The Power of CommunitiesNorthern Regional CATESOL

November 7th, 2009Mt. Diablo Adult School

Concord, CA

The Power of CommunitiesNorthern Regional CATESOL

November 7th, 2009Mt. Diablo Adult School

Concord, CA

Adult ESL Practitioner Study Circle:

Linking Curriculum and Immigrant WellnessPresenters:

Ashley Richards, Graduate MATESOL, SFSU

Judith Marra, ESL/EL Civics Coordinator, Monterey Adult School

Adult ESL Practitioner Study Circle:

Linking Curriculum and Immigrant WellnessPresenters:

Ashley Richards, Graduate MATESOL, SFSU

Judith Marra, ESL/EL Civics Coordinator, Monterey Adult School

What are healthcare concerns your students face in their

communities?

What are healthcare concerns your students face in their

communities?

Presentation GoalsPresentation Goals

Inform the group about at a professional development model for Adult ESL practitioners

Present a case-study from Monterey County of a group of recent participants in the study circle

Showcase ESL curriculum that was developed during the study circle

Inform the group about at a professional development model for Adult ESL practitioners

Present a case-study from Monterey County of a group of recent participants in the study circle

Showcase ESL curriculum that was developed during the study circle

Healthy Connections Study Circle Goals……

Healthy Connections Study Circle Goals……

Build a regional network with increased collaboration between ESL and health professionals for on-going curriculum development

Promote awareness within the ESL field about transnational issues

To prepare ESL practitioners to help learners develop self-advocacy skills related to health

To develop and disseminate adult ESL curriculum that combines English language with health literacy skill development

Build a regional network with increased collaboration between ESL and health professionals for on-going curriculum development

Promote awareness within the ESL field about transnational issues

To prepare ESL practitioners to help learners develop self-advocacy skills related to health

To develop and disseminate adult ESL curriculum that combines English language with health literacy skill development

Monterey Adult School Case Study

Monterey Adult School Case Study

What do we know about the lead problem in Monterey County?

What do we know about the lead problem in Monterey County?

Monterey County lead cases stand out among all counties in California.

Seaside alone has more lead poisoning cases than do most entire counties in California.

Seaside and Salinas have the largest number of cases in all of Monterey County.

Monterey County lead cases stand out among all counties in California.

Seaside alone has more lead poisoning cases than do most entire counties in California.

Seaside and Salinas have the largest number of cases in all of Monterey County.

Monterey Adult School - Who are the students and the teachers?

What health topics have been covered in curriculum?

Are there many professional development opportunities for ESL practitioners?

Why you were excited to do HCSC?

The main challenges and perceived values of doing something like this?

Monterey Adult School - Who are the students and the teachers?

What health topics have been covered in curriculum?

Are there many professional development opportunities for ESL practitioners?

Why you were excited to do HCSC?

The main challenges and perceived values of doing something like this?

“… I became more aware of the health issues surrounding our area. I also learned there are various ways a teacher can prepare a lesson plan in the process of teaching. …I am proud of how my lesson plan turned out. I learned certain techniques more than skills of how to prepare/write a lesson plan. I generally gained more knowledge and avenues of interests that attract our students. How wonderful!!!!”

Dan Cutler, ESL Instructor,MontereyAdult School

“… I became more aware of the health issues surrounding our area. I also learned there are various ways a teacher can prepare a lesson plan in the process of teaching. …I am proud of how my lesson plan turned out. I learned certain techniques more than skills of how to prepare/write a lesson plan. I generally gained more knowledge and avenues of interests that attract our students. How wonderful!!!!”

Dan Cutler, ESL Instructor,MontereyAdult School

Sample LessonSample Lesson

Story

Language activities

Follow-up activities

Story

Language activities

Follow-up activities

Student StoryStudent Story “ Hello, I am from Turkey. I would like to share a few things that I have kept and changed from my culture. I will talk about food customs I have kept from my country. I eat cheese, eggs, onions, bread and honey for breakfast here and I also did that in my country. I prepare the same food for dinner as in Turkey, however I have had to change a few things.

“ Hello, I am from Turkey. I would like to share a few things that I have kept and changed from my culture. I will talk about food customs I have kept from my country. I eat cheese, eggs, onions, bread and honey for breakfast here and I also did that in my country. I prepare the same food for dinner as in Turkey, however I have had to change a few things.

….I used to make homemade sauces, but now I use prepared sauces because The United States doesn't have the ingredients I need to prepare authentic Turkish sauces. I didn't use to make bread and traditional food, but now I make bread and traditional food because that is the only way I can eat it. When I wanted to eat them in Turkey, I could buy them, go to a Turkish restaurant or my mother would make them for me. I am also learning a lot of traditional foods here.”

….I used to make homemade sauces, but now I use prepared sauces because The United States doesn't have the ingredients I need to prepare authentic Turkish sauces. I didn't use to make bread and traditional food, but now I make bread and traditional food because that is the only way I can eat it. When I wanted to eat them in Turkey, I could buy them, go to a Turkish restaurant or my mother would make them for me. I am also learning a lot of traditional foods here.”

Language Play ActivitiesLanguage Play Activities

"Used To" vs.. "Now, I + Simple Present"

Used to= Something you did / didn't do before, but you don't do / do now.

Ex. I used to eat homemade sauces, but now I don't. (I eat prepared sauces.)

I didn't use to make bread, but now I do.

"Used To" vs.. "Now, I + Simple Present"

Used to= Something you did / didn't do before, but you don't do / do now.

Ex. I used to eat homemade sauces, but now I don't. (I eat prepared sauces.)

I didn't use to make bread, but now I do.

Language Play cont.Language Play cont.

Now, I + Simple Present=An action you (he, she, they, we, I ) do/does now (Idea: You didn't / did before.)

Ex. I used to eat homemade bread, but now I do not.

Now, I + Simple Present=An action you (he, she, they, we, I ) do/does now (Idea: You didn't / did before.)

Ex. I used to eat homemade bread, but now I do not.

Follow-Up Activities Follow-Up Activities

Notice environmental print about public health messages (billboards, bus stops, pamphlets)

Compare with what environmental print said in their home or in other students’ homes.

Students become an information network and be able to identify local resources (library, internet, health clinic etc)

Notice environmental print about public health messages (billboards, bus stops, pamphlets)

Compare with what environmental print said in their home or in other students’ homes.

Students become an information network and be able to identify local resources (library, internet, health clinic etc)

Q&AQ&A