U.S. Civics and Citizenship Online
Teaching Civics to Adult ESL Students
BACKGROUND AND STANDARDS
Research and articles in civics for adult English language learners are presented in this section. Many of these resources are from federal and state government-sponsored studies. Some describe successful demonstration programs and practices, and others summarize policy issues and legislation affecting English Literacy (EL)/Civics.
Adult English Language Instruction in the 21st Century
Center for Applied Linguistics (CAL), 2003
Ideal for new English as a Second Language (ESL) instructors or ESL program administrators and teacher trainers who work with new instructors. Provides an overview of trends and issues in adult English language instruction, within the larger context of the U.S. education system, and highlights promising practices in civics instruction, family literacy, and workplace EL programs. Covers many aspects of the field, including assessment, instructor training, professional development, research, and technology.
Download/view PDF (145KB): http://www.cal.org/caela/esl_resources/languageinstructionEng.pdf
Arizona Adult Education Standards
Arizona Department of Education, 2006
The Arizona Standards Initiative strives to enable adult educators to assess student performance and measure program effectiveness with greater accuracy. This document contains a section on English Language Acquisition for Adults (ELAA) offering content and performance standards for five levels of adult ESL proficiency. Standards for each level are accompanied by performance indicators for reading, writing, listening, speaking, and other language functions. Also identifies supporting grammar and includes sample activities and glossary.
Download/view PDF (1.7MB): http://www.ade.state.az.us/adult-ed/Documents/AEStandards/Adopted/AZAEStandards-2006Rev.pdf
English for Limited English Proficient Adults Curriculum Framework
Florida Department of Education, 2005
Describes Literacy for Adult English for Speakers of Other Languages (ESOL) Learners and Citizenship curriculum frameworks (content standards) and skills at six proficiency levels. Citizenship standards cover requirements and procedures for becoming a U.S. citizen; citizens’ rights and responsibilities; U.S. symbols; prominent individuals and events in U.S. history, government, and culture; and the structure and function of the U.S. government.
http://www.fldoe.org/workforce/dwdframe/ad_frame.asp
English Literacy and Civics Education
Center for Adult English Language Acquisition (CAELA), Center for Applied Linguistics (CAL), 2006
Describes the U.S. Department of Education’s EL/Civics Education program and offers guidance to instructors and tutors on tailoring instruction to beginning, intermediate, and advanced levels. Includes links to organizations, articles, books, and literature.
Download/view PDF (181KB): http://www.cal.org/caela/esl_resources/briefs/EnglishLit_Civics2.pdf
English That Works: Preparing Adult English Language Learners for Success in the Workforce and Community
B. Marshall, Oakland Adult Education, Center for Adult English Language Acquisition, 2002
Discusses efforts in adult ESL education to link language instruction to workforce and civic skills. Describes the social forces underlying these efforts and how adult ESL educators can integrate workforce and civic life skills into their curricula. Also outlines how educators can use learner-centered instructional strategies and classroom management techniques to convey these skills. Provides lesson ideas and outlines skills included in the Equipped For the Future (EFF) Standards and the SCANS Competencies.
http://www.cal.org/caela/esl_resources/digests/Englishwks.html
Integrating Civic Participation and Adult ESOL
A. Nash, New England Literacy Resource Center, 2005
This article proposes a process for building ESL students’ capacity for engaged and active citizenship through an examination of policies and systems affecting their lives. Based on content drawn from experience working with providers, the Equipped for the Future (EFF) citizen/community member role map, and a theoretical framework describing three kinds of citizens: personally responsible, participatory, and justice-oriented citizens. Presents a series of steps with specific suggestions for classroom activities and examples from teachers.
http://www.nelrc.org/publications/cpandesol.html
Maryland Content Standards for Adult ESL/ESOL
Maryland State Department of Education, 2006
Addresses six language skills: listening, speaking, pronunciation, reading, writing, and grammar. Uses the National Reporting System common-level descriptors to describe the proficiency of learners at each level. Includes an introductory training module, content standards by level and by skill, competencies, cultural notes, workplace skills, technology skills, metacognitive skills, and instructional resources. Explains how the standards can provide an appropriate framework for EL/Civics instruction.
Download/view PDF (17.8MB): http://www.umbc.edu/alrc/ESLCS06.pdf
Massachusetts Adult Basic Education Curriculum Framework for English for Speakers of Other Languages (ESOL)
Massachusetts Department of Education, 2005
Presents ESOL content standards for learners at all levels. Skills necessary for English language learning are contained within the framework’s seven strands: listening, speaking, reading, writing, intercultural knowledge and skills, navigating systems, and development strategies and resources for learning. Also identifies proficiency levels and benchmarks for each standard and includes a glossary, teacher vignettes, and student performance-level descriptors.
Download/view PDF (680KB): http://www.doemass.org/acls/frameworks/esol.pdf
Nevada’s Content Standards For Adult ESL Programs
Nevada Department of Education, 2006
Content standards organized by program level, learning proficiencies (reading, listening/speaking, writing, and supporting grammar) and related standards, assessments, competencies, and EL/Civics objectives. Specifies skills and knowledge for learning proficiencies at all levels, which correspond to the six National Reporting System educational functioning level descriptors. Provides an overview of civics education, CASAS competencies, Equipped for the Future (EFF) contents standards, and the EFF citizen/community member role map.
Download/view PDF (1.5MB): http://www.literacynet.org/nevada/sdocs/ESL_EL_Civics_Standards.pdf
Ohio’s Revised Standards for English Speakers of Other Languages: Listening, Speaking, Reading and Writing
Ohio Department of Education, 2004
Includes revised standards based on the National Institute for Literacy’s Equipped for the Future (EFF) Standards for ESOL. Standards in listening, speaking, reading, and writing are organized by title, performance components, and benchmarks. Benchmarks specify the skills and knowledge within each discipline and correspond to the six National Reporting System educational functioning levels for English Language Acquisition.
Download/view PDF (1.2MB): http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=11473
Q & A - Civics Education for Adult English Language Learners
L. Terrill, Center for Applied Linguistics (CAL), 2000
Aimed at the new EL/Civics teacher, this digest outlines the events that shape EL/Civics education, defines civics education and citizenship education, and provides activities and approaches to integrating civics education with language learning at the beginning, intermediate, and advanced levels. Also provides links to additional resources.
http://www.cal.org/caela/esl_resources/digests/civics.html
Standards for Adult Education ESL Programs
Teachers of English to Speakers of Other Languages (TESOL), 2002
Standards for program quality in English literacy cover nine areas: program structure, administration, and planning; curriculum and instructional materials; instruction; learner recruitment, intake, and orientation; learner retention and transition; assessment and learner gains; employment conditions and staffing; professional development and staff evaluation; and support services.
Available for purchase from:
http://www.tesol.org/s_tesol/sec_document.asp?CID=86&DID=1839
West Virginia Instructional Goals and Objectives - ESL
West Virginia Department of Education, 2007
Part of competency-based student monitoring system, ESL Instructional Goals and Objectives (IGOs) describe what a student should know and be able to do at six levels. Levels align with the National Reporting System educational functioning levels. Organized by oral communication (listening, speaking, grammar, pronunciation/fluency, and telephone skills) and reading/writing (phonemic awareness/word analysis, vocabulary, comprehension, accuracy/legibility, organization/composition, and spelling). Describes how to use the IGOs to monitor student progress.
Download/view PDF (1.1MB): http://www.wvabe.org/tcher_handbook_pdf/section6.pdf
