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1 Lita Brusick Johnson Curriculum Research Paper March 13, 2013 LING 583 - Materials and Curriculum Development Literacy ESL for Young Adults: “Bridging the Gap” This paper proposes a serious discussion among literacy and ESL stakeholders in Chicago to consider development of a program of specialized and integrated literacy and ESL instruction for young adults at risk: refugees ranging in age from 18-25 who are no longer high school eligible, but who have not acquired basic literacy skills in their L1 or in English and are not proficient in English. Such a program would be modeled after the innovative Bridge Program 1 , a well-documented Literacy-ESL pilot project funded by the Canadian government and carried out by Bow Valley College, Alberta, Canada (Leong and Collins, 2007). The goal of both the original and the potential U.S.-based adaptation of the Bridge Program is to give at-risk and marginalized young adult learners the educational instruction they are not receiving but need to bridge simultaneously both literacy and L2 gaps and successfully transition to further education in college or career-focused programs. This paper is divided into five parts: I. Background and Rationale – a brief discussion of the needs-in-context that prompted the development of the Canadian Bridge Program and that warrant consideration of its adaptation in the U.S. context. II. From the Research – an overview of selected studies and resources that identify key elements that should inform thoughtful curriculum choices in the Literacy-ESL area – elements that are reflected in the design of the Canadian Bridge Program and could likewise inform development of its adaptation in the U.S. context. III. Bridging the Gap – an overview of the Canadian Bridge Program, describing its key conceptual and operational elements and the curricular choices they reflect. (This section will reference specific needs assessment tools and rationale for their use, which are provided in Appendix G.) IV. Adaptation to the U.S. Context a brief discussion of the benefits of a possible adaptation of the Bridge Program in the U.S. context. V. Conclusion. 1 Bridging the Gap: A Framework for Teaching and Transitioning Low Literacy Immigrant Youth), a 178 page handbook, describes the theory and practice of a successful and well-documented government-funded Literacy-ESL pilot project operated by Bow Valley College, Alberta, Canada (Leong and Collins, 2007).
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Page 1: Curriculum Research Paper - Lita Johnson March 13 2013

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Lita Brusick Johnson Curriculum Research Paper March 13, 2013 LING 583 - Materials and Curriculum Development

Literacy ESL for Young Adults: “Bridging the Gap”

This paper proposes a serious discussion among literacy and ESL stakeholders in Chicago to consider

development of a program of specialized and integrated literacy and ESL instruction for young adults at risk: refugees

ranging in age from 18-25 who are no longer high school eligible, but who have not acquired basic literacy skills in their L1

or in English and are not proficient in English. Such a program would be modeled after the innovative Bridge Program1, a

well-documented Literacy-ESL pilot project funded by the Canadian government and carried out by Bow Valley College,

Alberta, Canada (Leong and Collins, 2007). The goal of both the original and the potential U.S.-based adaptation of the

Bridge Program is to give at-risk and marginalized young adult learners the educational instruction they are not receiving

but need to bridge simultaneously both literacy and L2 gaps and successfully transition to further education in college or

career-focused programs. This paper is divided into five parts:

I. Background and Rationale – a brief discussion of the needs-in-context that prompted the development of the

Canadian Bridge Program and that warrant consideration of its adaptation in the U.S. context.

II. From the Research – an overview of selected studies and resources that identify key elements that should inform

thoughtful curriculum choices in the Literacy-ESL area – elements that are reflected in the design of the Canadian

Bridge Program and could likewise inform development of its adaptation in the U.S. context.

III. Bridging the Gap – an overview of the Canadian Bridge Program, describing its key conceptual and operational

elements and the curricular choices they reflect. (This section will reference specific needs assessment tools and

rationale for their use, which are provided in Appendix G.)

IV. Adaptation to the U.S. Context – a brief discussion of the benefits of a possible adaptation of the Bridge Program in

the U.S. context.

V. Conclusion.

1 Bridging the Gap: A Framework for Teaching and Transitioning Low Literacy Immigrant Youth), a 178 page handbook, describes the

theory and practice of a successful and well-documented government-funded Literacy-ESL pilot project operated by Bow Valley College, Alberta, Canada (Leong and Collins, 2007).

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I. Background and Rationale. Many young adult Literacy-ESL learners in the U.S. and Canada who have both the

ability and the motivation to overcome their entwined literacy and English challenges experience a significant gap in

educational services. Such learners often find themselves in a “double-bind” situation, lacking not only English language

proficiency but also the literacy skills they need to succeed in employment situations and higher education. This is a

population whose intertwined literacy and L2 language needs have not been adequately addressed by high schools and

community centers offering ESL courses (Condelli and Wrigley 2008), nor is their need to acquire a sound literacy

foundation for future personal and professional development met in many employment programs that focus narrowly on

workplace “survival” skills. Some of these young adults experience repeated failure and discouragement when they are

placed side-by-side in high school ESL classes with L2 learners who already possess literacy skills and substantial school

experience. Often their financially-challenged schools lack the resources to provide the focused literacy-specific

instruction (beyond the most basic literacy training) that Literacy-ESL learners need to access at the same time they are

also learning English. Likewise in community centers, such young adults often attend class with learners of different ages

who may not only be literate in their L1 but may also possess life skills and experiences that advantage them in their

transition to their new cultural context – and a similar dynamic of classroom failure emerges.

The chances of finding employment that pays a living wage are slim-to-null for at-risk young adults who lack

basic literacy skills. According to a 2010 National Institute for Literacy study, literacy proficiency has a marked impact on

growth in earnings; it affects not only the initial wage level but also the rate of subsequent growth in earnings (Reder 2010,

p. 19). The obstacles to earning a living wage are even greater for young adults, including refugees, who also have not

achieved adequate levels of proficiency in English. Absent effective educational opportunities that address in a holistic

and intensive way the nexus of their literacy, ESL, and job/education readiness needs, such young adults – despite their

potential and their motivation – face a bleak economic future, to their own detriment and the detriment of the wider society.

It is this gap in services that the Canadian Bridge Program has effectively filled – and that an adaptation of this program,

specifically focused on young adult refugees, could likewise fill in the U.S.

II. From the Research: Insights into Literacy ESL Curriculum Design and Course Development. The following

studies and resources provide insights that are reflected in the design of the Canadian Bridge Program and that should

inform program and curricular decisions in any adaptation of such a program in the U.S. context:

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[I.A.] In a study of instruction of 173 students in 83 adult literacy classes in 22 states, Purcell-Gates, et al (2002)

measured the relative efficacy of two dimensions of adult literacy instruction. The English speakers of other languages, a

subset of students participating in this study, did not have high literacy skills in their L1; at the time of the study they were

trying to acquire literacy skills while learning English. The study focused the degree of authenticity of both activities and

texts used in class [I.A.1] and teacher-student collaboration (“power sharing”) in shaping the learning experience [I.A.2].

The instruction outcome measured was the actual reading and writing practices of student, in contrast to more traditional

assessment measures of changes in skill/achievement through norm- or criterion-referenced tests.

No statistically significant effect was shown for the collaboration dimension. However, higher degrees of

“authenticity” in classrooms correlated with a positive change in student literacy practices (students reading and writing

more texts at higher levels of discourse). The authors conclude that in order to achieve the best instructional outcomes –

“substantive changes in the way students create literate lives outside the classrooms” (Purcell-Gates et al, 2002, p. 91) –

teachers should utilize to the greatest degree possible “real-life” texts and purposes for reading and writing in the

classroom, integrating skill teaching and practice in this context. The authors subsequently published a large and helpful

resource to assist teachers to apply the findings of this study in their classrooms: Creating Authentic Materials and

Activities for the Adult Literacy Classroom: A Handbook for Practitioners (Jacobson and Purcell-Gates, 2003).

[I.B.] The Center for Applied Linguistics (CAL), in its 2010 report, Education for Adult English Language

Learners in the United States: Trends, Research, and Promising Practices, provides a comprehensive overview that

includes descriptions of the types and characteristics of adult learners and ESL program types, government requirements,

research, and “promising practices” in the field, many of which relate to refugees and Literacy-ESL. The study suggest

that the following research-based instructional strategies may hold promise for adult learners, who on average may need

to study for 6 years (100+ hours) to acquire the English proficiency needed for civic integration or postsecondary

education” (Schaetzel et al, 2010, p. 16, xi):

Incorporation of research-based principles of adult learning and second language acquisition, related to learner

integrative motivation (with implications for classroom context, group cohesion, and opportunities for language use

outside the classroom), interaction (comprehensible input, output, and feedback), and task- and problem-based

learning [I.B.1];

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Clear understanding/assessment of learners’ needs and goals (e.g., where and why they use or want to use English)

as instructional content is chosen; such content needs to relevant to and usable in students’ daily life experience

[I.B.2].

Use of a variety of instructional approaches in consonance with learner needs, motivations, and goals [I.B.3].

Provision of opportunities for interaction, problem-solving, and task-based learning [I.B.4].

Drawing upon learners’ prior experiences and strengths in L2 learning [I.B.5].

Inclusion of regular assessment and evaluation of learner proficiency progress [I.B.6].

Provision of courses with different intensity and duration, flexible schedules [I.B.7].

Utilization of technology to provide individualization of learning opportunities that are responsive to learners’ needs

and learning preferences, both inside and outside the classroom [I.B.8].

Another important “future direction” relates to instruction that prepares English learners for the workplace through

application of the National Work Readiness Credential, which identifies skills critical to worker success in the global

economy [I.B.9]: “speak so others can understand, listen actively, solve problems and make decisions, cooperate with

others, resolve conflicts and negotiate, observe critically, take responsibility for learning, read with understanding, and use

math to solve problems”– general, rather than specific skills, that apply across disciplines in a variety of academic, work,

and life situations (Schaetzel et al, 2010, p. 52).

Finally, this CAL report highlights key findings of the National Literacy Panel on Language-Minority Children and

Youth (2006), which the authors suggest are also applicable to adult literacy/ESL learners:

The teaching specific reading and writing elements (e.g., vocabulary) assists second language learners [I.B.10].

Effective reading instruction requires integration with extensive oral English language development while students are

learning English [I.B.11].

Research has also indicated that attention to learners’ use of cognitive strategies –“thinking tools” yields substantial

benefits, from higher achievement in writing to better community college placement tests [I.B.12].

[I.C.] The What Works Study: Instruction, Literacy and Language Learning for Adult ESL Literacy Students

(Condelli and Wrigley, 2008) fills a major research void by focusingon current instructional practice in adult classes of non-

literate learners (or learners with limited literacy skills) who are also learning English. The authors argue that these

learners have not been well served in conventional ESL classes, where the pace is often set by those who are literate in

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their L1 and literacy skills are seldom taught. The study analyzed the instruction of almost 500 learners (with less than 4

years of prior schooling) using a framework that looked at key components needed to enable students to learn to read and

write for the first time in English: reading as meaning-making, reading for practice, and activities related to oral fluency,

grammatical accuracy, and vocabulary development. Also studied was inclusion of learning strategies likely to improve

literacy development and sub-skills related to phonemic awareness, decoding, and pronunciation.

The authors conclude that “teaching ESL Literacy requires instruction in a combination of (1) the language skills

necessary to communicate in English, including sub-skills related to sentence structure, pronunciation, word endings,

tenses; and (2) the literacy or reading and writing skills necessary to process print and gain meaning from the written word”

(Condelli and Wrigley, 2008, p. 2) [I.C.1]. Three specific instructional strategies were correlated to increased learner

literacy and language learning (measured by standardized tests):

connection to everyday life – using real-world materials [I.C.2] ;

judicious use of learners’ L1 to clarify instruction, reduce the cognitive load, and encourage critical thinking) [I.C.3];2

variation, practice, and interaction with oral language learning, which is needed before aspects of literacy and English

usage can become automatized [I.C.4]. Classroom balance is beneficial, including a degree of explicit attention to

language forms and learner practice/drills, within the wider context of meaningful communication where fluency is

encouraged [I.C.5].

Heide Spruck Wrigley, one of the study’s authors, sums up the implications of this study, observing that

curriculum that “connects literacy development with oral language development and connects it back to students’ lives”3

best serves literacy and the ESL needs of adult learners.

[I.D.] Wrigley and Guth (2000/1993) offer a comprehensive “road map” through the thicket of issues and options

in adult ESL literacy. They describe shifts in theory and instructional practice in second language teaching and literacy

education influencing this relatively new field, including: focus on meaning in reading and writing; social context of literacy;

active learning; learning to learn and language awareness; perceptions of what literacy is. The authors note the lack of

consensus on what it means to be literate (and even less, what it means to be literate in a second language). They

2 This research observation about the importance of having a bi-lingual teacher or an interpreter available at least occasionally to

interpret in the L1 key elements of classroom activity for beginning Literacy-ESL students was affirmed by a practitioner who published an action-reflection study of her classroom experience in Literacy-ESL classes with Eritrean, Ethiopian, and Sudanese refugees in Australia (see Gunn, 2003). 3 Interview, NCSALL Focus on Basics, September 2003, p. 14.

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suggest that teachers, like Supreme Court Justice Potter Stewart who attempted to define pornography, say "they know it

when they see it" (Wrigley and Guth, 2000/1993, p. 13). However, they suggest that the field has come to understand

literacy in the following ways:

• “as a plurality of literacies or ‘many literacies,’ shaped by social contexts and defined individually as well as collectively,

• as a continuum that grows and expands as a person gains experience with different types of literacies, rather than as a dichotomy or ‘great divide’ between literate and illiterate. The nature of ESL literacy is still more complex since it depends on literacy in two languages” (Wrigley and Guth, 2000/1993, p. 12).

Wrigley and Guth view positively programs that, rather than adhering lockstep to a specific method/approach,

resist categorizations and judiciously combine elements of the six basic orientations to the literacy curriculum in order to

meet student needs, thereby dealing effectively with the tensions that are inherent in literacy education for adults. They

identify those six orientations as: common educational core (basic skills) [I.D.1]; social and economic adaptation (life

skills/self-sufficiency and employment) [I.D.2]; development of cognitive processes ("learning how to learn"/process over

content, strategies over skills) [I.D.3]; personal relevance [I.D.4]; social change (participatory program design, addressing

issues of power and control) [I.D.5]; and technological management of education [I.D.6]. In terms of curriculum

development, Wrigley and Guth also affirm a “blended” or negotiated curriculum [I.D.7] within which skills are integrated

into meaning-based approaches, where elements of the conventional curriculum (that focuses on the acquisition of

skills/knowledge and has an instrumental aspect) are balanced with the characteristics of an alternative curriculum

(participatory, with a focus on process and with content that is developed from interactions between teachers and learners

in contrast to rigidly sequenced lessons/topics). The authors conclude:

“While the curriculum as a product to be delivered by teachers to students is still the dominant model in ESL and in literacy education, more and more programs are seeking ways of effectively combining product and process models … the field is moving away from dichotomous thinking … [toward] ‘curriculum configurations,’ in which aspect of various orientations are intermixed to yield maximum usefulness for a given context” (Wrigley and Guth, 2000/1993, p. 138, 146). The Canadian Bridge Program applies what has been learned in recent ESL-Literacy research in a specific

context and with a specific subset of literacy learners. In the description of the Bridge Program that follows, specific

references to the research findings identified above are provided [in brackets and italics]. These give evidence of how the

Bridge Program has given curricular and instructional expression to these important research findings.

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III. “Bridging the Gap”: A Canadian Model for Effective Literacy-ESL Teaching. In order to understand the Bridge

Program, awareness of the Canadian context in which it was developed is necessary – specifically, the Canadian

government system of clearly articulated national “benchmarks,” which provide explicit frameworks for evaluating progress

in achieving English language proficiency. Canadian Language Benchmarks 2000: ESL for Literacy Learners

(Johansson, et al 2000) provides language benchmarks specifically for literacy learners who are also working toward

proficiency in English. This 72-page Canadian resource provides clear and detailed benchmarks for four specific Literacy-

ESL phases: Foundation and Phases I-III. Each phase also has Initial, Developing, and Adequate sub-category

benchmarks. This resource describes specific language competencies and literacy competencies for each of these

phases/subcategories, together with a wealth of additional information (conditions, sample tasks, and examples) for each.

The Canadian Language Benchmarks are different than the Illinois ESL Content Standards, which provide one

category of Beginning ESL Literacy alongside the mainstream ESL progression. In the Canadian model, Literacy-ESL

efforts are not just conceptualized as initial literacy instruction (e.g., students learning the letters of the alphabet and being

able to recognize the relationship between letters and their sounds). Literacy-ESL is conceptualized as a process that

parallels “regular” ESL, but does not take for granted the acquisition of necessary, and increasingly complex, literacy

competencies that students need to move to higher levels of overall English proficiency. Both these elements are explicitly

addressed and integrated into the Bridge Program’s unified curriculum, which is in alignment with the Canadian

benchmarks. Any adaptation of the Bridge Program to the US context would need to give serious consideration to this

valuable conceptual and practical frame. (See Appendix A for an example of these benchmarks and related elements.)

The Canadian Bridge Program began as a three-year pilot project carried out by Bow Valley College, in Calgary,

Alberta. This project, the Young Adult ESL Literacy Program (now called the Bridge Program), was funded by Alberta

Employment, Immigration and Industry and Employment. The core goal/overarching outcome that drives this program is:

young adult learners (18-25 years old) with low literacy skills and limited English proficiency acquire the skills they need to

make the successful transition to further educational opportunities (college or career). The target group does not include

Literacy-ESL learners at the “foundational” (most basic) literacy level; it does include learners who have some fundamental

literacy skills but would benefit from more focused and integrated instruction in literacy and English language acquisition.

After its three-year pilot, the Bridge Program has continued to demonstrate success in achieving its stated goal, with 85

percent of students completing the program moving on to college or to other educational opportunities.

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A. Achieving Outcomes in a Communicative Language Teaching Environment. As Kathleen Graves

suggests, teaching is about making choices. Clearly articulated goals and outcomes make explicit where administrators

and teachers “want [their] students to come out” (Graves 2000, 73-74) – and, day-in and day-out, they inform teacher

choices about what happens in the classroom. Specific outcomes for the Bridge Program’s three courses levels, which

roughly mirror Phases I-III of the Canadian benchmarks cited above, have been developed for each of the three skill areas

described below. Yet more detailed outcomes for related sub-skills have also been developed – all of which are

sequenced and aligned to help achieve the program’s overarching goal (See Appendix B).

These outcomes inform the teaching decisions that are made in the context of the program’s commitment to

integrate skills instruction within a communicative language teaching framework. While specific learning outcomes are

identified, teachers understand that language elements are not learned – nor should they be taught – in isolation. The

Bridge Program describes its classrooms as learner-centered, where learners engage with each other and the teacher in a

safe but challenging learning environment. Learners’ background knowledge and experiences are valued and connections

with their lives outside the classroom are encouraged. In consonance with the communicative approach, teachers serve

as facilitators and coaches (Leong and Collins, 207, p. 19-20.). [Reference I.A.1, I.B.1., I.C.2, 1.D.7 above.]

It is within this context – and within the context of the program’s overall thematic syllabus described below – that

teachers are expected to develop and employ tasks/activities for classroom use that explicitly relate to at least one specific

outcome. Instructors teaching the Phase I-III classes serve as a team and resource each other as they develop tasks and

activities that advance these outcomes, reflect the specific interests of learners, and intentionally address the gaps in the

learning of individual students. This approach enables the program to live out its commitment to use authentic materials

that are related to real-world experience, to honor learners’ real world experiences and strengths, and to enable student

input in the selection and shaping of topics – all of which are can contribute to the deepening of students’ intrinsic

motivation. [Reference I.A.1, I.B.1. 1.B.5, I.C.2, I.D.4 above.] Given the innovative nature of this Literacy-ESL program, no

textbook is utilized. Rather, the program relies on teachers’ outcome-focused creativity and their “reading” of those who

share their classroom space in the development and use of instructional material. Given the commitment to ongoing

needs assessment (described below), these outcomes are regularly adjusted to reflect experience in the classrooms and

evaluation of learners’ progress and learning gaps. In many ways, the Bridge Program’s approach embodies the type of

“negotiated” or “blended” curriculum advocated by Wrigley and Guth (2000/1993). [Reference I.D. above.]

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Outcomes are identified in the three core skill/content areas4– areas which are generally in alignment with the

three essential goals identified by Genesee and Upshur (in Graves 2000, p. 85): language goals, strategic goals, and

socioaffective goals:

(1) Integrated Language and Literacy (Reading and Writing) Skills. The Bridge Program integrates language

and literacy skills – with a major focus on reading and writing – within a communicative learning environment [Reference

I.C.1, 1.D.1 above.]. Specific outcomes describe the core reading and writing tasks learners are expected to be able to

carry out at particular phases (courses) of the program. These specific language and literacy outcomes are aligned with

the Canadian Language Benchmark and provincial standards. (See Appendix B, Part 1 for examples, including the Bridge

Program’s reading and writing outcomes for Phases II and III, along with the descriptions of what students, at the initial,

developing, and adequate levels within these two Phases, should be able to do in the reading and writing areas, in

Appendix B, Part 2). Two additional elements are of note:

Given its assessment of the particular needs of Literacy-ESL learners, acquisition and use of vocabulary is a

significant focus. [Reference I.B.10 and I.C.5 above.]

Grammar is taught in context. While teachers utilize a very general “grammar scope and sequence,” which

identifies grammar topics appropriate to the course outcomes and their sequence (Appendix C), sequencing is not

rigidly prescribed. The explicit focus on grammar is related to identification of gaps – and emerges as part of the

theme-shaped syllabus described below; grammar is addressed explicitly when relevant and appropriate to the

communicative context. Grammar instruction is provided with a purpose: so students can acquire “real-life skills for

real-life communication”: “Teaching grammar in context helps learners, particularly literacy learners, integrate the

grammar into their daily use (Leong and Collins, 2007, p. 124). [Reference I.A.1, I.B.1, I.C.2 and 5, and I.D.7 above.]

(2) Learning Strategy Skills. The Bridge Program has also developed outcomes for a second basket of skills that

identify “key elements of successful reading, writing, language-learning, and test-taking, and … help learners break down

these processes in order to facilitate more effective learning both inside and outside the classroom” (Leong and Collins,

2007, p. 118). Research has shown how important utilization of a variety of such skills is for learners’ success in L2

acquisition; in addition, these skills are considered especially important to learners because they are transferable, from the

classroom to less familiar situations. The Bridge Program takes some pride in its commitment that a variety of strategies

4 The numeracy skills that are also part of the Bridge Program’s curriculum are not addressed in this paper.

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are “taught directly, used explicitly, recognized persistently, and assessed regularly” (Leong and Collins, 2007, p. 126).

The Bridge Program’s strategy outcomes are listed in Exhibit B, Part 1; Exhibit D contains the program’s How to Teach

Strategies summary. [Reference I.B.12, 1.D.3, above.]

(3) “Essential Skills”. The Canadian government has identified nine skills that are considered essential in most

occupations and in daily life, at varying levels of complexity: reading text, writing, oral communication, thinking skills,

numeracy or math skills, computer use, document use, continuous learning, and working with others. Taking seriously

this frame, the Bridge Program placed into three broad “baskets” the teachable and measurable/observable “essential

skills” identified by the Canadian government that are not addressed elsewhere in the Bridge Program: managing yourself,

working with others, and working with computers. Each of these “baskets” includes several specific skill outcomes that

equip learners for a successful “post-secondary educational journey” (Leong and Collins, 2007, p. 13), which is the Bridge

Program’s overarching goal. (See Appendix B, Part 1 for the “essential skills” outcomes.) These “essential skills” are

similar in type to those identified in the National Work Readiness Credential in the U.S. context. [Reference I.B.9 above.]

Within the thematic frame described below, essential skills are taught primarily through a participatory, project-based

learning approach. These are often longer-term, cooperative learning projects that are specifically focused on “essential

skills” outcomes and are linked with real-world situations; they are structured to provide substantial learner control and

choice, which positively affects motivation. [Reference all studies cited above.]

B. About the Syllabus. The Bridge Problem has a syllabus that employs themes as the organizing principle,

through which the content areas listed above are addressed. “Thematic units provide outcome-based contexts for learning

using real-world, high-interest, age-appropriate content …[they] focus on teaching language through content engagement

and [help learners] to achieve specific reading, writing, and learning strategy outcomes through a variety of authentic

learning tasks” (Leong and Collins, 2007, p. 121-122). Each thematic unit follows a pattern of introduction, development,

and final product, a structure within which learning can be sequenced and activities/tasks designed to provide adequate

scaffolding for learners. “Recycling” and repetition within the unit structure enables learners, over the course of a unit, to

use the L2 with ever greater depth, complexity and automaticity – aided by a decrease in cognitive load that results from

their growing familiarity with the unit content and related vocabulary. The thematic framework also provides opportunity for

development of thinking skills, engaging personal experience and the experiences of others, and encouraging learner

movement from concrete to abstract thought. Tasks are to be “interesting, relevant, and focused on explicit outcomes”

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(Leong and Collins, 2007, p. 122). (See Appendix E, which includes the Common Structure for Thematic Units, plus an

overview of the Bridge Program that illustrates visually how the unit themes and related program elements are structured.)

C. About the Students. Bridge Program students, between 18 and 25 years of age, are learning English as a

second language but, through testing, have been identified as not functionally literate in their own language or English for

reasons that include: their L1 lacks a written code, they had little education in their home countries (six years or less –

Florez and Terrill, 2003, p. 2), they may have gone to school for several years, but with sporadic attendance due to

circumstances like war, displacement, and family issues; or are literate in an L1 that is not alphabetic or that has a non-

Roman alphabet. Students who wish to participate (most of whom are recommended by the various stakeholders

identified below) are assessed and placed in one of three classes according to their skill levels; the program allows a

degree of movement among the courses as appropriate, as benefits individual learners’ progression.

D. Logistics and Class Size. Bridge Program classes meet Monday through Thursday, from 9:30 a.m. to 3:30

p.m., at Bow Valley College, following the semester pattern. The program is structured with open entry and transition

points, to accommodate learner needs. One of the important findings of the Bridge Program pilot phase is that full-time,

small group instruction is critical to the success of programs that target Literacy-ESL young adult learners; it is a factor that

contributes to learners’ ability to make the transition to more advanced educational opportunities in a relatively short period

of time. The expectation is that such transition will happen within two years, made possible by the intentional focus on

individual learners and their needs, which a small class size enables. (Reference the six-year, 100+ hour estimate of the

Center for Applied Linguistics cited in I.B. above.) All of these factors, together with clear outcomes, contribute to

achieving the overarching program goal. Program staff believe that this type of focus is necessary to avoid keep becoming

a “catch-all” class that can continue indefinitely and without achieving the core goals of learners.

E. Building Relationships and Mitigating Barriers. One of the cornerstones of the Bridge Program is building

relationships with key stakeholders, starting with initial exploratory needs assessments and maintaining ongoing channels

of communication and collaboration in programming and learner support. In addition to students – the primary

stakeholders – other key stakeholders for the Bridge Program include local high schools and school boards, community

partners (agencies and service providers that assist youth and immigrant communities), other post-secondary institutions,

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governments and other funders, families, immigrant communities, and those within Bow Valley College. (See Appendix F

for a summary of the Bridge Program’s Building Relationships list of key activities, organized by stakeholder groups.)

This web of relationships is an essential aspect of the Bridge Program, providing resources and expertise to assist

students to overcome barriers to participation and learning. These barriers include:

Psychological barriers (including lack of support systems, emotional or personal issues, and fear of the unknown);

Physical barriers (broadly speaking, including financial, housing, and transportation issues); and

Social barriers (employment, issues, legal, child care, and physical and mental health issues) (Leong and Collins, 2007, p. 74)

Addressing these barriers requires more than sensitivity; ESL and other refugee programs need to be proactive

and intentional in enabling learners to “recognize issues, access resources, manage processes, understand conditions of

support, anticipate issues, and plan for independent navigation of the services they need in the future” (Leong and Collins,

2007, p. 74.) And yet, as Perry (2007), in her ethnographic study of Sudanese refugees ESL learners in Michigan

suggests, barriers should be contextualized and include an asset-based perspective of immigrants’ constraints and

affordances that can be brought into the problem-solving picture: “Constraints are not one-sided and are instead more like

a coin with two sides. That is, something that “constrains in one way may offer affordances in another,” such as

communities making “demands” on students – but also providing various types of support (Perry, 2007, p. 37).

F. Needs Assessment and Learner-Centered Continuous Improvement. The Bridge Program is informed by

an intentional and well developed set of assessment processes, including:

initial assessment processes involving identified stakeholders, which are useful both in understanding the student

population as a group and as individual learners (e.g., gathering information about learner needs from teachers in

earlier classroom settings, in high school or in community centers) and building cooperative efforts to support

learners;

initial learner needs assessment, which includes gathering information about students’ history, interests, and

experiences to assist teachers in shaping activities related to student interests and needs (using a question set upon

which the needs assessment found in Exhibit G, Part 1, is based), plus specific literacy and language

testing/screening, which enables their placement in one of the three classes;

ongoing, in-class assessments and teacher observations of various sorts (using activities similar to the example

adapted from Woodard (2001) that is found in Exhibit G, Part 2);

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formal assessments: program level assessments (such as the screening tests mentioned above, pre-tests, and post-

tests); assessments by teachers (e.g., unit tests, grade equivalency readings, and mid-term tests); and learner self-

assessments (e.g., intentional processes of goal setting and assessments in one-on-one conversations between

learner and teacher, student self-reflection on learning skills, portfolio development) (Leong and Collins, 2007, p. 144.)

The Bridge Program’s approach reflects a thoughtful “learning-centered approach to needs analysis” (Hutchinson

and Waters, 1987, p. 63). Simply put, assessment – “the continuous gathering of useful information on a daily and term

basis” – is a purposeful and necessary part of teaching, which “helps programs to better understand learners and their

needs; report learner progress; guide and improve instruction; and improve overall learning in the classroom” (Leong and

Collins, 2007, 148). [Reference all of the research cited above, which describe the value of assessment in its many forms.]

IV. Adaptation of the Bridge Program in the U.S.: Literacy-ESL for Young Adult Refugees. Heide Spruck Wrigley,

one of the authors of the landmark What Works Study of Literacy-ESL practices referenced above (Condelli and Wrigley,

2008) describes a dangerous “out-of-school and out of mind” attitude that is prevalent in the United States – a laissez-faire

mindset that contributes to the marginalization of at-risk young adult literacy learners. This attitude – with its significant

policy and program implications – produces damaging consequences in the lives of these young people; it is also

detrimental to the communities in which they live and to the wider American society, which comes up a loser when the

learning and earning capacities of a group of young people are stunted. Wrigley writes:

“In the US, at least, we have large numbers of immigrant students who are uneducated but whose lives go largely unnoticed since they are no longer in the school system. The most vulnerable among out-of-school youth are students who come in late adolescence [who lack proficiency in English] … To help these students build the strong academic skills so they can be on par with their English speaking peers and graduate from high school is a challenging task and many schools are unsuccessful in doing so. As a result, we find thousands of youth who … are outside of the formal system ….they nevertheless have a strong need to continue their education so as to create a better life for themselves, move out of poverty, and find work that can sustain themselves and a family” (Wrigley, 2010, p. 28).

Young adult refugees who lack both literacy skills and English language proficiency are arguably the most

vulnerable and marginalized subset of the wider group of Literacy-ESL young adult learners, for they also carry the added

burden of their experience as refugees. They did not choose to emigrate but were forced to flee from their homes and

move into a new culture; they cannot return to their country of origin due to a well-founded fear of persecution, danger, and

even death. As refugees, they have experienced varying degrees of trauma, interrupted schooling, and dislocation; many

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have spent considerable time in refugee camps before being cleared for resettlement. With many of their formative years

spent under such circumstances, they face significant cultural and psychological challenges as they seek to negotiate their

life’s path in American culture, not by their own or their parents’ choice.

Chicago has many literacy and ESL programs and a wide array of individuals and organizations with extensive

experience and deep commitment to assisting learners acquire both literacy skills and English language proficiency:

schools (both public and private), local, state, and national government agencies, community organizations, colleges and

universities, among others. Funding is always an issue and it certainly is now, in the midst of state and federal funding

constrictions – and the Canadian Bridge Program is a resource-intensive (and expensive) model of intervention, with its

intensive schedule of instruction and small class size. And yet it has a proven track record of:

(1) integrating literacy and ESL training in an effective communicative language program that is well-structured,

research-informed, and has rigorous expectations (in alignment with Canadian government benchmarks);

(2) providing services to a strongly motivated group of young adult literacy learners;

(3) focusing explicitly on preparation of literacy learners for other educational opportunities (college or career track),

rather than just focusing on “survival English”; and

(4) connecting intentionally and systematically with stakeholders in a common concern for the “whole person”.

This paper suggests that the Bridge Program warrants serious consideration by Literacy-ESL stakeholders in the

U.S. (Chicago) context, which could lead to its possible adaptation. A rigorous needs assessment similar to that which

shaped the Bridge Program, involving the full spectrum of stakeholders discussed above, would be an important first step

in this process. Such a pilot program would require government or foundation funding and the interest of an educational

institution like Bow Valley College (possibly a college in the Chicago city system) in hosting such a pilot. This would

provide an ideal academic context for comparing/contrasting the framework of integrated Literacy-ESL instruction

articulated in the Canadian Benchmarks with the Illinois ESL Content Standards, deriving important insights into ways the

current U.S./Illinois system might be strengthened.

A specific target group for such an adaptation might be young adult refugees who lack literacy skills in their L1

and have limited proficiency in English. As noted above, this is one of the most at-risk subsets of young adults; it is also

one that the federal government has a clear responsibility for, given its explicit international commitment to refugee

resettlement. However, one of the government’s stated interests is that refugees not remain a “burden” on tax-payer

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resources and that, through employment, refugees quickly achieve “financial independence.” A well-structure pilot

program (with longitudinal follow-up) might test the costs and the benefits to students and the wider society of early,

intense investment in Literacy-ESL training in contrast to on-the-job or after hours ESL and literacy training.

Targeting young adult refugees who have “aged out” of high school but still lack literacy skills both in their L1

and/or in English would address the pressing needs of a clearly defined, at-risk group. It would also provide an opportunity

to learn more about the scaffolding that is needed for learners to achieve L2 literacy (where L1 literacy is minimal or non-

existence) while they are learning English – learners whose needs are multi-faceted needs and whose classroom learning

may be affected by the impact of earlier trauma. (See Finn 2010 for a discussion of factors relating to adult refugee

trauma survivors in learning communities.) Findings from this pilot could assist high schools, with their not insignificant

refugee and immigrant populations, to create classes that are more responsive to refugee student needs, as well as those

of other immigrant Literacy-ESL learners. Indeed, in the building of the stakeholder network, strong involvement of

“feeder” high school(s) would be an important element.

An additional element that might speak for the selection of young adult refugee as the target group is the

connection of congregations and other citizen groups that have worked with resettlement agencies in the early stages of

refugee resettlement. It is possible that, with careful planning, their early involvement might be expanded to include

subsequent scholarship support that could help facilitate full-time, day-time study by refugee young adults. The Bridge

Program’s strong case management approach could also provide a model for helping young adult refugees to negotiate

systems and overcome the barriers to success, and the integration of an “essential skills” component could be calibrated to

the U.S.’ National Work Readiness Credential Nation [Reference I.B.9, above]. This would be in alignment with the

government’s push toward employability, but it would explicitly reject any assumption that a lack of literacy, resulting from

circumstances beyond young adult refugees control, should inevitably mean a lifetime of dead-end jobs and poverty.

Indeed, establishment of such a pilot could undergird advocacy by literacy and ESL stakeholders for government policy

and support that takes “into account the special challenges faced by language minority students who have limited L2

language and literacy skills, while at the same time offering an academically rigorous curriculum that prepares students for

transition to training and higher education” (Wrigley, p. 37).

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V. Conclusion. The intensive and innovative Canadian Bridge Program has a proven track record of enabling a high

percentage of its literacy-challenged ESL young adult learners to transition into college studies or career-enhancing

continuing education. Adaptation of this program to the US context with a specific target population of young adult

refugees learners, which would be informed by a careful needs assessment and shaped by intentional engagement with

the network of stakeholders, could fill a significant gap in educational services, provide learnings that could inform future

program and policy development, and provide a pathway out of life-long poverty and marginalization for a particularly

vulnerable and at-risk group of young people.

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LIST OF APPENDICES Note: Appendix A - Appendix F are provided in hard copy only;

Appendix G is provided electronically, along with a link to the initial written needs assessment tool on Survey Monkey.

Appendix A: Example (Phase III) of the Canadian Language Benchmarks 2000: ESL for Literacy Learners

Appendix B: Bridge Program – Outcomes and Expectations Part 1: Outcomes in Each of the Three Skill Areas (Reading and Writing, Learning Strategies, Essential Skills) Part 2: Reading and Writing Expectations, Levels II and III. Appendix C: Bridge Program – Grammar Scope and Sequence

Appendix D: Bridge Program – Model of Strategy Instruction

Appendix E: Bridge Program – Common Structure for Thematic Units and Program Overview

Appendix F: Bridge Program – Building Relationships

Appendix G: Needs Assessments: Initial Learner Survey In-class Vocabulary Building Task and Assessment

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APPENDIX G: Needs Assessment Tool and Activity

for a Level II Literacy-ESL Class, patterned on the Canadian Bridge Program model

Should a Literacy-ESL program modeled on the Canadian Bridge Program be developed, it would be

characterized by a strong and systematized commitment to initial, ongoing, and final assessments and evaluations of the

kind described above (pp. 12-13). The following two assessments – a combination of a written needs assessment and a

teacher-student conversation (Part 1) plus an in-class vocabulary-building activity that also serves as a needs assessment

(Part 1) – would be within the sphere of ongoing teacher-developed evaluations that enable classroom activities to be

geared to students’ interests and their competency levels – and to address “gaps” in their knowledge.

Initial One-on-one Needs Assessment, with Written Input. For the initial needs assessment, the teacher

would have a one-on-one conversation with each student within the first week of class, asking the questions found in Part

1 of this appendix. Prior to this conversation, students would be asked to fill out the shorter written assessment (found on

Survey Monkey - http://www.surveymonkey.com/s/XDNVY2C ); this could be done online or with a written handout,

depending on the ability of students to utilize the online channel. (This activity could also be coordinated with the initial

testing/placement process for new students.) The written form alone might not yield enough solid information to be helpful,

given the literacy focus of this course and the initial reading and writing skills level of students in the Level II Literacy-ESL

class (initial reading – Grade 1-2 equivalency, writing – not yet forming sentences; see Appendix B, Part 2). The teacher

would also have the end-of-class assessments for a majority of the class from their previous teacher (and fellow “team

member”) in the program. Yet, especially given new students in the class, an initial very simple written assessment

complemented by a related oral one would provide useful information. Care would need to be taken to ensure that a

written form would not be overwhelming, so the most simple of words would need to be used.

It is likely that the students will have at least some proficiency in spoken English. (Some could, in fact, be quite

fluent but not have comparable reading and writing skills.) The information gathered by the oral interview, which would

complement the information the teacher would have received from the written questionnaire, from program’s earlier

placement tests, and from past teacher assessments would help the teacher to assess the oral proficiency of each student;

it would also provide initial information about each student’s background and how he/she engages with the teacher. If the

students are able to do so, it might also be helpful to have them share what type of ESL learning comes easily to them and

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what comes harder, as well as what strategies they use help them to learn to read, write, listen and speak in English. Of

course, those who were in the Bridge Program adaptation in the entry level course would have a certain advantage over

newer students; they would likely have the capacity to respond more easily to questions about learning strategies, having

had previous explicit instruction on them. Nonetheless, their self-assessment of what has worked for them would provide

valuable information – and the teacher would also learn if new students have been exposed to such strategy instruction.

Since, in this program, teachers would have occasional access to an English speaker from the refugee

communities who could assist with translation, the possibility exists to schedule a more in-depth conversation, should that

be necessary for specific students; this might be a good option for the newer students, for whom less information is

available.

In-class Vocabulary Activity and Assessment. Part 2 of this appendix is a classroom activity that would be

done early in the course – if possible, within the first week. It is based upon the Class Dictionary activity developed by

Tessa Woodward (2001) and would enable the teacher to assess what vocabulary students have immediate access to.

This is particularly important, since it would fall to each teacher in the Bridge Program adaptation to assess students’

vocabulary “gaps” and design activities to help meet learner needs in this area. As noted above (p. 9), building vocabulary

is key to advancement for Literacy-ESL learners. In addition to helping the teacher gain an early assessment of students’

working vocabulary, this exercise is also a vocabulary builder (refresher); it also encourages awareness of word groups,

and, early on in the course, underscores the cooperative nature of classroom learning through group and pair work.

This combination of individual, small group, and class activity would not be an isolated activity; rather, building

and maintaining a class dictionary would become a regular feature throughout the course (and perhaps the whole

program). An additional “layer” of this activity, given the specific literacy context, would be an oral activity that discover

what words members of the group might know from oral conversation and be able to produce, but do not know how to

write. Thus, this initial class activity would also give the teacher a sense of how wide the oral-written gap is (if it exists) in

this particular group of learners.

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Appendix G, Part 1: Needs Assessment Questions for One-on-one Conversations with Students – Week 1

(The Survey Monkey instrument includes a subset of these questions.) Questions for one-on-one conversations with students would include the following, but the conversation would not rigidly follow this format (especially the follow-up questions) if doing so would place undue pressure on students, given their proficiency levels:

What is your name?

What do you like to be called?

Where do you come from? What part of [name specific country] do you come from? (Have map available)

What is your first language?

Do you speak other languages?

How long have you been in the U.S.?

How many years did you go to school in [name specific country]? o When did you have to stop going to school? o Why?

Did you like learning to read and write in your country of origin?

How long have you been learning English? o Have you studied it in classes? Where? o Are you learning it in other ways?

How do you remember things best: when you see them, hear them, or do them?

Did you work in your home country?

Do you have a job here? o If so, what do you do? o Do you speak English at work?

Do you take care of children, parents, or others? o Do you speak English at home?

What do you like doing in English classes: read, write, talk, or listen?

What would you like to do after finishing these classes?

Do you have any questions for me?

– Adapted from Bridge Program Initial Needs Assessment The actual SurveyMonkey instrument is included in the hard copy version of this paper. The link to the survey is: http://www.surveymonkey.com/s/XDNVY2C.

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Appendix G, Part 2: Needs Assessment In-class Vocabulary Activity and Assessment (Week 1 and Continuing)

“Class Dictionary” (Teacher Instructions)

Class size: 12 students; Group work in groups of 6. 45 minutes

(1) Prior to class, write a list of eight topics on the board – very general areas that have been covered in

Level I, with blank lines underneath. Example:

___ ___ ___________ ___ ___ ___

___ _ ___ ___ ___ ___

(2) Explain that the class will be building a class dictionary during this course, beginning today, starting with the words they already know – and that the activity they will be doing today is the first step in that process. Walk through the eight words on the board to ensure comprehension; explain that they will be asked to add specific words under these categories. Solicit at least one example for each and write it one the appropriate line on the board. Ask if there is any category that they would like to add, and solicit examples in the same way, if any additional categories are suggested.

(3) Explain that the class will get to choose which six topics they want to focus on – and invite individuals to raise their hands and say which ones they want to choose, with the first six mentioned the ones the class will focus on.

(4) Break the class into two groups and ask them to make a circle with their chairs. Give each student a sheet of paper

with a blank box and several lines underneath (above, right). Assign to two students (one from each of the two group) one of the six topics chosen; ask him/her to write down that word in the box, and the example underneath. Repeat until all six categories are assigned and all twelve students have a category.

(5) Ask each student to write down all the words he/she knows under their specific category; have dictionaries available

so they can check spelling of the words they already know. Circulate to engage with students. (6) When they have done so, ask students to pass the paper to the person in their group who is sitting on their left.

Individual students first check/correct spelling on the paper they received, and then add new words in the same category. This step is repeated until all have had a chance to work with all six categories.

(7) After all have done this, ask the students to get up and find the person in the other group that has in his/her hand the

same category they ended up with, and work with that person in a pair (e.g., the person in Group 1 holding the “family” category works with the person in Group 2 who ended up with that group’s “family” sheet at the end of the exercise). The pairs will compare and add to their sheet any words found by the other group that their group did not list.

(8) Then, in the whole class, ask if there are any words in these categories that students might have known how to say,

but didn’t know how to write, working through each category. If there are, write them on the board – and ask whichever two students are holding the paper with that category to write down that new word.

(9) Pass out a clean sheet, same as the earlier one, to each student and ask him/her to take it home, and, after checking

the spelling in a dictionary of the words on list they have gathered, correct any misspellings, rewrite the list, and bring the clean sheet back to class. In the next class, look these over – and put them into two separate “class dictionary” notebooks, which can be added to throughout the course.

–Adapted from Woodward, 2001, pp. 33-34

FOOD

FAMILY

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