Linda Laccetti, instructor ABE/HSE class
Judy Trupin, instructor ESOL 3-4 class
ACCESS Center Questar III, 283 River Street, Troy NY 12180

• Learners will become familiar with the history and traditions associated with American Independence Day (the Fourth of July).
• ESOL learners will gain confidence in their abilities to interact with Americans
• ABE/HSE will become aware of the traditions associated with a holiday in another country
• Learners will become comfortable bringing up websites

During the year, our intermediate/advanced ESOL and ABE/HSE classes have had several opportunities to interact. We felt that both classes benefited from the interaction, and wanted to create another opportunity for this.

One of the commonly expressed anxieties in Judy's ESOL class is that they are afraid to talk with "real" Americans. Most of the previous opportunities have been predominately in a group setting -- such as listening to a representative from an employment agency and participating together in a question and answer setting. We wanted to provide an opportunity for real dialogue and interaction.

We felt that individual dialogue with ESOL learners would provide ABE/HSE learners the opportunity to find out directly about another culture. Also, many of the ESOL learners are fairly computer-literate, and might be able to assist those ABE/HSE learners who have lesser computer skills.

We chose the topic of American Independence Day, as discussing American history is a relevant topic for both classes.

1. INTRODUCTION (each class working separately)

a. Each instructor explains that each class member will be interviewing someone from the other class, and writing a summary of the interview.

b. Instructors pass out interview worksheets and reads through the interview questions that her class will be asking of the other class. (see handout for ESOL or ABE/GED )

c. After the learners have read the questionnaire, they are asked to write three additional questions to ask their partner. Instructors check questions, and provide assistance as needed.

d. When both classes are ready, the two classes are joined and partners assigned. As the learners conduct their interviews, instructors monitor and assist as needed.

e. When the interviews are completed, learners return to their own classrooms to write their summaries. ( see handout )

d. Either in pairs or as a class, learners share their summaries with each other.

3. INTERNET ACTIVITY. (this activity can be done with both classes together, or each class separately)

a. Instructors explain the activity to the class and go over Internet Activity worksheet (see handout)

b. Class goes to computer lab ( see computer vocabulary list and getting on the Internet handout ), and completes activity, either in pairs or alone. Instructor monitors and assists as needed.

c. After completing the activities, class returns and shares their information, either in pairs or as a class.

d. Instructor checks, or class peer edits writing assignment. (see Web answer key )

 

a. As a class, discuss the vocabulary (see July 4th 1777 handout)

b. Learners are asked to read the passage on how July 4th was celebrated in 1777, looking for differences and similarities with what they have learned about how it was celebrated now and how it was celebrated then.

c. Learners are asked to take a partner who does not speak their language, and to make a list of similarities and differences between July 4th celebrations in 1777 and today.

d. Learners regroup with another set of partners to expand their lists

e. Information is shared as a class.