DOCUMENT RESUME FL 800 563 ED 351 892 Henry, Jean AUTHOR Holistic Teaching Strategies for Hispanic TITLE Students. Lebanon County Housing and Redevelopment Authority, INSTITUTION PA. Department of Education, Washington, DC.; SPONS AGENCY Pennsylvania State Dept. of Education, Harrisburg. Bureau of Adult Basic and Literacy Education. PUB DATE 91 40p.; Attached pages include faint type and NOTE handwritten materials. Teaching Guides (For Classroom Use PUB TYPE Guides Teacher) (052) MF01/PCO2 Plus Postage. EDRS PRICE Classroom Techniques; Curriculum Design; *English DESCRIPTORS (Second Language); *Family Programs; Hispanic Americans; Holistic Approach; *Literacy Education; Multilevel Classes (Second Language Instruction); Outreach Programs; *Reading Instruction; Short Stories; *Spanish Speaking; Volunteers; Whole Language Approach; *Writing Instruction ABSTRACT In an effort to support Spanish and English-az-a-Second-Language (ESL) literacy education and to help preserve the dignity and identity of the Hispanic community in Central Pennsylvania, a literacy program was established and staffed by volunteers and paid employees. Beginning with two students and a volunteer tutor, the class has grown into a multilevel and intergenerational group. Program services include outreach, placement, family reading consultation, and transportation assistance. The primary program objectives are to develop an ESL curriculum appropriate for this population, to develop and refine teaching strategies using a holistic, whole-language approach to second language instruction, teach at least 20 Hispanic students to improve their English speech, reading, and writing skills using the curriculum, produce a collection of Hispanic stories in English, and strengthen links between the Hispanic community and community services. The project report presented here includes a summary of program structure, notes on instructional materials used, attendance patterns, the new student orientation process, lesson plan structure, classroom teaching methods (poetry, public speaking, jazz chants, and cooperative work), and anecdotal information. Resulting student work (Adjunct ERIC Clearinghouse on Literacy is appended. (MSE) Education) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** #98-1022 HOLISTIC TEACHING STRATEGIES FOR HISPANIC STUDENTS 1990-1991 August 10, 1991 Dr. John Christopher, Chief Division of Adult Basic and Literacy Education Program 333 Market Street Harrisburg, PA 17126-0333 Dear Dr. Christopher: Enclosed please find the final project report for a Special Experimental Demonstration Project under Section 353 of the Adult Education Act as amended 1988, " Holistic Teaching Strategies for Hispanic Students". The State Priority this pre-application addresses is # 1-6, "Development of strategies that address the needs of Hispanics who are not literate in their primary l angu age" . The sponsoring agency and fiscal administrator was the Lebanon County Housing and Redevelopment Authority. The Social Service Coordinator and Hispanic Outreach Coordinator, Mike Barrett and I, as Project Director, worked together on administering this The governing board grant. of the Lancaster-Lebanon Literacy Council and the Lebanon County Library see these needed outreach and educational services to the Hispanic Community as important; the staff of all the above agencies, as well as Lancaster-Lebanon Intermediate Unit cooperated and coordinated 13, services. I believe the goals of the project were realized and that the techniques used might be of interest to other agencies serving Hispanics or Latinos. The federal funds used for this project were not be used to replace local or federal funds utilized in the past for this purpose. Sincerely, Henry, Pr ject Director --) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMA HON U) CENTER (ERIC) 0 Ciiihe document has teen reproduced as received from the perc.--, or organization originating n. 0 `4Q1 0 Minor changes have been made to improve p,\)C1 reproduction quality Points of view or opinions stated in this doctr i....-LA11011 /0.16 mein do not necessarily represent official OERI position or policy IDVs\c, 2 BEST COPY AVAILABLE A 1990-91 PENNSYLVANIA DEPARTMENT OF EDUCATION ADULT EDUCATION DIVISION 353 PROJECT *98-1022 PROJECT DIRECTOR Jean Henry, Lebanon Coordinator LVA Lancaster-Lebanon Literacy Council 1 Cumberland Street Lebanon, PA 17042 717-273-6575 HISPANIC OUTREACH COORDINATOR Mike Barrett, Director of Social Services & Hispanic Outreach Project Lebanon County Housing & Redevelopment 1012 Brock Drive Lebanon, PA 17042 717-273-8901 VISTA WORKER TEACHER Rita McGinty Carmen Leon Lebanon Literacy Office 1237 Elm Street 1 Cumberland Street Lebanon, PA 17042 717-273-5181 Lebanon, PA 17042 717-274-3461 f UNDINO: $4380. DURATION OF PROJECT: July 1,1990 to June 30,1991 NUMBER OF MONTHS: 12 The above agencies extend equal opportunities to all individuals without discrimination because of race, creed, color, sex, age, national origin or handicap. THIS REPORT IS A RESULT OF A PROJECT SUPPORTED IN WHOLE OR PM BY THE U.S. OFFICE OF EDUCATION. HOWEVER, THE OPINIONS EIPMSED MEIN DO NOT NECESSARILY REFLECT THE POSITION OR POLICY OF THE US. DEPARTMENT OF EDUCATION AND NO MIMI. ENDORSEMENT SHOULD BE INFERRED. 3 ABSTRACT hd hstructional This project proposed to develop a curriculum ..t adoles the educational techniques using creative stategies that would in their primary needs of Hispanic students who were not literate By using a creative, whole language approach, Hispanic 4. language. Literact in both English and students who were at different levels of sk1Us,while enhancing' heir ; Spanish learned reading, writing and speaking Us'in student Ontered materials, self-esteem and that of their culture. Ito d published such as stories and poetry, as the basis 1,8 to read and write English leartY materials as support materials, sttOppts better. Further, positive evaluations tind test results by students and all project director's belief in this agency substantiated the teachers approach to learning. 3 or w k ,,, 4 J s A It TABLE OF CONTENTS i-iii Final Report Summary Pages 1-14 Teachers Report Pages 1-3 Materials & Equipment Pages Attendance 3 4-6 New Student Orientation 6-7 Lesson Plans 7-12 Methods Postscript 12 Students' Stories and Poems Pages 1 A -11 A Miscellaneous Handouts Sample Pronunciation Guide for Alphabet 12 A Page Sample Picture Page 13 A Evaluation Form 14A Page Test Results 15A Page Grant Report Rags Holistic Teaching 98-1022 353 Project, DESCRIPTION: In the past few years, Central Pennsylvania has experienced a rapid expansion of Hispanic persons, particularly of Puerto Rican heritage. The Hispanic Task Force estimates there are over 3000 persons of Puerto Rican heritage in Lebanon County. The population has grown even more rapidly in Lancaster County. In many cases, Hispanics are fleeing the cities for what they feel will bee better life. In cities, such as New York, they may have learned to speak English, but not necessarily be literate in either Spanish or English. Late in 1989, the LVA Lancaster-Lebanon Literacy Council with funding from the , Pennsylvania Department of Education, began a Hispanic family literacy project as part of a 353 Family Literacy Project (4t98-001). The Hispanic part of this project was developed with sensitivity to the needs of the students for instruction in Spanish and English, on the one hand, and the feelings of this community about losing their dignity and cultural identity, on the other. It involved co-operation and active asssistance from the Lebanon County Hispanic Task Force, the members of the class, Sister Mary Matthew of the Guadalupe Center, where the group was based, a bilingual Hispanic VISTA (Volunteers in Service to America) Volunteer and the volunteer tutor. This project, beginning with two woman taught by a volunteer tutor, has grown into a multi-level class, which includes some children as students and class aides. It is currently being administered, with Literacy Council and Community Library support, by the Lebanon County Housing and Redevelopment Authority. The ESL classes are being expended by the use of volunteers and the family literacy aspect is being strengthened. The social service department of the Lebanon County Housing Authority Social Service staff and the Literacy Council VISTA worker coordinate outreach efforts, refer students, attend Hispanic Task Force meetings, distribute questionnaires and information about adult education programs to the Hispanic community, help arrange transportation and in the evaluation process. Students not appropriate for this class or whose schedules or locatian preclude their getting to the Guadalope class are referred to the Literacy Council for one to one tutoring or to Intermediate Unit 13 classes. Of thirty-three (33) students referred by the Literacy Council VISTA Hispanic Outreach Worker, Housing Social Services Social Sersiices and the Bilingual Library, eighteen were served in the Guadalupe Class, this being the most appropriate service fcr them. The others were referred to Intermediate Unit 13 classes or to the Literacy Council for one-to-one tutoring. The Children's Librarian and the Family Literacy Coordinator- at the Lebanon Community Library continue to suggest appropriate backs for students and their families to read together, although most materials read by families are the student centered materials described in the body of this grant ( p. 5) Ideas for stories and poems, as well as drafts and fl el products, are shared by extended families at home. The Literacy Council was available to train volunteer tutors to help in the classroom. ( Only one volunteer was utilized.) The Council also had a workshop, "Catch Some Culture", to which the teacher, her students and volunteers were invited and in which they participated. Meetings were held once a month by the Project Director, the teacher and the VISTA worker to discuss progress and any concerns. The VISTA, the teacher, the Housing Social Service Director and his staff met when necessary. The Project Director, the VISTA and the Housing Social Service Director attended Hispanic Task Force Meetings. One of the Literacy Council's other teachers started a 4-H program for children of families in the Guadalupe Church. Children of families in the program participated in this 4-H program. The Hispanic students have varied educational background and language facility in both English and Spanish. This necessitates a flexible, student-as-teacher centered curriculum. Stories or experiences relating to the students' cultural and family heritage are discussed and written, either in Spanish or English. Class members, all of whom are adults, help each other learn English skills. The teacher is the facilitator of the group process. She encourages the group to express themselves in story form and using their stories teaches them to reed, write and learn English grammar. These stories are then shared with the group and later with family members. (Please see: STUDENT STORIES, pp. 1 A to 12 k) ii Page Grant Report Holistic Teaching 353 Project, 6 98-1022 The teacher and her student aides uses computer to record stories. Volunteers use a typewriter and paper and carbon to assist her. If a story is in Spanish, the class will help translate it into English. Stories are refined by working on such skills as grammatical points. (The current class uses Spanish - English dictionaries and Dixson's, "Graded Exercises in English".) In this holistic approach, specific skills needed are taught as part of the experiential stories kept in process. Pictures,photographs and student drawings illustrate students' notebooks, which can then be reed in class and at home. Students work on listening skills by hearing student or commercially published materials reed and discussed. Skits or role playing satisfaction with the are often introduced here. The students have expressed a MO degree of approach. The process reinforces their dignity, individuality, teacher and this "whole language and culture, thereby enhancing learning. This approach works for this population for the following reasons: 1. low-literate or non-literate people usually have a good oral story-telling tradition; 2. student centered materials are less threatening and more pedagogical for this group; 3. group and family dynamics seem to work for Hispanics who are group oriented; 4. the class, being multi-level, uses students as teachers which reinforces learning; 5. the materials, developed by the class, aknowledges their cultural identity; and 6. because of the holistic approach used, a student can miss some sessions and still learn at his own rate of speed when he returns; 7. the family literacy component, where the students share stories and published materials tisith family members, is essential to retention and speed of learning. Students are an integral part of the teaching process: They encourage, discuss, teach while they are learning. in this class, these stucbnts were expose o edicetion at its twat: their tovher treated ... them with respect ant/ valued their knowlati, AVM, and kaow-now as a starting Mize f a^ a &alive of learning; the stattnts' *nimbi" wasexteatial, connate, tot/compared ass framework for father theameringsz( knowing. and the students went away more thouptfal end mcre powerful than when they errival (William Ayers, Ilarvatv/Ecticetienel Review. almmunity Schools, (November 1 989 OBJECT I YES: 1. To develop and refine an English as a Second Language curriculum for Hispanic students who are not literate in Spanish or English. 2. To develop and refine teaching strategies using a holistic aproech. 3. To teach at least 20 Hispanic students to improve their spoken English and to improve their reading and writing using this curriculum and strategies. 4. To produce a collection of Hispanic stories in English. 5. To write a final report for the Pennsylvania Department of Education and other clearinghouses. 6. To strengthen "linkages" between the Hispanic Community, the Hispanic Task Force, Lebanon County Housing personnel and the Lancaster - Lebanon Literacy Council. Pogo iii Grant Report Holistic ruching 98-1022 353 Project, ADMINISTRATION: Housing and Retavelopment Authority. The sponsoring agency was the Lebanon County Jean Henry, administered the The Projat Director, the Lebanon Literacy Coordinator, Project Barrett. He worked closely with housing The Hispanic Outreach Coordinator was Mike give them tickets for transportation. social service staff, both to refer students and to Leon, referred and helped evaluate students. A bilingual VISTA outreach worker, Carmen Council, but trained by the Literacy Volunteer tutors found by the teacher or the Literacy Council and the teacher, helped in the classroom. helped in the classroom and wrote their own Family members, particularly, young teenagers, members and friends. stories to share will students and other family did the projects accounting and Heffelfinwr, , The Housing Authority Bookkeeper, Louise materials, other then books, so that the materials final fiscal reports. She also helped purchase could be purchased at bulk rate prices. LOCATION: the Lancaster-Lebanon Literacy Council at 1 The Project Director directed the project from Cumberland Street, Lebanon, PA 17042. Housing Social Service Offices at 1012 The Housing Social Service Staff worked out of Brock Drive Drive, Lebanon, PA 17042. office listed above. Volunteer tutors were trained at the Literacy Council of the Bilingual and Cultural Library, The VISTA Hispanic Outreach Worker worked out 129 Van Buren Street, Lebanon, PA 17042. Street, Lebanon, 17042. The class was held at the Guadalupe Canter, 329 North 8th 303 Chestnut Street, Lenon, Pa The Administrative Offices for the project were at 17042. Report, attached. METHODS AND MATERIALS are described in the Teacher's EVALUATION: generally met and they Evaluations by students were positive. There expectedons wart: 1) using the computer to record had a good time. They liked the following aspects the best: improving their pronunciation by stories and poems, 2) reading student produced materials and and verbs. They felt the modeling the teacher's reading of these materiels, 3) grammar and pronunciation, 2) more heat following areas needed improvement: 1) more spelling, reeding city poor mission church.) and 3) more in the room in the winter (The class is held in a center computers. level using a variety of Test results: Students were pretested according to their entry America), the Donne Ilyin STEL test, and instruments: the ESLOA test ( Literacy Volunteers of dramatically than the BEST test. All students posttested showed improvement, some more OED classes. Two enrolled in the others. Three students were referred to the Intermediate Unit One student was referred OED classes end one student passed the OED during the contract year. School. Four students moved to and entered classes at the Lebanon County Vocational - Technical New York City. provided coordinated The coordination and "linkages" between the agencies listed above ESL classes, QED cles:ds or services and the most appropriate education for the students whether one to one tutoring PRODUCT: 1. This final report (Attached) 2. A procedural manual and strategies for teaching Hispanic students. 3. A curriculum and teaching materiels, including students' stories. (Attached) CONTENTS EQU I livIEN-1- BOOKS A. OTHER (COMPUTERS, SOFTWARE, MISCELLANEOUS) 7 B. .E.NIDANCE 3 NEW STUDENT ORIENTATION I. A. INTERVIEW AND/OR EVALUATION 4 REFERRALS 4 1. WALK-INS 4 2. SUPPLIES 4 B. EXPERIENCE STORY 4 C. IN ENGLISH 4 1. IN SPANISH 5 L. BY COMPUTER 5 3. FOLLOW-UP AND INTEGRATION INTO PROGRAM D. 5 EXPERIENCE STORY PRINTOUT 1. 5 FINISHED PRODUCT 6 2. HANDOUT 3. 6 LESSON PLANS II. 6 RECITATION OF EXPERIENCE STORY A. 6 GRAMMAR B. 6 SURVIVAL SKILLS C. 6 LISTENING AND PRONUNCIATION SKILLS D. 6 OTHER E. 7 WRITING POETRY AND/OR STORIES 1. 7 PUBLIC SPEAKING 2. 7 BASIC ORAL DRILLS 3. 7 IDIOMS 4. 7 PAGE OF 2 1 7 ID III. METHODS 7 EXPERIENCE STORY AS A TOOL A. 8 1ST METHOD POETRY B. 8 PICKING A SUBJECT 1. 8 FIRST DRAFT 2. 8 SECOND DRAFT 3. 8 THIRD DRAFT 4. 9 COMPLETED POEM 5. 2ND METHOD POETRY C. 9 POEM DISCUSSING SELECTED COMPARISON 1 9 DRAWING 2. 9 ENVISIONING 3. 9 USING SENSES 4. 9 PUBLIC SPEAKING D. 9 EXPERIENCE STORY 1. 9 EVALUATING 2. 9 EXTEMPORANEOUS 3. 10 JAll CHANTS E. 10 CHANTING 1. IMPROVISATION L. 11 WORKING TOGETHER F. 11 ALPHABET SHEETS 1. 11 PICTURE VOCABULARY SHEETS 2. 12 PHONICS AND RHYMING WORDS 3. 12 PARTIES F'C)STSCRIF)-1-: FOR TEACHERS AND INTERESTED IV. ,ADDENDUM EXPERIENCE STORIES 1. FROM CLUSTERING TO FINAL DRAFT POETRY 2. COMPARISON POEM AS A MODEL POETRY 3. THOUGHTS IN A SECOND LANGUAGE CREATIVE 4. SHEET ALPHABET 5. PAGE 2 OF 2