Elizabeth Cole Duffell Final Project Spring 2004

Using Problem-Posing Education to Empower Immigrant Parents Inside and Outside of the Classroom

Statement of the Problem: Immigrant parents of English Language Learners often lack the political and social power needed to engage with their children’s education in an active and effective manner.

While it

is true that different immigrant parents have their own ways of supporting their children in their educational endeavors (Walqui, 2000), this support may not be effective in dealing with the social injustices that they and their children may be confronted with on a daily basis.

There is a decided need for the rules of

the game to be made explicit to these parents and taught to them in a way that both gives them the tools to advocate for their children and themselves within the American institutions, and also gives them the space and the freedom to question those rules and be empowered to work toward changing them if they so desire (Delpit, 2001).

This requires both a focus on the language

skills needed and the rules guiding the Discourse community (Gee, 2001) they hope to navigate in their journey through their children’s education and in their own daily lives. Parental involvement and home support is not the only important factor in students’ success; but it is a factor that cannot be ignored.

If parents do not advocate for their children

in the school system, there may be no one who will.

Although

many changes need to be made structurally and pedagogically to

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make the classrooms work for all, the fact remains that parental involvement is one of the major factors of school success (Epstein, 2001).

By becoming involved in their children’s

education, parents can take a more active role in their learning and the role their home culture and language plays in their children’s education.

There are many issues that arise in

immigrant families when the children are the only ones speaking the language of power; the effects of this power shift can effect identity and family relationships in a variety of ways (SuarezOrozco & Suarez-Orozco, 2001).

Additionally, many parents fear

that their children’s loss of language is also a loss of culture, and a loss of connection to the parents and older generations. By becoming aware of the political realities of the classroom, parents can then make the step towards shaping the language policy that will influence their children and future generations. The cultural capital required to be active in shaping policy and the classroom is significant.

Not only is it important to

speak English, the language of power, well enough to communicate with teachers, administrators, and politicians; but immigrant parents also need to understand the rules of the Discourse community.

They need to understand how changes are made and how

to go about working toward a goal such as educational change. There are many situational and structural limitations involved; many parents are living close to the edge or in poverty, and are

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required to work at least one full-time job in order to make ends meet.

Childcare is not always readily available when it is time

for class; they are tired and want to spend time with their families or too busy working to attend a class.

Holding the

class at the children’s school itself and providing childcare is a major incentive; having a school that works as an active partner in the education of the parents and shares the common goal of empowering them to be advocates for their children is also extremely helpful in accomplishing this goal. Literature Review: It is important to explore issues of power in the classroom with adult ELLs; as power inequities have shaped students’ identities as learners, parents, and individuals.

Pierce (1995)

speaks to this in her study of three immigrant women who had taken the object role in relation to native English speakers, and explored how the classroom could help these women to “claim the right to speak.”

This type of empowerment is an example of

Freire’s pedagogical theory of problem-posing education, (Freire, 1995), a theory that can be applied to adult ELLs in a variety of different ways (Spener, 1992).

Firstly, creating a classroom

that is student-centered and allows for critical questioning of the dominant society can help students feel empowered to ask difficult questions about the institutions that surround them, particularly those that effect them and their families, like the

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schools their children attend.

This type of questioning is an

example of how critical pedagogy can be implemented in the classroom (Van Duzer & Cunningham Florez, 1999). Problem-Posing Education, a defined by Freire, is a revolutionary way to look at education: In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation. (p.64)

Giving students the power to help transform the world in a positive way is the most important goal I have set as an educator.

Many other people have looked at using these methods

in an adult ESL classroom, and have served as an inspiration to me as I developed this project; combining critical pedagogy with the teaching of practical language skills that students need to make changes in our society is a fairly new concept with endless possibilities for development and exploration, both in theory and in practice.

Spener (1992) speaks directly to the challenge of

adapting the Freirean approach for the use in ESL literacy education, and lists some familiar ESL methods and techniques that have proven effective, including language experience stories, oral histories, Total Physical Response activities, picture stories, flash cards, and skits.

Van Duzer and Florez

(1999) suggest using open ended questioning strategies and

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authentic materials to enhance critical literacy in the ESL classroom. The subject of advocacy is at the forefront of our discussions about education.

Parents in our society are often

expected to act as advocates on behalf of their children in our schools.

This expectation is problematic for many reasons; and

is especially problematic for new immigrant parents who do not understand the meaning of or how to advocate for their children. Morgan(1998), looks at the subject of advocacy as it pertains to ESL teachers and their students and how teachers must play the role of advocate, while teaching their students how to advocate for themselves (and, I would add, their families) within their communities.

He reiterates the belief held by Freire that

students are not empty vessels, but have important and relevant knowledge to share in the classroom.

A dialogic learning

environment positions the teacher as learner and the learner as teacher throughout different parts of a lesson; positioning both as advocates within the classroom and the community is an essential step toward achieving transformation.

Morgan’s work

with developing ELL students’ political discourse, with regard to the Gulf War, can be looked at as a model for analyzing all types of political issues with adult ELLs. Using the framework of the ESL class to teach content such as this requires an understanding of a sheltered instruction

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model such as SIOP (Short, 1991).

Clear and explicit language

and content objectives are a crucial part of creating a language class that involves content, as this kind of class does.

The

language and content should balance and complement each other, never sacrificing one for the other and using them to improve the effectiveness of each at all times.

Teaching language in an

authentic manner has been shown to be more effective then teaching it without a context, as is often done in the ESL classroom.

Furthermore, when teaching content to ELLs, it is

always important to keep language goals in mind. Action: I created and taught an Empowering English class to parents whose children attend any number of South Seattle elementary schools.

The stated goal of the class was to help parents to be

advocates for their children and help them to navigate the Seattle school system. My own personal goal for the class was to teach in a problem-posing, student centered classroom with explicit language and content goals.

My students were five

Chinese women, who immigrated to the United States in the past 515 years. As a result of my work in the classroom, I have created a framework for teachers that I hope will be helpful in designing a similar class for adult English Language Learners; a guide to creating a classroom that positions students as teachers and

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teachers as learners, allowing students’ issues to determine the content of the class.

My framework is as follows:

Best Practices Some of the attributes of an effective classroom that combines critical literacy with language education are as follows: 1. Classroom is student centered and allows students room to explore their cultural and political identities through class discussion and journal writing. 2. Authentic text is brought into the classroom for questioning and discussion. 3. Open-ended questions generate dialogue between students and teachers. 4. Multiple perspectives are respected and acknowledged in the classroom for their value. 5. Students are a part of the goal setting classroom process. 6. Basic literacy skills are taught in the context of critical text analysis. 7. Background knowledge of students is always sought and utilized to its fullest potential.

Sample Problem Posing Activities 1. A lesson about home language and culture and how it is supported or not supported by the school.

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Content Objectives: •

Students will understand the importance of first language literacy for their children.

•

Students will see their home language as a strength, not a deficit.

•

Students will understand where to find the resources necessary to foster home language development for their children.

Language Objectives: •

Students will understand and be able to use the terms: first language, second language, home language, literacy, ESL, ELL

Materials:

Children’s books in various languages,

Statistics on First and Second Language Development Lesson Sequence: 1. Parents are given the opportunity to read and explore the children’s literature in their home languages-this is an informal, conversational activity where first language use is encouraged. 2. Share information with parents about first language literacy and its importance in second language literacy development.

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3. Allow parents the opportunity to discuss their reasons for wanting or not wanting their children to maintain their home language. 4. Discuss ways in which home language can be maintained-through the schools or weekend classes within their communities. 5. Discuss importance of reading to their children in any language-home language or English. 6. Practice reading aloud together from children’s books in English and home languages. 7. Allow time for individual journaling on this topic. 2. A lesson about school levies and voting: Background Knowledge/Previous Lessons •

Registering to vote

•

How to access political information

Content objectives: •

Students will become more familiar with the political system in the United States.

•

Students will have a better understanding of the kinds of issues on which they may decide to vote and how those issues will effect them and their children.

Language objectives:

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•

Students will be able to recognize and use the key vocabulary terms associated with the United States political system.

•

Students will understand and make complete sentences beginning with: I know, I want to know, and I learned.

Key terms:

Democracy, Democratic party, Republican party,

Initiative, Levy, Conservative, Liberal, Local and National government Materials: Social Studies Textbook, Information on the recent school levy. Lesson sequence: 1. Connecting Background Knowledge: Brainstorm individually with mind-maps: What do you know about the political system in U.S and other countries. 2. Share brainstorms with class, make a master list on the board of what we know. 3. Make a list of questions, what we want to know. 4. In a group, discuss these questions, and answer them to the best of our ability.

Keep a list

of any unanswered questions, and discuss where we could find the answers. 5. Make a list of what we have learned on the board.

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6. Connect this to the previous to lessons by brainstorming together a mind map on the board surrounding democracy. 7. Examine authentic materials they might receive in school surrounding upcoming levies and other relevant issues effecting them and their children. 8. Discuss outcome of recent school levy vote and how it will effect them and their children (connect to previous lesson in which we voted on how the levy would be used). 9. Ask: “Do you think it is important to vote? Why or why not?

Discuss.

3. A lesson about the WASL and No Child Left Behind. Content Objectives: •

Students will be informed about how policy effects their children’s education.

•

Students will have knowledge about high stakes testing in the United States and how this effects their children’s education.

Language Objectives: •

Students will be understand the following acronyms and what they mean: WASL, NCLB, WLPT, EALRS 12

•

Students will have knowledge of newspaper English, and how to address a letter to an editor.

Materials:

Copies of newspaper articles and letters to the

editor about the WASL and No Child Left Behind.

Example of

the WASL. Lesson Sequence: 1. Students brainstorm and discuss their views about testing and their experiences with tests in the US and in their home educational systems. 2. In pairs, read and discuss article or letter about the WASL. 3. Share what you have learned from the article about the writer’s opinion with the group. 4. Discuss questions about the language of the articles. 5. Discuss different opinions about the WASL and how it effects funding for their children’s schools. 6. Discuss their ideas about possible alternatives. 7. In a group, compose a sample letter to an editor about an opinion on the WASL or NCLB. 8. In pairs, students begin letters stating their own opinions to an editor about the WASL or NCLB.

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Findings/Results/Reflections: Many of the women I taught expressed their concern that their children were not retaining their Chinese language and culture; the concern about language loss seemed to be twofold: the parents were concerned both that they would lose their interpreters (their children would not be able to translate for their parents) and that their children would lose a connection to their parents and grandparents. Additionally, the parents all commented that they do not feel they had the skills necessary to help their children with their homework.

I found this particularly interesting with regard to

math assignments; although the parents had the skills needed to accurately solve their children’s math problems, their methods were culturally inappropriate-they were using traditional Chinese methods for problem solving which were not recognized by their children’s classroom teachers.

Thus, their “cultural capital”

(Pennycook, 2000) was not useful to their children and they were left feeling unqualified to assist them with their homework. Several women also commented that they and their friends were discouraged from speaking Chinese in the workplace, a sewing factory, because their boss was concerned that they were complaining about her behind her back.

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In general, all of the

women seemed worried about being perceived as complaining, both in their roles as workers and as parents. Because of their fear of being seen to be complaining, these women had not felt their “right to speak” with their children’s teachers, or with the school administration.

It was my goal to

increase their level of investment in learning English, and to help them to “claim the right to speak” both in and out of the classroom (Norton Pierce, 1995). The school administration seemed mostly concerned with how these parents could change into their ideal parents: English speakers who volunteer and support the school staff in every way possible.

They had adopted an ends-means perspective on the

goals of this classroom and hoped the outcome would be parents who had the skills necessary to function successfully within the system.

(Auerbach, 1995)

I saw it as my job to help scaffold the parents’ learning of the Discourse (Gee, 2001; Delpit, 2001) of being an elementary school parent, while at the same time seeing to it that the school was being conscious and active about meeting the needs of the language minority parents as well. More importantly, however, I wanted my class to be a student-centered place of critical reflection (Friere, 1995) where my students felt empowered to claim the right to speak, and to critique the very system they are learning to navigate. Discussion and journaling proved to be

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effective ways of nurturing a level of investment on the part of the parents; therefore, I continued to make this a central part of the class, while supplementing our discussions with explicit form-based instruction in a meaningful way in order to achieve both our language and our content goals for the course. In my discussions with students and my observations in the class, I found that the class was indeed an empowering environment that helped the students feel encouraged to advocate for themselves and their children within the school environment. Many of the students commented that they felt more comfortable and confident voicing their opinions in English in my class than in any previous English class.

All of the students were active

participants in the class, and

they genuinely seemed to enjoy

voicing their opinions on the issues we discussed, pertaining both to their lives and the school community.

I do feel that

this is only the beginning, however, and that there is much more to be done; for these students and others like them.

This

project is just a sample of the revolutionary potential of education; it is a revolution of which I am proud to be a part, as both a lifelong learner and a lifelong teacher.

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References Auerbach, E. (1995) The politics of the ESL classroom: Issues of power in the pedagogical choices.

In (Eds.) J. Tollefson,

Power and Inequality in Language Education pp. 9-34. Cambridge University Press: Cambridge, MA. Delpit, L. (2001). The politics of teaching literate discourse. In E. Cushman & E. Kintgen & B. Kroll & M. Rose (Eds.), Literacy: A Critical Sourcebook (pp. 430-442). Boston, MA: Bedford/St. Martin Press.

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Epstein, J. (2001). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Boulder, CO: Westciew Press. Erickson, F. (1987) Transformation and school success: The politics and culture of educational achievement.

In (Eds.)

E. Jacobs & C. Jordan, Minority Education, Anthropological Perspectives, pp. 27-51 Freire, P. (1995). Pedagogy of the Oppressed (M. B. Ramos, Trans.). New York: Continuum. Gee, J. (2001). Literacy, discourse, and linguistics: Introduction and What is Literacy? In E. Cushman & E. Kintgen & B. Kroll & M. Rose (Eds.), Literacy: A Critical Sourcebook (pp. 525-544). Boston, MA: Bedford/St. Martin Press. Morgan, B. D. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto: University of Toronto Press Morgan, B. (1997) Identity and Intonation: Linking Dynamic Processes in an ESL Classroom.

TESOL Quarterly, 31(3), 409-

29. Pennycook, A. (2000). The social politics and the cultural politics of language classrooms.

In J.K. Hall & W.G.

Eggington (Eds.), The sociopolitics of English language teaching (pp. 89-103).

Clevedon: Multilingual Matters.

Pierce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31. Short, D. J. (1991). Integrating language and content instruction: Strategies and techniques. NCBE Program Information Guide Series(7). Spener, D. (1992). The Freirean Approach to Adult Literacy Education: National Center for ESL Literacy Education.

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Suarez-Orozco, C., & Suarez-Orozco, M. M. (2001). Children of Immigration. Cambridge, MA: Harvard University Press Van Duzer, C., & Cunningham Florez, M. (1999). Critical literacy for adult English language learners: National Center for ESL Literacy Education. Walqui, A. (2000). Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary School (Vol. 4). McHenry, IL: Center for Applied Linguistics.

Appendix a.

Class Flier 19

b.

Lesson Plan Outlines

c.

Sample Classwork

d.

Suggested Activities

a. Class Flier

Free Class! Open to English Language Learners w/Children in School 20

Level 2A or Higher Thursdays 2:30-4:00 Room 3120

English Skills for Parents:

• You can ask questions about your children’s education • We will talk about how to help your children succeed in school • We will discuss ways to solve problems in schools

b. Classroom Plan Outlines Intermediate Adult ESL Instructor: Elizabeth Duffell Classroom Plans

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Introductions •

Discuss our goals for the class -English skills -What do you want to learn? -Where and why do you need to use English -School Knowledge -What has been difficult for you? -How do you get the help you need when you need it? -What resources are available for ESL parents?

•

Homework: Write a journal entry about the similarities and

differences between your child’s education (the educational system of the USA) and your education growing up (in your home country) American Schools • Discuss homework in the group, tell each other about the similarities and differences between the American school system and your home country’s school system. •

Sample permission slip, read and complete as a group.

•

Education levy survey, explain and complete individually if

students so desire.

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Wing Luke handbook -Read section on Behaviors and Rules o Discuss examples and non-examples o Questions about rules o Are these rules the same or different from your rules at home? -Look at school Menus, talk about lunch policies and food choices -Ask questions about the language used in the handbook

School District Parent Handbook -Each Week, Focus on a different list of “Best Practices” o Discuss Reactions to list


Are they realistic?




What kinds of changes would you need to make to achieve these goals?




How do you feel about these expectations?




Would making these changes help your student in school?




Would making these changes be difficult or easy for you?




What are some suggestions you might have for “Best Practices?”

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Questions about the language used in the handbook

Messages Home -

Each Week, students bring to class papers that were sent home with their children.

-

Read the messages together, and discuss. Contact Instructional Aid if translations are not being provided.

Language of Employment -Complete worksheet with questions about the picture individually, then discuss as a group -In pairs, ask your partner the questions on the list I have provided.

Then, in the group, introduce your partner and tell us

about her job, using the information on the worksheet.

Job skills and vocabulary discussion -

Review vocab from job worksheet o Practice with pronunciation of vocabulary o Discuss meaning of vocab o Work alone on activity o Read sentences aloud to group o Time for questions

c. Sample Class Work 24

For and Against Look at the following issues. against them.

I’m for it. against it. I’m in favor of it. opposed to it.

Decide whether you are for them or

I don’t really care

I’m

It doesn’t concern me.

opinion Smoking in public places Drinking in public places

I’m

reason

________________ ________________

Free university education ________________ Free high school education ________________ Free trade ________________ High taxes on tobacco ________________ High taxes on alcohol ________________ High taxes on imports ________________ Smaller classes ________________ Students electing teachers ________________ Paying teachers more ________________ Paying politicians more ________________ Giving money to the poor ________________ Giving food to the poor ________________ Mandatory military service ________________ Women’s Mandatory service ________________ Giving homes to the homeless ________________ Free Medicine ________________ Free Public Transportation ________________ Raising the drinking age to 25________________ Raising the driving age to 25 ________________ Lowering the voting age to 15 ________________ Lowering the smoking age to 15 ________________

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d. Suggested Activities (Source: Seattle Refugee Women’s Alliance Family Literacy Handbook) Story Mrs. Kim went to school to meet her son’s teacher. was very happy to meet her.

The teacher

It was Mrs. Kim’s first parent-

teacher conference and she was anxious to know how her son was doing in school. Mrs. Kim: Mr. Tan:

“Hello, I’m Mrs. Kim.

David is my son.”

“I’m Mr. Tan, David’s teacher.

I’m glad you could come

today.” Mrs. Kim:

“Thank you for asking me to come.

I want to know how

David is doing in school.” Mr. Tan: Mrs. Kim: Mr. Tan:

“He does very well in math and science.” “What things does he have trouble with?” “He doesn’t seem to like reading and writing and

sometimes forgets to bring his English homework.

Maybe you could

ask him to practice his reading and writing more at home.” Mrs. Kim:

“Ok, I will.

Thank you.”

Comprehension Check: 1. Where did Mrs. Kim go? 2. Has Mrs. Kim met the teacher before? 3. What are David’s best subjects in school? 4. What did Mr. Tan say David should do at home? Feelings: 1. How did Mrs. Kim feel when she went to the school? 2. Why did she feel like that? 3. How did she feel about the things her son does well?

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4. How did she feel about David’s reading and writing? Personalize: 1. Have you been to a parent-teacher conference?

What

happened? 2. How did you find out about the parent-teacher conference? (phone call, school note, neighbor) 3. Did you ask the teacher questions? 4. Do you plan to attend a parent-teacher conference this year?

Do you know when it is?

5. What would you like to know about your child’s school? Cultural Comparison: 1. In your country, do parents meet with the teacher? 2. How do parents know what their children are doing in school? 3. What happens when children get good grades in school?

What

happens when they get bad grades? 4. Do parents praise children for good work?

Do teachers?

Opinions/Solutions: 1. Is it important to attend parent-teacher conferences?

Why?

2. Is it difficult to attend parent-teacher conferences?

Why?

3. What would make it easier? Role Play In pairs, role play the part of the teacher and parent.

Begin by

practicing the following conversation: Parent

Teacher

Hello, my name is ___.

I am ___’s teacher.

I am ___’s mother.

Nice to meet you.

Are you my child’s teacher?

Yes.

How is my child doing in your class?

She is doing well.

She is always late.

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What is my child learning?

We are studying math, reading and spelling.

Have pairs complete the role play, reverse roles and perform for the group.

•

Brainstorm questions that the students would like to ask their child’s teacher.

Let students practice asking their

questions with you as the teacher.

Collect questions and

distribute a complete list to students next lesson.

Read

and discuss. •

Invite a teacher to class to discuss a parent-teacher conference or take a field trip to a nearby school, tour the building and meet with the teacher.

•

List the grades and ages found in elementary school, middle school or junior high, and high school.

Discuss each one.

•

Brainstorm problems children have in school.

•

Brainstorm problems parents have with schools.

•

Discuss making a complaint to a teacher or school if you have a problem.

Role play making a complaint about a

problem (i.e. no interpreters in school). Notes from School Warm up Activities: 1. Discuss the following questions: •

Do your children bring notes home from school?

•

How many notes a week do they usually bring home?

•

Do you read the notes?

•

Are the notes in your language?

Does someone help you?

are not in your language?

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What do you do if they

2. Brainstorm for a list of reasons why children bring home notes Ex: class fieldtrip, permission slips, early dismissal, parent-teacher conferences, school fundraising, homework, report cards, meetings 3.

Use actual notes from a nearby school and practice reading strategies.

Give students copies of the note and have them

look for important information which is either emboldened, capitalized, or underlined.

Practice scanning skills by

asking questions about specific information in the text. After discussing how to identify important information, have students ask each other questions using the text.

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