Ch. 13: Designing a Civics Course

Let's Participate: Designing a Civics Course for Adult Migrants : 

Diana Parsons EESL 614 April 29, 2009 Let's Participate: Designing a Civics Course for Adult Migrants

Background : 

Background Australian government provides 510 hours of free English language instruction to new immigrants during the first 5 years they are residents. 1998: Australian government wanted to celebrate the 50th anniversary of Australian citizenship Wanted to promote citizenship, “including its role as a unifying symbol” (p. 286). Wanted to develop a citizenship kit and course for students. “the underlying goal of the program was to teach migrants and refugees about Australian values and culture and assist their integration into the community, especially by encouraging them to become citizens” (p. 286).

Theoretical Approach : 

Theoretical Approach Content-Based Instruction (CBI) The content on Australian citizenship had to be integrated into the normal language courses. The language teachers would not have to assess on content, but just expose students to it. Text-Based Syllabus Texts are chosen based on the needs of the learners and social areas that the learners desire to access.

Curricular Context : 

Curricular Context Adult Migrant English Program (AMEP) National English-language program with standards and assessments Offers Certificates in Spoken and Written English (CSWE) Level I: Beginners Level II: Post Beginners Level III: Intermediate Level IV: Advanced Most students are in Levels I and II, and most stay in those levels through their 510 hours of instruction. The 20-hour citizenship course would be taught in levels I-III Not a mandatory course– if students asked for it, it would be taught.

Course Design : 

Course Design The government specifications for course content included “eligibility for/benefits of Australian citizenship legal definitions and requirements for Australian citizenship responsibilities and privileges of Australian citizenship Australian history, institutions, and systems of government principles and values of contemporary Australian society indigenous and reconciliation issues” (p. 289) Needed to include technology in course

Syllabus Content and Research on Necessary Teaching Materials : 

Syllabus Content and Research on Necessary Teaching Materials Syllabus was designed by committee made up of officials from various government teaching agencies and representatives from migrant community organizations. Research on appropriate materials produced a wide range of “booklets, information kits, historical footage…, and photographs” from various government agencies that could be used in the content (p. 292). Current teachers were sent surveys to assess their knowledge of the content. Some of the content would be provided in the students’ native languages so they would be able to understand it better. After researching, the committee took the information and divided it by topic. Similar topics would be grouped together. The main focus was on the responsibilities and privileges of citizenship.

Theoretical Perspective on a Module-Based Syllabus : 

Theoretical Perspective on a Module-Based Syllabus Constructivist Theories “[L]earning occurs through cognitive information processing by the learner” in which learners “seek, acquire, analyze, and synthesize” their learning and then assimilate it into their existing learning (p. 293). Students are encouraged to be active participants in their learning through real-world contexts and problem solving. This means that teachers and students can start in the syllabus at any point and proceed however they wish with the material. Principles of Adult Learning (Knowles) Adult students are self-directed Have life experiences Need to apply new skills and knowledge to life’s problems immediately

Teacher Concerns for Curriculum Materials : 

Teacher Concerns for Curriculum Materials Many parts of the course had to written word-for-word from government publications and policy. Were concerned about the wordiness and “leagalese” vocabulary these materials Wanted visual aids and videos to help explain abstract concepts Wanted a variety of materials to use Real-life situations Speaking, Listening, Reading, and Writing

The Curriculum Materials : 

The Curriculum Materials Fact Sheets These materials were translated into “fact sheets” in 30 different native languages, as well as “plain” English. These fact sheets made up the first part of the curriculum materials. Workbooks and Audio Materials (Audio portions of workbook) Different for levels I-III Dialogues, vignettes, narratives, biographies Videos Interviews with AMEP teachers who recently got their citizenship Simulated citizenship interviews CD-ROM Office environment with learning objects (activities)

Course Evaluation : 

Course Evaluation Questionnaires and interviews were done with teachers and students (translation as needed for students) The outcome was positive Students liked the videos and workbooks the most, followed by the audio tapes and fact sheets. Teachers liked the translated fact sheets the most. The content was useful and interesting, but also demanding and challenging. The students wanted to learn more. Teachers wanted more materials for Level I students, which are now being developed.

Resources : 

Resources McPherson, P. & Murray, D. E. (2006). Let's participate: Designing a civics course for adult migrants. In M. A. Snow, & L. Kamhi-Stein, Eds., Developing a new course for adult learners (pp. 285-309). Alexandria, VA: TESOL, Inc.