U.S. Civics and Citizenship Online

Preparing Students to Naturalize

BACKGROUND AND STANDARDS

This section contains materials, including research, articles, and instructional activities, for those seeking to integrate citizenship, civics, and English language instruction for adult learners. Materials discuss issues of policy and practice, as well as how to encourage English as a Second Language (ESL) learners to become active citizens engaged in their communities.

Arizona Adult Education Standards
Arizona Department of Education, 2006
The Arizona Standards Initiative strives to enable adult educators to assess student performance and measure program effectiveness with greater accuracy. This document contains a section on citizenship test preparation content and performance standards as well as a section on English Language Acquisition for Adults (ELAA) offering content and performance standards for five levels of adult ESL proficiency. Standards for each level are accompanied by performance indicators for reading, writing, listening, speaking, and other language functions. Also identifies supporting grammar and includes sample activities and glossary.
Download/view PDF (1.7MB):  http://www.ade.state.az.us/adult-ed/Documents/AEStandards/Adopted/AZAEStandards-2006Rev.pdf

English for Limited English Proficient Adults Curriculum Framework
Florida Department of Education, 2005
Describes Literacy for Adult English for Speakers of Other Languages (ESOL) Learners and Citizenship curriculum frameworks (content standards) and skills at six proficiency levels. Citizenship standards cover requirements and procedures for becoming a U.S. citizen; citizens’ rights and responsibilities; U.S. symbols; prominent individuals and events in U.S. history, government, and culture; and the structure and function of the U.S. government.
http://www.fldoe.org/workforce/dwdframe/ad_frame.asp

Integrating Civic Participation and Adult ESOL
A. Nash, New England Literacy Resource Center, 2005
This article proposes a process for building ESL students’ capacity for engaged and active citizenship through an examination of policies and systems affecting their lives. Based on content drawn from experience working with providers, the Equipped for the Future (EFF) citizen/community member role map, and a theoretical framework describing three kinds of citizens: personally responsible, participatory, and justice-oriented citizens. Presents a series of steps with specific suggestions for classroom activities and examples from teachers.
http://www.nelrc.org/publications/cpandesol.html

Maryland Content Standards for Adult ESL/ESOL
Maryland State Department of Education, 2009
Addresses six language skills: listening, speaking, pronunciation, reading, writing, and grammar. Uses the National Reporting System common-level descriptors to describe the proficiency of learners at each level. Includes an introductory training module, content standards by level and by skill, competencies, cultural notes, workplace skills, technology skills, metacognitive skills, and instructional resources. Explains how the standards can provide an appropriate framework for English Literacy (EL)/Civics instruction.
Download/view PDF (17.8MB):  http://www.umbc.edu/alrc/eslcs09.pdf

Massachusetts Adult Basic Education Curriculum Framework for English for Speakers of Other Languages (ESOL)
Massachusetts Department of Education, 2005
Presents ESOL content standards for learners at all levels. Skills necessary for English language learning are contained within the framework’s seven strands: listening, speaking, reading, writing, intercultural knowledge and skills, navigating systems, and development strategies and resources for learning. Also identifies proficiency levels and benchmarks for each standard and includes a glossary, teacher vignettes, and student performance-level descriptors.
Download/view PDF (680KB):  http://www.doemass.org/acls/frameworks/esol.pdf

Nevada’s Content Standards For Adult ESL Programs
Nevada Department of Education, 2006
Content standards organized by program level, learning proficiencies (reading, listening/speaking, writing, and supporting grammar) and related standards, assessments, competencies, and EL/Civics objectives. Specifies skills and knowledge for learning proficiencies at all levels, which correspond to the six National Reporting System educational functioning level descriptors. Provides an overview of civics education, CASAS competencies, Equipped for the Future (EFF) contents standards, and the EFF citizen/community member role map.
Download/view PDF (1.5MB):  http://www.literacynet.org/nevada/sdocs/ESL_EL_Civics_Standards.pdf

New York State Citizenship Preparation
The University of the State of New York and the New York State Education Department
Includes information on the naturalization process and highlights English Language Arts and Social Studies Standards particularly applicable to learners preparing for citizenship. Describes typical citizenship learner skill levels and correlates these to the National Reporting System ESL functional levels, and ESL standards from the Adult Education Resource Guide and Learning Standards.
Download/view PDF (530KB):  http://www.hudrivctr.org/documents/cit.pdf

Q & A - Civics Education for Adult English Language Learners
L. Terrill, Center for Applied Linguistics (CAL), 2000
Aimed at the new EL/Civics teacher, this digest outlines the events that shape EL/Civics education, defines civics education and citizenship education, and provides activities and approaches to integrating civics education with language learning at the beginning, intermediate, and advanced levels. Also provides links to additional resources.
http://www.cal.org/caela/esl_resources/digests/civics.html

Standards for Adult Education ESL Programs
Teachers of English to Speakers of Other Languages (TESOL), 2002
Standards for program quality in English literacy cover nine areas: program structure, administration, and planning; curriculum and instructional materials; instruction; learner recruitment, intake, and orientation; learner retention and transition; assessment and learner gains; employment conditions and staffing; professional development and staff evaluation; and support services.
Available for purchase from:
http://www.tesol.org/s_tesol/sec_document.asp?CID=86&DID=1839

Tennessee Adult ESOL Curriculum Resource Book
P. Sawyer, Editor, Tennessee Department of Labor and Workforce Development, Office of Adult Education, and University of Tennessee, Center for Literacy Studies, 2001
Includes EL/Civics competencies organized by the National Reporting System levels of ESL achievement. Provides English language instruction emphasizing the rights and responsibilities of citizenship, naturalization procedures, civic participation, and U.S. history and government. Contains learning plans for various achievement levels that identify activities, assessment strategies, and relevant Equipped for the Future (EFF) Standards.
http://aeonline.coe.utk.edu/For_Instructors/resources_esolCG2001.html

West Virginia Instructional Goals and Objectives - ESL
West Virginia Department of Education, 2007
Part of competency-based student monitoring system, ESL Instructional Goals and Objectives (IGOs) describe what a student should know and be able to do at six levels. Levels align with the National Reporting System educational functioning levels. Organized by oral communication (listening, speaking, grammar, pronunciation/fluency, and telephone skills) and reading/writing (phonemic awareness/word analysis, vocabulary, comprehension, accuracy/legibility, organization/composition, and spelling). Describes how to use the IGOs to monitor student progress.
Download/view PDF (1.1MB):  http://wvde.state.wv.us/abe/documents/Section6WVIGOsFY09_000.pdf