Prepared by Maria Elena Gonzalez, Adult Literacy Resource Institute/SABES
This is an ESOL lesson plan on the budget cuts using the problem-posing method. Problem-posing is tailor-made for just this kind of situation because it promotes action while it builds up critical thinking skills. Feel free to adapt to your particular classroom situation.
Problem-posing uses “codes” which as Nina Wallerstein writes “…are concrete expressions of a theme or problem which carries emotional and social impact for students.” Codes can be pictures, written dialogues and role plays, stories and parts of videos/movies.
The following dialogue is meant to model an actual telephone call that a learner makes to her state legislator. It also introduces the issue while it leaves the final “action” open-ended for the class to decide as a group.
Dialogue
Marie Duval: Hello, I’m calling about the recent cuts in adult basic education…
Receptionist: Hold on, I’ll put you through to the Senator’s aide
Senator’s Aide: May I help you?
Marie Duval: Yes, I’m calling about the recent cuts in adult basic education. I want the Senator to work to restore the funding.
Senator’s Aide: The Senator knows about these cuts but the state does not have enough money to pay for all the services needed.
Marie Duval: I understand that but you know that everybody needs at least a High School education to get ahead in life. Immigrants like myself who work hard and pay taxes need English classes. People need education so they can help their children with their homework. I want…
Senator’s Aide interrupts: Okay, okay, Miss. I’ll tell the Senator that you called. What is your name?
Marie Duval: My name is Marie Duval.
Senator’s Aide: How do you spell your last name?
Marie Duval: It is spelled D – U – V – A – L
Senator’s Aide: Where do you live?
Marie Duval: I live at 503 Park Street in Mattapan.
Senator’s Aide: Okay, thank you for calling.
Marie Duval: Thank you for telling the senator that I called. Please make sure she gets my message.
For Discussion:
1) Who is Marie calling? What is it about?
Who answers the phone? What do they say?
2) Why is Marie concerned about this situation? Why is she making this phone call? Is it a good idea?
3) What do you think about this problem? How does it affect you? How does it affect your program? Your community?
4) What are the reasons for this situation? Why are we having this problem?
5) What can be done about this situation? What can you do? What can we do together?
Activities:
Step 1: Model reading the dialogue. Clarify vocabulary. Go over meaning of words such as “legislature”; senator; representative; aide; restore, funding, adult basic education (your students may only know about “English classes”).
Step 2: Read dialogue again or have 2 students read the dialogue. Change “Senator” to read “Representative”. Use actual names of reps and senators that represent the learners.
Step 3: Discuss dialogue using the questions above. Be ready to give additional background information such as on state government structure, funding, state budgets. (refer to information on sabes.org website) It is important to be prepared so you can give information that is concise and easy to understand. Remember, there is a language barrier. You don’t want to overwhelm your beginner/intermediate students with too much information they don’t understand.
Step 4: As students discuss questions in 4 and 5 above, keep notes on newsprint. Since several suggestions may be given, explain that time is at a premium and that the class/they need to decide on a course of action.
Step 5: Some suggestions for course of action: (1) Suggest that students practice the dialogues with each other. Help them adapt the information to fit their situation (name, address, etc.) Help them look up the names of their local reps and senators. Set up a time to make actual phone calls.
(2)Schedule a visit to the State House to visit legislators. Target the reps and senators that represent the learners in your classroom. Draw up a list before you go with office numbers.
(3)Write a class letter to the legislators then have students copy it individually adding their address and signature. Mail immediately.