Advocating for a Cause: A Lesson in Community Action

This lesson is intended for high-intermediate to advanced learners ESL learners. It is designed to be a lesson that can be extended over a few days or a few weeks, depending on the skills of the learners and frequency of class meetings. The purpose of this particular lesson is to show non-native English speakers that they have a voice within their communities and to demonstrate how that voice can be heard.

The following lesson is designed to take place over a period of 12 hours of class time. In our program, this represents eight classes (each 90 minutes). Classes meet twice a week.

Step One: Identifying the problem in the community. Have students brainstorm ideas using such methods as mapping, interviewing each other, grids, etc. Once four or five issues have been targeted, have students vote on which issue to pursue as a group.

Step Two: Finding a solution. Using any of the methods described above, explore learners' ideas for solutions. Have students vote on the most viable solutions and set a goal.

Step Three: Research. Identify questions for research, then use various mediums such as the library, local agencies, the Internet, etc. to gather information about the identified problem.

Step Four: Writing exercises. Have students write letters to those who are pertinent to the issue, such as local politicians, newspapers, agency or company directors, or other local community leaders. Also, in preparation for Step Five, have students write a list of key points and ideas for debate.

Step Five: Mock debates. Role play various sides of the issue. Have learners argue both sides of the problem.

Step Six: Community Action. Take issue to larger level, whether local, state, or federal by meeting with representatives, appearing at open forums, creating petitions and canvassing the community, etc.

Step Seven: Reflection. Allow time for journal writing about the experience of community action. Pose questions to be addressed or encourage free-writing.

CLASS ONE

Step One: Identifying the problem
(Question was posed to students: "What problems exist in your community?")

Brainstorm results

• Litter
• Graffiti
• Talking to doctors
• Talking to teachers
• Public transportation
• Gangs
• Need more free English classes
• Need more first-shift jobs

Step Two: Finding a solution

Brainstorm results

• Contact libraries or other programs that may help us
• Create a new state agency that would help parents talk to schools
• Contact the PTO
• Contact your church, temples, mosques
• Contact community agencies
• Talk to neighbors and friends
• Contact family centers located within the schools

CLASS TWO

Goal: To advocate for better communication between schools and parents who are second-language speakers by creating a resource office that assists parents in their dealings with their children's education.

Summary of Problem: Many non-English speaking parents find it difficult to participate in their children's education due to language and cultural barriers with teachers and administration. These barriers deny parents a voice in their children's learning process.

Solution: Develop an office within the State Department of Education designed to assist non-native speakers in interacting with teachers and other administrators at their children's schools. Workers (Parent Outreach Counselors) in this office would represent various languages and cultures based on the population of the State. The majority of their time spent will be brokering between parents and teachers and school-related personnel during on-site and at-home visits. Parents would be notified in advance of their representative either by letter or phone call in their native language.

Step Three: Research
(The following questions were teacher generated.)

Questions for Research:

• Is there a need for this kind of service in your state?
• Does such an agency similar to this already exist?
• What problems with communication can you identify between schools and parents?
• Which local and state Representatives are known advocates for education?
• How many different languages and/or cultures need representation in your state?
• Can you identify which areas in your state need the most representation?
• For this new position, what qualifications would you look for in a candidate?

CLASS THREE

Research Results: Through discussion with peers outside of class, students discovered that many of their neighbors had the same feelings regarding communication with their children's teachers and schools. They felt that it was hard to talk with English-speaking teachers about complex issues like their children's behavior and progress.

It was learned through Internet research that there is a high population of non-native English speakers in the state who could use this service, including Spanish speakers, French speakers, Laotian speakers, Cambodian speakers, Portuguese speakers, and speakers of African dialects. Key cities in Rhode Island were identified, such as Central Falls, Newport, Pawtucket, Providence and Woonsocket.

Through telephone calls made to the State Department of Education, it was found that no such agency exists. State Representatives whose voting records show support of educational issues include Senator Mary Parella, Representative Paul Moura, Senator Robert Kells, Senator Catherine Graziano, Senator Elizabeth Roberts, Representative Paul Crowley, and Representative Thomas Slater.

Class discussion revealed that the candidates for this position should be fluent in a native language identified in the above list and in English. Ideally, candidates should be chosen from the communities which they represent. Candidates should have backgrounds or degrees in social services, education, counseling, or related fields. Experience working with adults and children, willingness to travel, persistence and flexibility should be required. For writing practice, have students as a group write the job description.

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CLASSES THREE (con't) and FOUR

Step Four: Writing Exercises

Two consecutive classes were spent drafting letters to local politicians and newspapers. In keeping with the writing process, activities included mapping, peer review, drafting, and revision. One sample letter to the editor follows:

Dear Editor:

I am a parent. I have two children who go to school in Providence. My first language is Lao. I am learning English, but I cannot speak English well. It is difficult to talk to my children's teachers. Many times I want to ask the teacher questions about my children, but I cannot. Sometimes I don't understand the papers from the teacher, or why my child stayed after school one day. It would help me if I could talk to someone in my language at my children's school. Maybe the school can hire a person to do this job.

• Will the service be free?
• Who will pay for the new agency?
• Is this a practical idea?
• Will many parents use this service?
• How would this service work?
• How many times a year can a family use this service?
• Would my situation be private?
• How do we make sure the worker helps only with school issues?

CLASSES FIVE and SIX

Step Five: Mock debates

Three debates were practiced:

1. Is this a practical idea?
2. Will many parents use this service?
3. Would my situation be private?

(Homework: Students to canvass their neighborhoods to gather signatures for petition.)

CLASSES SIX (con't) and SEVEN

Step Six: Community Action

Students created a petition and agreed to canvass their neighborhoods for signatures. The petition stated, "We the undersigned support the creation of a new state agency designed to help non-English speaking parents talk with teachers and school administrators."

We had hoped to gather an estimated 140 signatures -- twenty for each of the seven students in the intermediate group. Unfortunately, "real life" hindered students' motivation and participation. Once at home, students found it difficult to find the time and energy to go out and speak to their neighbors about this subject. Students also felt insecure about this new cause and hesitant to present it to people outside of class. As a result, only 30 signatures were gathered, mostly from family and close friends of students.

Unwilling to abandon the effort altogether, two of the more outgoing students volunteered to contact Representatives by phone. One student spoke directly with a Representative who listened politely and agreed that it was a good idea, but felt other services were already in place to assist parents. She also thought that it would be too costly to create a whole new agency, and that there wouldn't be much support at the state level. The other student who contacted a Representative left a message and hadn't heard back within the week.

Because the impetus behind the assignment seemed to have waned, students decided to abandon this project and move on to new work.

CLASS SEVEN

Step Seven: Reflection

One more step was necessary before abandoning the project. Students were given several prompts for journal writing:

• What did you learn from this experience?
• Even though the project wasn't successful, was it helpful to learn about advocacy? Why or why not?
• What is your understanding of what "advocacy" means? Is it different from before the project began?
• Which part of the project was most useful and why?
• Will you participate more in community causes now? Why or why not?

Exercises and discussions within the structure and safety within the classroom proved to be motivating and manageable. Once the project moved outside the classroom environment (signature gathering and phone calls to Representatives), motivation dropped significantly, and the project seemed to become overwhelming in its purpose.

For the future, it was decided that this project would be more successful if designed to operate within the confines of the classroom. A restructuring might include having Representatives visit, canvassing neighborhoods as a group with the teacher, role-playing canvassing among the students, or visiting government offices as a class.

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