 1990; Powell 1999). John Dewey (1916) stresses the importance of social activity in learning when he states, "Lack of the free and equitable intercourse which springs from a variety of shared interests makes intellectual stimu- lation unbalanced. Diversity of stimulation means novelty, and novelty means challenge to thought" (online). He fur- ther comments that the restriction of activity in the class- room produces an environment of aimless routine (Dewey 1916, Chapter 8).

awareness requires social interaction. The words in a lan- guage, social or academic, develop meanings based on how the members of a community interpret and use these words. Language is closely related to the social contexts, situations, and experiences in which a language is used. Consequently, when acquiring a language and developing literacy skills the interaction among learners is fundamen- tally important (Faltis and Hudelson 1998; Powell 1999; Wink 2000). Students are able to access the content of the

Acquiring a language and enhancing cultural

curriculum when allowed to interact with their peers. That is the reason why the "Through" component offers collabo- rative student work with direct instruction.

language acquisition is hinged on the idea of learning through social activity. Krashen (1983) stresses the impor- tance of comprehensible input, which is presenting infor- mation in a way that is meaningful to the learner. Students acquire a language through meaningful communication rather than just through textbooks and lectures (Baker 1996; Faltis and Hudelson 1998; Krashen and Terrel 1983; Wink 2000). Interaction is needed especially when misun- derstandings occur. In these cases the learners involved must interact in a comprehensible manner and negotiate meanings in order to communicate effectively (Faltis and Hudelson 1998).

Opportunities for social interaction are built into the "Into, Through, Beyond" model. The "Through compo- nent provides for direct and explicit instruction with col- laborative work. Within the collaborative instruction are activities that encourage interaction among the students. Such instructional strategies may incorporate collaborative group projects and discussions (WRITE Institute 2000). Following is an example of direct instruction, with the inclusion of collaborative learning.

folk tales set in Africa. These folktales include Shaka: King of the Zulus by Diane Stanley (1988) and Mufaro's Beautiful Daughters: An African Tale by John Steptoe (1987). The stu- dents study the literary devices and vocabulary of the sto- ries. However, the students are required to identify the location of African countries in order to understand the settings of the stories thoroughly. A general overview of a map of Africa is conducted. Each student is given a map of Africa. Then, the class discusses the characteristics of Africa as represented on the map. Afterward, the students form groups and create a detailed map of an African coun- try. The geographic theme of location is addressed as well as Geography Standard 1. Also, from the perspective of English acquisition, the English language learners develop more vocabulary. During the process, peers negotiate their approach to the project. Each group analyzes maps and makes judgments on what composes an excellent map. The students find exemplar maps in The Nystrom Desk Atlas (Nystrom 1994) and on the National Geographic M a p Machine (National Geographic Society 2002). Then, various characteristics of maps are incorporated within their group map. Students notice map components such as borders, compass roses, titles, and landforms. Also, as school resources are used, they learn the English pronunciation of names and verbs associated with the resources. In addi- tion, they begin learning the names and uses of the tools of geography.

learning and language development (Faltis and Hudelson 1998; Wink 2000). The social interaction enhances learning of geography themes and promotes the acquisition of Ian-

Krashen and Terrel's (1983) Natural Approach to

The English Language Development classes read

Social interaction provides more opportunities for

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guage. Allowing students to converse in English promotes the importance of language across cultural lines and respect for other cultures (Darder 1991). It should be noted that some students will use their primary language through some of the process. Allowing students to converse in their own language during these social interactions develops cul- tural identity and communication skills. Consequently, stu- dents are able to comprehend the new information. The new information is then transferred into the context of the English language. In other words, students learn when they are allowed to interact with their peers. Purposeful social interaction leads to the next component, the development of student voice. As learners interact and communicate, they begin to develop, communicate, and share their own thoughts, feelings, and ideas.

BEYOND - DEVELOPMENT OF STUDENT VOICE Geography Standard 4 - ”The Geographically informed person knows and understands the physical and human characteristics of places” (Geography Education Standards Project 1994).

The “Beyond“ component of the model extends the learning of the student. The students are able to explore, expand, and affirm their knowledge and perceptions about the concepts that are learned (WRITE Institute 2000). In essence, the background and experiences of the student, with the newly acquired knowledge through direct instruc- tion and social learning, is synthesized into a culminating activity. This portion of a unit allows students the freedom to use their newfound knowledge and skills by expressing personal ideas, observations, and perspectives. They are developing and using their individual voices through the activity.

means of voice. Voice is used, while communicating, to define oneself as a participant in the world (Wink 2000). Students are able to expand their capacity to connect and communicate with others through the reading and writing processes. The students use the knowledge to make deci- sions and take actions related to their lives (WRITE Institute 2000). The culminating activities in the “Beyond“ portion allow students to express themselves by means they deem the most effective. Students express their ideas through verbal, pictorial, and/or written means depending on the levels of English proficiency. Teachers are able to assess these levels by allowing choices in how the students demonstrate their proficiency. Previous knowledge to which the students connect the new information is identi- fied through this process. Then, teachers and students are equipped to make decisions about learning in subsequent lessons and units.

dents to be allowed a voice in their own learning strategies. “Again and again, the favorite motto of teachers and administrators seems to be, ‘Reach for the coercion’ rather than engaging children in a conversation about the under- lying cause of what is happening and working together to

Students make themselves understood through the

Alfie Kohn (1993) emphasizes this need for stu-

negotiate a solution” (2). Rather than forcing students to learn in a certain way and manner, they are allowed to think metacognitively. Thus, students are able to communi- cate their needs effectively and positively participate in their own learning and life situations. Kohn (1993) chal- lenges teachers who want students to take on this responsi- bility, ”...if we want children to take responsibility for their own behavior, we must first give them responsibility, and plenty of it” (4).

Students become responsible citizens when they are p e n opportunities to use their voices through dia- logue. Dialogue is communicating in such a way as to criti- cally analyze and share one’s perceptions of reality. It is also communication that creates multiple understandings of concepts based on students’ own experiences. In turn, students are motivated to share their personal viewpoints and ideas in meaningful ways. Dialogue allows students to critically think and learn at higher levels (Darder 1991; Powell 1999; Wink 2000).

culminating activity in the unit on Africa. The students design and implement a lesson plan. The actual lesson plan is included in Appendix 1. Although the lesson plan is typed, the main ideas and components are generated by the students. The class discussion begns by asking the stu- dents what they would like to learn about African. They are aided in the translation of geographic terminology. Each area of interest is listed and discussed. The next class meeting, the students are supplied with the information worksheet to be used in their studies. The list of interests and questions generated by the students are included on the “Africa Information Sheet” (Appendix 1). A few recom- mended internet sites are added, but many students find other sites that are just as beneficial. The students read and sift through the online information. After researching, gathering, and organizing information, they negotiate how each group should present the information. They often do not agree on a product format, such as producing posters or booklets. Many times, individual groups choose a differ- ent format than other groups.

skills are necessary for the success of each group. They have to plan, organize, and produce the project from begin- ning to end. It is made clear, through class discussion and teacher instruction, that all the information on their infor- mation sheets must be evident in the project. This ensures they address the geography standard of describing the physical and human characteristics of a place. The students complete the sheets with information about the physical environment and human traits of the country (“Africa Information Worksheet”, Appendix 1). The students are intimately involved with the whole process of learning and communicating their ideas as related to the project. After all, they ask the questions, find the answers, and create culminating products.

levels of learning empowers students. Cummins’ (1994)

Student voice and dialogue are used through the

Critical thinking and effective communication

The process, through dialogue, of reaching higher

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Reading the World 195

concepts of empowerment are based on the idea of allow- ing students to develop their voices. Students are empow- ered to learn when they are given opportunities to share their perspectives of culture and learning. The ability to voice perspectives enhances students‘ understanding of the world. Wink (2000) further comments, ”...unless we our- selves are empowered, we cannot be involved with any other processes of empowerment. To be voiceless is to be powerless” (109). Students will not meet their full potential in the world unless they are enabled to do so in their own learning processes. Again, the idea that literacy involves all aspects of life highlights the importance of student engage- ment with the world. Paulo Freire (1978) ”argues that it is only through participation in an educational climate in which open dialogue is fostered that students can develop the skills for critical engagement with their world and a genuine sense of participation in a common life” (as cited in Darder 1991, 65). Fostering and encouraging student voice is necessary in an effective, comprehensive literacy program. All of the students can gain a broader perspective of the world in which they live through the use of student voice. A broader perspective of the world will benefit stu- dents in their language and geographic literacy. Students will make better sense of their world as they read, write, and reflect on these perspectives.

Conclusion Students’ levels of learning and critical thinking

skills are advanced within the ”Into, Through, Beyond” framework. Higher level skills are introduced as students become more comfortable with peer interaction and com- munication. For example, in the beginning levels, English language learners interact in peer groups to learn the defin- itions of vocabulary. They form ideas and contexts through which to use and express the vocabulary words. The cur-

riculum can be expanded as they become more skilled and comfortable with the process. The students may be given the opportunities to use these new words and skills in real life situations. They may also consider how these concepts are used across content areas.

to literacy because of its focus on culture and skills of read- ing the world. For example, students may analyze other cultures as viewed in literary works. Mufaro’s Beautiful Daughters (Steptoe 1987) offers insight into the societal and family structures of Zimbabwe. Then, they may link these views to informational literature that deals with the culture at hand. This could be accomplished with an internet- based project on the country of Zimbabwe. Finally, they can synthesize and share the knowledge through a culmi- nating project.

Integrating cultural heritage and self-identity, pro- moting social interaction, and developing student voice are key components to an effective literacy integration pro- gram. The components are easily incorporated within the ”Into, Through, Beyond” model. The inclusion of each stu- dent’s culture and self-identity is crucial to learning because students build their knowledge on existing founda- tions of knowledge and experiences. Additionally, social interaction is mandatory in a comprehensive literacy pro- gram. Students must learn to communicate across all social and cultural contexts if they are expected to succeed in aca- demics and in the world. Finally, literacy across subject areas encompasses the skills of comprehension, analysis, and communication of ideas. The development of student voice and the opportunities to use that voice is extremely important. Students are empowered learners when they are able to effectively communicate their perspectives and knowledge of the world.

Geography presents itself as an integral addition

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Appendix 1. Africa Research Project - English Language Development - Scott Forrest (Instructor)

Theme: Africa, Description Grade: 9-12 Language Proficiency Levels: BegnnindIntermediate Content Area: Geography Language and Concept Skills: Geography terms, Gatherindorganizing information Geography Standard: Describe the physical and human characteristics of a place. Time Frame: 3-5 days. This unit is an in-depth multifaceted process. Each activity prepares the students and leads

them into the next activity. Care should be taken to ensure student understanding of concepts and instructions for each activity.

ELD (English Language Development) Standard: In English the students will be able to: Begnning - Organize and record expository information using pictures, lists, charts, and tables for content

Intermediate - Write brief expository compositions and reports of information that provide information from areas.

sources and organize and record information on charts and graphs.

They will be assessed based on the appropriate leveled ELD and Geography Standards. The final product will be assessed based on the inclusion of appropriate information. For example, students may be required to include information based on one or more of the themes of Geography: place, regon, location, human/environment interaction, and movement.

Assessment: The students will process, organize, and present information about an African country.

Lesson: Set: Previously, students have drawn and labeled the countries and landforms of Africa. Show a video or

photos of Africa. Students will list what they see. The goal is to build a vocabulary list that relates to the study of Africa. Share out the lists by asking students to read their lists as the teacher writes the words on the board. The class may discuss any difficult vocabulary, or the teacher may choose to use some of the words as part of a vocabulary assignment.

information about an African country. Some students may never have used the Internet, so modeling is important. Also, modeling provides comprehensible input for further understanding of the instructions. The teacher may display a web site and write information on an overhead transparency that displays the information sheet.

Modeling: Show an example of accessing a web site, finding specific information, and recording the

Collaborative Group W o r k : Give each student an information sheet. There are two options, the beginning level and the intermediate level information sheets. In small groups, they will use the Internet to find the information about an African country of their choice. The students read and sift through the online information. They will record the information in the charts. The beginning level students may use the basic information sheet. Also, they may choose to use only the photo gallery web page to find information. Analyzing the photos provides an effective source of comprehensible input. Be sure they have access to dictionaries to help them with vocabulary. After researching, gathering, and organizing information, they negotiate how each group should present the information. They often do not agree on a product format, such as producing posters or booklets. Many times, individual groups choose a different format than other groups. The students will present their information and display their products.

Next Steps: Research other areas of the world. Compare/Contrast countries with their native countries.

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Africa Information Sheet (Intermediate)

Use the internet to find the following information about an African country. African country. You will use this information to make a presentation.

Africa Information Sheet (Begmning)

Use the internet to find the following information about an

You will use this information to make a presentation.

Recommended sites: www. af ricanet . com www.robinsonsearch.com.Africa www. afr ic ahomepage . or g gallery.yahoo.com (photos) www-sul.stanford.edu/depts/ssrg/africa/guide3 .html www.woyaa.com/ www.africaonline.com/site/ http://allafrica.com/

Recommended sites: www. africanet .corn www.robinsonsearch.com. Africa www.africahomepage .org gallery.yahoo.com (photos) www-sul.stanford.edu/depts/ssrg/africa/gide3. html www.woyaa. com/www.africaonline.com/site/ http://allafrica.com/

1. Country name:

1. Country name:

2. What animals are in Africa?

2. Location and size:

3. Climate/weather:

4. Economy/business:

5. Population/people:

6. Major cities:

7. Religions:

3. What transportation is in Africa?

4. What food is in Africa?

5. What clothes are in Africa?

8. Languages:

6. Print 1 photo of an animal.

7. Print 1 photo of transportation.

8. Print 1 photo of food.

9. Print 1 Photo of clothes.

10. Staple the photos to this paper.

9. Transportation:

10. Interesting photos: (print and staple them to this paper)

Use this information to make a poster.

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