This English Literacy/Civics curriculum, based on a two-year grant through the Missouri
Department of Elementary and Secondary Education, provides a framework for experiential,
topic-based learning. Lessons are designed to involve non-native English speaking students’
interactive participation in their local communities. Twelve units introduce English language
learners to civic-related areas of study that build their confidence as active and informed
community members. Our aim is to provide authentic materials and opportunities for limited
English proficient adults to experience English, the American Way: In and Out of the Classroom,
as they explore governmental, educational, cultural, and workplace systems, as well as
community services, such as banking, transportation, health care, and commerce.
This curriculum emphasizes instruction within an organized structure that includes the
following units: Introduction, Public Library, Community, Politics, American Holidays,
Consumer Education, Laws, Rights and Responsibilities, Religion and Culture, Health Care,
Education, Employment, and Giving Back to the Community. While the final unit completes
the course of study with a volunteer service project by the class, the teacher may choose to
begin discussing the concept of “giving back” to the community much earlier and to plan a
class project throughout the year.
Each unit includes a Unit Overview
and Unit Summary (for further explanation, click here to see Using This Text). Each unit in the
curriculum focuses on a particular civics theme for intermediate to advanced students and is
formatted as part of a nine-month course. The curriculum can be used in one complete
academic year, in a modified version to fit another course framework (i.e., citizenship class),
or as individual units, supplementing lessons within the context of another curriculum.
Based
on the theories of second language acquisition, the curriculum design for the English as a
Second Language adult learner is contextualized and communicative. Reading, writing,
speaking, and listening skills are taught with the learner’s ability level, previous knowledge,
and learning style in mind. Grammatical structures and the functions of the language are
taught in “real life” contexts that are meaningful to the student. As in any learner-centered
environment, units reflect the needs and interests of the students. For example, most of the
students enrolled in the first year of this program were accompanying their spouses who were
either teachers or graduate students at local universities. The students were not interested in
entering the workforce. As a result, Unit 11 (Employment) dealt less with trying to get a job
and more on career direction. Also, Unit 2 (Public Library) was a separate unit because the
class met at a library. In other programs, this unit could become a part of Unit 3
(Community).
The teacher has the freedom to develop daily lesson plans to fit the class. Using Teacher
Notes, the teacher records the points covered as detailed in the Unit Summary. It
allows the teacher to include general notes and observations after reflecting on the unit
taught, as well. Not all points may be addressed.
The EL/Civics curriculum is based on life skills and performance measures outlined in the
CASAS (Comprehensive Adult Student Assessment System) Competencies, identifying more
than 300 essential civic-related skills that adults need to succeed in the classroom, the
workplace, and the community.
Expected learner outcomes are based on pre and post testing
using the standardized state-mandated CASAS Life Skills Reading Test and Unit pre and
post tests. The only other standardized assessment used is the CASAS Government and
History for Citizenship Test. This is given as a post-test in Unit 4 Politics.
On the Unit Assessment Form, the teacher documents student proficiency in
vocabulary, skill areas, and grammar for each unit. The Evaluation section is completed based
on program requirements (e.g., a grade, percentage, etc.). It is essential for the program to
track progress as a means of evaluation for the teacher and students. Mandatory, traditional,
and non-traditional assessment measures are used. Assessments are kept in students’ folders,
along with a Student Self-Assessment. Students evaluate their understanding of the
topic and ability to use English. The Self-Assessment is completed by the student at the end
of each unit.
As the student progresses through the program and is able to use the language
more successfully, goals of further education, employment, or career advancement become
realized.
With emphasis on civic participation, the rights and responsibilities of citizenship,
naturalization procedures, and U.S. government and history, it is essential in the curriculum
to involve the community with the students, and the students with the community. Through
field trips and hosting guest speakers (Connected Activites), working relationships develop
with government, health, business, and educational organizations/agencies.
Guest speakers
from law enforcement, law, politics, businesses and health/social welfare organizations are
invited to address the students on various topics. The input from these organizations/agencies
and their expectations of citizen responsibility is critical. Teacher planned pre and post activities
facilitate the students’ understanding and ability to interact with the guest speakers.
Field trips challenge students to investigate sites, information related to them, and plan
outings. Lesson planning for trips by the classroom teacher includes the
language and social skills appropriate to the situation. These Connected Activities are
generally site specific, but suggestions are made to give teachers an idea of the possibilities. It
up to the teacher to schedule trips and speakers when it is appropriate in the course of the
unit.
