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2014_Dream_Act

Page history last edited by Daf 6 years, 7 months ago

Dream Act: What Can Teachers Do?

 

Art by: Kiera L. when she was 3 years old.

 

Session Outline

 

 

Abstract: 

If you are a US based PK-12, Adult Ed, or Higher Ed ELD professional, join our interactive learning space to explore the DREAM Act alongside colleagues and undocumented students known as DREAMers.  Many young people note that their English teacher was their first confidant in the US.  What does this mean?  What can teachers do to support DREAMers and move others to action? 

 

Target Audience 

 

US based PK-12, Adult Ed, or Higher Ed teachers who want to learn about the DREAM Act and how to support DREAMers.  

 

Interest Section Sponsors

TESOL: Computer-Assisted Language Learning IS, Social Responsibility IS

 

 

Syllabus:

Outcomes/Goals 

 

By the end of this online session:

 

1. Participants will have explored the stories of DREAMers, undocumented youth educated in US K-12 schools who wish to pursue their dreams of a college education.

   

2. Participants will have identified common challenges faced by DREAMers.

 

3. Participants will have examined the history of the Dream Act policies at the federal and state levels.

 

4. Participants will have shared legal and educational resources to support undocumented students in their community.

 

5. Participants will have synthesized what they learned about DREAMers and the DREAM Act to take action within their community.  

 

 

 

 Week 1 (Jan 13-19, 2014): Participant Introductions &  Who are the DREAMers? 

 

Participants will introduce themselves within our Google+ community and explain why they are interested in our session.  Week one also introduces the voices of undocumented students and the history of their struggle for the Dream Act. Participants will learn DREAMers' stories through videos, poetry and writing and then discuss what they've learned within the Google+ community. 

 

 

 

 

Week 2 (Jan 20-26, 2014): Challenges Faced By DREAMers 

 

After revisiting Week 1 articles and videos, participants will identify common challenges faced by DREAMers and discuss what teachers can do to support students through these challenges. Throughout this week, a DREAMer will participate in the community’s discussion.  

 

 

 

Week 3 (Jan 27- Feb 2, 2014): Dream Act Policies

  

Participants will have examined the history of the Dream Act policies at the federal and state levels.  Through reviewing online resources, participants will explore whether or not the state they live in has passed a Dream Act.  During Google+ discussions, participants will compare what they learned about policies at the federal and state level.  

 

 

 

Week 4 (Feb 4- Feb 9, 2014): Legal and Educational Resources

 

 Participants will have shared legal and educational resources to support undocumented students in their community.  

 

 

 

Week 5 (Feb 10- Feb 16, 2014): Advocacy

   

Participants will have synthesized what they learned about DREAMers and the DREAM Act to take action within their community.  During this week, participants can write a letter to a federal, state, or local politician advocating for DREAMers, write an article for a local newspaper to educate their community about DREAMers, write a lesson plan to educate their students about DREAMers, or create a workshop to educate co-workers about DREAMers.  

 

 

 

Interest Section Sponsors 

 

TESOL Social Responsibility Interest Section  


 

Moderators

  

Dr. Shelley Wong is an Associate Professor at George Mason University in Fairfax, Virginia, U.S.A. in Multilingual/Multicultural Education.     A former President of TESOL, Shelley received her MA in TESL at UCLA and an Ed.D.in Applied Linguistics from Teachers College, Columbia University Her research interests are dialogic inquiry, socio-cultural approaches to literacy and critical multiculturalism.   Shelley is the author of Dialogic Approaches to TESOL:  Where the Ginkgo Tree Grows, published by Lawrence Erlbaum & Assoc./Taylor & Francis and co-editor with Nasser and Berlin of Examining education, media and dialogue under occupation:  The case of Palestine and Israel.Bristol, U.K.: Multilingual Matters.

 

 

 

Anne Marie Foerster Luu

 

 

Anne Marie graduated with an MEd from University of Maryland and is currently a National Board Certified ESOL teacher in a K-5 public school, a teacher educator, and a mom.

 

She serves as the Chair Elect of the Social Responsibility Interest Section and was named the TESOL Teacher of the Year 2013. 

 

 

 

 

Maryam Saroughi is a doctoral student in College of Education and Human Development at George Mason University. Her research interests include education equity and social justice, language learning and teaching, English language learners’ success and closing achievement gap between different groups of students. Her native language is Farsi. I am so happy to be working with such a wonderful team and have this opportunity to be involved in this EVO session and support TESOL and DREAMERS. 

 

 

 

Lori Dodson is an ESOL teacher at a K-5 public school.  She served on the WATESOL Board as the professional development co-chair. Last spring, she received her M.S. in Education (TESOL) from Shenandoah University.  She is excited to be part of this session and to be a teacher advocate for DREAMers.  

 

 

 

 

 


Digital Media 

 

1. Dream Act What Teachers Can Do Wiki: The wiki contains the syllabus, objectives, and weekly tasks.  

2. Google Plus Community: This is a private community where participants can discuss the weekly task and share resources with each other.  

 

Join this session

 

Steps to Participate:  January 6th to 12th, 2014

 

  1. Create a gmail account so you can join our Google Plus Community.                                                                              
  2. To join the Google Plus Community,  email Lori Dodson at evodream2014@gmail.com.  In your email, please include: 
  • A brief description of who you are,
  • A few sentences about why you are interested in participating in the EVO Session Dream Act: What Teachers Can Do?
  •  Your gmail address (This is so that we can invite you to our discussion sessions in our Google+ community.)  

 

     3.  Once you are added to our Google Plus Community Dream Act: What Teachers Can Do?,              you can access it here.  

 

For those new to Google Plus, click here to read a tutorial.  

   

 

 


The Electronic Village Online is a project of TESOL's CALL Interest Section

Teachers of English to Speakers of Other Language, an international education association

 

 

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