The State of California continues to be a catalyst to immigrants … · 2013. 11. 21. · According...
Transcript of The State of California continues to be a catalyst to immigrants … · 2013. 11. 21. · According...
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Chapter I
Introduction
Statement of the Problem
The State of California continues to be a catalyst to Immigrants that are in search
of both a higher economic status and a higher standard of living. These immigrants
continue to search for the realization of the American Dream. Too often, they find
themselves working for minimum wages, not realizing economic stability for both
themselves and their families.
Upon arrival to California, these immigrants find themselves trying to conform to
some cultural bias that in today’s world is becoming more abstract due to globalization.
Ironically, we find many of these immigrants finding cultural geographical
neighborhoods that become ethnic enclaves of individuals where both language and
cultures continue to find refuge and reinforcement of similar language and identity.
However, then for many of these immigrants learning the English language is not
paramount until they find themselves in situations that usually center on economic
stability for both themselves and their children. Many of these immigrants somehow
manage to get by with both minimal English speaking skills and writing skills. It is then
understandable that such labor intensive jobs which would accommodate them would be
in agriculture, health care assistance, food service industry, and clothing manufacturing.
According to the United States census data (USA Census Bureau, 2003) we find
an increase of foreign born immigrant population to be at a rate of 11.9%. The
magnitude of the problem is stated with an estimate of illegal immigrants in year ending
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2004, to be in excess of seven million people. California remains the most venerable in
terms of English language acquisition since it continue to remain the most populous State
in the Union. Yet, we understand that language remains the most powerful means of
communication. However, the foreign languages centered allow for a continued
connecting of individual cultures and heritage. We find language then both maintaining
ethnic harmony while making visible the diversity among California residents.
California during the past thirty years continues to serve as evidence that the
escalation of foreign-born residents continues an upward numerical spiral which census
data verifies roughly indicates a twenty five percent population within the State. The
problem exists in failures of the public education system within California. Based on
U.S. Census data, immigrants from Indochina, Mexico and Central America are not
completing high school that presents the magnitude of the problem since half of
California’s foreign-born population is from Central America and Mexico, and another
one third is from Asia. Consequently we find the overall educational levels among recent
immigrants to be in a downward spiral of decline.
The demographic trend is closely connected to the State of the Problem in this
project study. As a high school educator within the State of California for over three
decades, it is clearly understood that immigrant families that have not achieved a high
school education prior to settling here in the United States disallows their children both
English language support at home as well as understanding the educational bureaucratic
maze that unfortunately plagues many urban public educational institutions.
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Purpose of the Project
The purpose of the project is to create both a handbook and to prepare the new
immigrant to pass INS citizenship test, which will build an emphasis on informed
activism relating to community action, and active citizenship that will serve adult learners
in diverse settings. This project will serve to provide immigrants seeking citizenship an
on-line instructional component that will include a civic study guide and test questions in
order to pass the United States Immigration test. This project was chosen to meet the
needs of the language census report published by the California Department of Education
which indicates a great demand for such a program given the statistical data of the high
numbers of English language learners who continue to comprise the largest segment of
individuals who are speaking Spanish as their primary language and Asians who follow
in requiring such an educational product as this project will fulfill to continue to meet
educational challenges facing these diverse populations within California. It should be
noted that there is a rich history and how American Public Education systems have
embraced and educated immigrants lacking English language proficiencies.
It is important for immigrants to attain United States legal citizenship so that they
can demonstrate commitment to their community by voting, serving on a jury, legal entry
for their extended family members, and being protected by the United States when
traveling abroad. For the new immigrant who attains citizenship it further allows them
career opportunities in federal and state jobs, opportunities of elected government
positions, being eligible for federal and state grants to further educational pursuits, and
obtaining government benefits. The new immigrant needs to understand the very broad
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importance in their United States citizenship in relation to labor, social security, health
and welfare benefits afforded all citizens.
The handbook will serve as a venue for immigrant learners to understand clearly
the values of becoming a United States Citizen. These values are self-directed in that
they will learn for not just comprehension purposes but to critically evaluate the branches
of government, local governments, and community involvement. This project seeks to
then develop citizens that will become not only personally responsible, civic conscious,
justice-aligned, but will further both develop and encourage every level of English
proficiency.
Theoretical Framework
In 1974 the United States Supreme Court ruled in Lau v. Nichols case that
children with limited English proficiency have the right to equal access to public
education along with the right to assistance in learning English. In a political remedy,
Congress passed the Equal Educational Opportunities (EEO) Act of 1974. The EEO Act
is a federal requirement and mandate that allows appropriate educational programs to
overcome language barriers that impede equal participation by diverse populations of
immigrants.
In light of both federal and state policy, there continues to be two main goals for
serving English learners. The first goal is to enable English learners to become English
proficient. This project then serves as a continued opportunity for the education and
instruction in civics and how it pertains to passing the citizenship requirement-testing
component. In recent history we find ESL programs have joined secondary language
instruction to include reading, language arts, and other content area instruction. The
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second goal is to provide instruction with equal access to curriculum. This goal has been
met with the National Research Council’s review of instructional programs that compare
native language and immersion programs. These studies continue to find both mixed and
inconclusive evidence to determine what type of instructional programs are most suitable
for educating language minority students.
In the view of Vygotsky, psychologist, (1978) and Halliday, a sociolinguist
(1978), we understand through their studies that language plays a significant role in
human development.
These professionals both support the theory of dialogue in educational settings
which enables learners of all ages to collaboratively both gain and enhance individual
understanding of the world and thereby empower the individual’s potential for learning.
A dynamic scholar, James Banks, (2003) in his book, Diversity and Citizenship
Education: Global Perspectives address the importance of citizenship education both in
the United States but also globally. The book is relative to the rationale of my project as
how it relates to the instructional design of citizenship education given a culturally
diverse population of students. The theoretical framework addressed by James Banks
(2007) is centered on conceptual identities of citizenship education, multicultural
education, globalization and offers detailed analysis on how citizenship has found an
evolution around the world. The dynamics presented offers insight into two major
dilemmas which present argumentative discourse regarding unity versus diversity and
domestic multiculturalism versus cosmopolitan multiculturalism.
In the text, Unequal Chances to Participate in Adult Learning: International
Perspectives, the authors, Desjardins, Rubenson, and Milana, address the notation that
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citizenship in adult education has shifted into a arena of powerful interest groups and
addresses lifelong learning, Adult Literacy and adult education and training.
In 2000 the United States Department of Education began funding with grant
development in a new program termed English Literacy and Civic Education (EL/Civics),
which included in curriculum the concepts and functions of my project. Finally, the
citizenship curriculum was being augmented to meet the new demands of both adult
literacy and adopted theories and research with regards to immigrants and adopted
methods to prepare these populations with critical thinking, learning how to access
information and services. The Surdna Foundation researchers, Joel Westheimer and
Joseph Kahne identified three kinds of citizens who are referenced in Kevin Mattson’s
book titled, Engaging Youth: Combating the Apathy of Young Americans towards
Politics (1966). The researchers distinguish between a ‘personally responsible citizen,’ a
‘participatory citizen,’ and a ‘justice-oriented citizen.’ Merrifield’s, paraphrasing Gaventa
(1999) includes attention to skills that go beyond the traditional EL/Civics curriculum
that is mirrored in the National Institute for Literacy’s system reform initiative called
“Equipped for the Future” (EFF). That curriculum has identified 16 skills, including
“Advocate and Influence,” “Learn through Research,” “Resolve Conflict and Negotiate,”
and “Cooperate with Others,” that underlie the ability to effectively carry out key
activities in the adult roles (worker, family member, and community member/citizen).
Significance of the Project
The importance of the project is to insure that immigrants have a study guide and
knowledge and knowledge of the citizenship requirements and testing questions and
procedures. The United States has been welcoming immigrants from all over the world
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as signified by New York City’s Statute of Liberty and it’s significance to immigrants.
We the people of the United States continue to acknowledge the valuable contributions
offered by multicultural exchange. Our United States history is testimony to the
significance of the diversity of our people who have immigrated and found a common
value in our collective contributions to civic values set forth by our founding fathers and
the importance and value of the English language. The project further develops the
necessary knowledge of residence requirement, the necessity of the applicants’ moral
character and the statutory period surrounding the swearing-in ceremony. Knowledge of
the US Immigration Act and applicability to citizenship will be discussed in the
handbook developed for this project. The project will also focus on the test questions but
will be developed for the applicant to include principles of the Bill of Rights,
Constitution of the United States, and web sites associated with readings that will be
pertinent for the applicant to not only successfully pass the exam but allow the applicant
a broad learning curriculum on-line to develop the abilities to understand the
responsibilities and benefits in becoming a Citizen of the United States of America. This
project will also meets the applicants need to pass an exam on the history of government
of the United States. The additional component of this project will serve as a guide to
successfully integrate new immigrants into the American civic culture. Furthermore, this
project will allow immigrants an on-line study of practical and useful information to
introduce the new immigrant to the United States system of government.
Limitations of Project
The limitations of this project are intertwined with native literacy, literacy in the
new language, access to computers, computer literacy, domestic obligations, work
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schedules, and for many of these adult learners the complexities of their immigration
status within the United States of America. English learners need explicit instruction in
the aspects of English that may differ from their native languages, including phonology,
morphology, and syntax of English (Au, Garcia, Goldenberg, &Vogt, 2002). This
instruction in English is a prerequisite to taking any test to become a United States citizen
given the fact that the test itself or any on-line instruction will be administered in English.
Therefore, this on-line instruction and handbook are limited to only those
individuals who meet very specific criteria of the above-mentioned literacy’s.
Definition of Terms
Bill of Rights: The first ten amendments the U.S. Constitution guaranteeing such rights as
the freedoms of speech, assembly, and worship
Constitution: the basic written set of principles and precedents of federal government in
the United States of America
ESL: English as a second language
Globalization- Develop or to be developed to make possible international influence or
operation
INS: Immigration and Naturalization Service
Immigrant- a person who comes to live permanently in a foreign country.
Multicultural: of, relating to, or constituting several cultural or ethnic
Groups within a society
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American Revolution: The struggle by which the United States won independence from
Great Britain. It took place from 1975 to 1783.
Abroad: Outside of one’s home country; in a foreign place.
Representation: The right or privilege of being represented by delegates in a legislative
body.
Rights: Basic things that people can freely do; freedoms and privileges.
Segregation: Separation of citizens of different races.
Republican: When a country’s political power comes from the citizens, not the rulers, and
is put into use by representatives elected by the citizens.
Equality: The idea that all humans have the same rights, and that none are worse or lower
than others simply because of their skin color or ethnic background.
Federal: Having to do with the national, or central, government, rather than the
government of a specific state.
Legislative: Having to do with making laws; often refers to the group of elected officials,
such as the U.S. Congress, who get together to make laws.
Democratic: Having to do with government by the people or the idea of political equality
for all.
Polling Station: Where people go to vote in elections.
Bill: Legislation that has formally been introduced in Congress
Sociocultural competence: The ability to function effectively by following the rules and
behavioral expectations held by members of a given social or cultural group.
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CHAPTER II
REVIEW OF LITERATURE
Introduction
The pursuit of knowledge continues to simulate the pendulum of learning for
today’s students because things will continue to change and learning has evolved into a
life long learning scenario where the pursuit of knowledge has never been more exciting
and which nothing is certain and the norm is change. Living and working are so different
now from even a few year’s ago that the ability to learn is centered on a mobile
environment which requires students to participate in a new paradigm of technologies.
Technology then enables students by fostering the use of computer learning in reading,
writing, sharing, and encouraging communication skills. The review of this literature
encompasses collaboration in learning technological environments that encourage
students to analyze, synthesize, and develop media literacy skills.
Since this handbook relies on multi-media literacy the adult second language
learner will need to be exposed to various on line learning design concepts as reviewed
by Thomas M Duffy and David H. Jonassen in their book Constructivism: New
Implications for Instructional Technology. Further topics that the review of literature will
embrace will include:
Adult Education curriculum that will meet the educational
objectives for citizenship.
Multimedia literacy in development of on-line learning instruction
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Participation in Democracy
Importance of English acquisition
Social cultural and language literacy
Content based instruction for Second language learners and it’s
relationship to the demands of the business community
Howard Gardner’s theories of multiple intelligences in regards to
language acquirement
A strong support of this project includes both the design instruction and its
relationship to the materials developed that are connected and appropriate to the learning
goals and objectives. In review of Duffy and Johnson as addressed at the beginning of
this review of the literature it is clear that there be an integration of learning both
descriptive and prescriptive in the instructional design.
In recent on-line and digital multimedia, studies have indicated that media
literacy allows individuals to access, analyze, and evaluate messages from diverse forms
of media. Media literacy is a venue for learning language and allows for a significant
potential of cutting-edge tools that allow the individual learner to adopt further language
acquisition and process the medium that allows the new English language learner to
develop critical thinking skills in their new language.
In the information age in which our individual students live it is paramount
that this project further identifies a work product that will introduce them to media
literacy and the relevance that this literacy will have in their daily lives by utilizing
instant messaging, online journaling, wikis, chat spaces, etc. to broaden communication
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and learning across space, time, and culture. (Lam, 2004; Leander & McKim, 2003;
Leander & Sheehy, 2004; Rowsell & Pahl, 2007; Stein, 2007).
This prospect supports indispensable consequences not only for language literacy
learning but also for the development of affiliations and identities that “cut across
national, ethnic, and linguistic lines” (Lam, 2006). What is of magnitude importance to
this project is the use of technology with culturally and linguistically diverse students in
obtaining citizenship within the United States of America. In the review of social-
cultural literacy researchers have determined that media effects individuals values and
behaviors, it is by far the nature and purpose of usage, rather than technologies alone that
shape consequences. (Greenleaf,1994). Providing students with both an on-line context
to study the historical concepts and handbook that will allow images, ideas, and symbolic
mediums such as language across geographical and social spaces (Lam, 2006) to learn the
United States history and pass the citizenship exam. Students participation in this project
will allow them passage into digital literacy’s as researches continue to argue on the need
to integrate media in classrooms with both sensible and reflective edgewise views of the
social context of becoming a United States citizen. (Hull & Schultz, 2002; Stein, 2007).
Importance of English Acquisition
In 2006 the United States Senate voted on two separate amendments to make
English the national language and to make it the common unifying language of the
county. (Wikipedia) U.S. English, an advocate group for “Official English” summarizes
their belief that “the passage of English as the official language will help to expand
opportunities for immigrants to learn and speak English, the single greatest empowering
tool that immigrants have to succeed.” (us-english.org “Background of organization” )
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Research indicates that every year, more and more students who speak
languages other than English and who arrive to College classroom doors are from
families and communities with diverse histories, educational experiences, world views
and many are recent immigrants who are seeking economic opportunities. Many of these
students find their way into the United States by families seeking refuge from political
repression or persecution.
In a TESOL journal (2004), an article articulates that adult learners are seeking
further development in English language to realize a broader goal of the competencies
needed to pass the United States citizenship exam. The article acknowledges that ESL
educators in adult education programs have had a history of this schematic reasoning and
have concurrently incorporated appropriate educational methodology to meet the
immigrant’s educational objectives. This incorporation into ESL curriculums has been
utilized by adding civics courses into college level studies.
The literature researched led me to the question about what do most native
speakers know about civics. A majority of adult students have children who are enrolled
in public schools, understand that employment requires payment of both federal and state
taxes, and usually rent homes that require some form of legal commitment which is
inclusive in experiences that involve both rights and responsibilities of citizenship. The
immigrant must understand some knowledge of common legal documents which might
entail a contract, a lease, or a subpoena which are continued examples of both the rights
and responsibilities of a United States citizen.
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Citizen Exam On Line Learning
The United States Citizenship and Immigration Service (USCIS) are currently
introducing a new US citizenship exam. In this revision the TESOL board of directors
has been actively participating in their recommendations. The paramount issues include
access, level of difficulty, test format, test content and study guide. Within the access
division such considerations are addressed as to the limitations of many of the
populations of immigrants that includes both the learning disabled and the elderly who
have limited formal education.
Next, the level of difficulty addresses the factors of reading proficiencies and the
content of United States history that must be attained to secure a passing score on the
United States citizenship exam. The other two issues discussed both the difficulty and
the need for a study guide to allow the individual a pathway to understand both the
history of the United States and the democratic form of government we embrace.
Therefore my project embraces these goals and objectives that will allow
immigrants to be successful in the exam process utilizing both on line curriculum links
and examples of testing information.
In a TESL-EJ article written in December, 2007, it is reported that Webquest
Writing Instruction program on EFL learners on the community college level,
significantly increased both writing performance as well as addressing writing
apprehension, and utilizing web-resource integrated language learning. To summarize
the study within this article, it was determined that the use of such technology in learning
sites increased student performance. The correlation includes both real-world situations
that engage learning activities that allow for analysis and creative production projects.
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As we collectively understand, the World Wide Web has affected education and
continues to present educators with an informational tool (Cunningham 2000; Lee,
2000a). With the use of technology, citizenship dynamics, and the underlying potential
for such a visual, auditory, and self-directed modality, this project will continue to
embrace technology as a valuable pedagogical tool in language development and serve as
an inquiry-oriented activity for web based learning. (Grabe & Grabe, 2001). In a article
by Dudeney (2003), he reinforces the importance of the internet into language classrooms
and understands the value of communication, and utilization of the internet to encourage
critical thinking leading to group activities within a classroom setting and introduces the
importance of learner motivation through interdisciplinary tasks of acquiring knowledge
to facilitate language learning.
Ge Stoks (2002) writes about the benefits of browsing web sites to increase
language comprehension. The project of the civics handbook will allow the learner down
an effective pathway to both motivate and empower each individual student in learning
the dynamics of democracy. This project embraces media literacy to engage the
individual student to learn concepts and practical everyday skills necessary to understand
the structure of government both federal and state. Further it seeks to allow citizenship
education a venue for student-centered responsibility, with a focus to engage students
into societies real world needs. The project will utilize audio-visual tools that will enable
students the ability to apply knowledge through instructional web sites that will include
vocabulary development, spelling, grammar, context, and utilize a citizenship-designed
test.
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Howard Gardner’s theories of multiple intelligences is relative to this project
in that it utilizes domains of language in the acquirement of syntax, sensitivity to the
meaning of words that Gardner (2004) clarifies as the core operations of language.
Gardner elaborates and justifies his position as a psychologist and neuroscientist that
“one could not hope to precede with any efficacy in the world without considerable
command of linguistic tetrad of phonology, syntax, semantics, and pragmatics” (Gardner,
1993). Gardner’s multiple intelligences for the significance of this project are his
theories on linguistic intelligence and its capacity to utilize this intelligence to both
express oneself and also understand other individuals.
Content Based ESL Learning Curriculum
Although the main focus of this project is to assist the learner to pass a
citizenship exam the overall content of the project seeks to allow students the opportunity
to both understand and participate in the United States of America’s form of Democratic
government. In Brown, C.L. (2004a), he stresses the importance for vocabulary
development, use of language activities and methods of learning utilizing pictures, realia,
schemata, and other aids to assist adult ESL learners. Included in his clear definition to
meet both required state and national performance benchmarks, Brown utilizes a scaffold
learning approach to plan effective instruction and manage student learner gains.
Included in the project will be a multistrand standard of instruction that weaves listening
for content, visual cues for learning recognition of facts and concepts presented, and
various instruction modalities to facilitate the learner to engage in organization of
information and facts. In a 2001 publication, Why Business Cares about Education, the
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article presents value for life long learning and the need for knowledge and skills of
critical thinking which will be introduced within the citizenship exam.
Summary
To summarize the literature reviewed, the target of this literature supports the
second language learner in understanding democracy, the responsibilities associated with
becoming a United States citizen, knowledge of the the importance of English language
acquisition, and the broad aspects of both learning and participating in their new
citizenship. The literature continues to engage value in communication and understanding
of real-world situations and how it relates to the information age along with critical
thinking skills that are integrated throughout both the writings and studies of various
noted recognized authors. The overall conclusion of the articles reviewed indicates the
importance for a such a design concept of learning utilizing technology for not only a
successful passing score on the United States citizenship exam but an integral learning
component of the study and value of this learning modality in the study of democracy. It
is clear from these readings that the abstract idea of citizenship entails is an opportunity
to the understanding of what democracy entails. These second language learners are
expected to become involved in a pursuit for democracy and need to understand how it is
both developed or addressed in other political systems, what rights, responsibilities, and
duties are entailed by their new citizenship and the sustaining obligations that are entailed
by it, and how it is intertwined to the various institutions of the United States.
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Chapter III
THE PROJECT AND ITS DEVELOPMENT
Description of the Project
This project is centered on Adult English language learners who continue to
reflect a growing population of adult education programs in community colleges
throughout the United States. We continue to find large numbers of immigrants settling
into communities and are in need of a handbook to assist them in attaining a passing
grade on the United States citizenship exam.
The handbook further allows the new immigrant to practice United States
citizenship questions by reading the selected questions and allowing the student to select
the appropriate answer. These questions will include multiple answer questions and
further introduce the new language learner to enlist visual cues which will provide them
language access. The handbook will provide additional resources for adult students to
become interested and engaged with national, local, and global issues. This handbook
further addresses our American Democratic system of government that allows both
participation and an understanding of both content and relevant knowledge of United
States history and how it integrates into political understanding of being an active
participant in their new democracy.
This handbook will be organized to provide the learner with a broad range of
topics that link American citizenship with our countries history, development of
geography, and critical thinking skills to illuminate thought and judgment about
contemporary issues relating to their new citizenship. The handbook contains sections on
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the history of the United States of America and outlines web sites that explain the periods
of American History from the Colonial Period, Revolution, to the Expansion of the
Country to the Civil War, and into the Modern Era of United States history. It
additionally employs the movement of the adult student past the classroom and into a
wide network through internet sites that will address issues of ethnicity, culture,
language, and religion. These components within this handbook will allow students to
respect each other’s differences and build on their commonalities.
Development of the Project
This project was developed in response to an on-going need for a curriculum
that is meaningful for all students in relation to both diversity of student populations and
a mechanism for ensuring citizenship that is an essential component for the community of
English language learners. The handbook is centered on not only citizenship exam
questions but will be a useful tool for discussions that embody language lessons, identity,
values, and belonging. The stages of the development are surrounded for monocultural
and multicultural adult language learners. The handbook includes active links within
Internet web sites that will allow students to build active links that will engage the second
language learner and will provide them with multimedia resources as a scaffolding
method for attaining information necessary to pass the citizenship examination and to
provide an impetus to become a life long learner.
The American democracy sites will also provide the learner with an academic
course that is relevant to both their citizenship test and a venue for these students to fully
comprehend what it means to be an American. The development is finally centered on
some of the difficult and controversial issues that will most certainly confront them in
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their daily lives. This will permit students the opportunity to both embrace and
acknowledge a broad understanding of what brings us together and ultimately will serve
as an avenue for participation in an active and inclusive democracy.
The Project
The handbook as outlined below will serve to ensure that every student
develop a core entitlement for citizenship and to gain a broad understanding and cultural
literacy of the American democracy. Allowing for students to make a positive
contribution involved within communities and engage these students to achieve these
critical literacy skills to develop a sense of belonging. See Appendix A.
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CHAPTER IV
CONCLUSIONS AND RECOMMENDATIONS
This project was developed for the adult second language learner of English in
order for these individuals to both pass the United States citizenship exam and to expand
their knowledge of democracy. The project’s intention introduces the learner to an
understanding of concepts, vocabulary, and relevant functions of our government. This
will allow these students to have a broad base knowledge of constitutional amendments
that will encourage these learner’s to both analyze and reflect on how these laws will
affect them in their new democracy. The students will continue to achieve a personal
sense of accomplishment by reading the resources outlined in this project and
investigating the many facets of government including Federal, State, and local
municipalities.
Recommendations
This project will be used in an adult school setting for high intermediate level
English learners. Grant writing that will allow more opportunity for student access could
further enhance the project. The review of the literature in this project has provided an
impetus for the reality of technology in these adult learner’s lives and by providing these
students with a citizenship class that involves online learning, to include bogs, wikis, and
other cyber culture venues to both communicate and achieve technological sophistication
that will be mandatory in their lives. The handbook will generate both a study of the
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United States citizenship exam and directly enhance access to literacy in their new
language.
Web Sites For Citizen Exam Study
Identify the three branches of government and their relative functions.
Website: http://enotes.com/government-resources/american-government-an-overview
Explain the United States Constitution and Powers of Congress
Website: http://usconstitution.net/const.html
Understand the historical events and the different periods of American history.
Website: http://www.rootsweb.ancestry.com/~bwo/us-hist.html
Reflect on the top one hundred most influential figures in American history.
Website: http://www.theatlantic.com/doc/200612/influentials
Analyze amendments made to the United States Constitution and reflect how these laws
effect your citizenship.
Website: http://www.youtube.com/watch?v=mxJtZNjZ2g
Understand Democracy and different types of government.
Website: http://www.youtube.com/watch?v=2C_YBhY11yA
Investigate the two major political parties of the United States Democracy.
Website:
http://encarta.msn.com/encyclopedia_761558305/political_parties_in_the_united_states.h
tml
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Watch a film and list the names of the President, Vice-president, your senators, and one
representative of your geographical home location.
Website: http://www.youtube.com/watch?v=cLWvHCUB_RE&feature=related
Explore the economic Statistics Briefing Room:
Website: http://www.whitehouse.gov.fsbr/employment.html
Investigate the twenty plus educational websites about independent political parties.
Website: http://mashable.com/2007/11/11/20-sites-independent-parties/
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