English+as+a+Second+Language

This project belongs to Jay, Kelley, Penny and Kevin

Your requirement is to plan an adult program to offer extensive English as a Second Language classes to the non-English speaking population of Salina, KS and the surrounding area in Central Kansas. This area has had significant growth in immigrant workers for the past decade and there is a growing need for such a program. You will work as members of the staff/faculty of Kansas Wesleyan University, a Methodist affiliated liberal arts college located in Salina. The University has less than 1000 traditional students, but its mission statement professes to the importance of lifelong learning. In keeping with the Wesleyan tradition of helping the needy, KWU has identified this program as part of its outreach to the greater community of Central Kansas.

Your team has been created by the Academic Dean, in support of a request from the Dean of the Chapel. With the growing Hispanic population in the Central Kansas, the need for English as a Second Language programs has grown considerably. The Dean of the Chapel is convinced that this is a program that falls totally within the mission statement of the University and regardless of the economics should be created as part of the Christian outreach of the University. The Academic Dean and the members of the Board of Trustees have wholeheartedly agreed with the Dean of the Chapel and have approved a working team to bring shape to the program.

One of the members of your group will be the assistant to the Dean of the Chapel, who will represent his thoughts on this important committee. A second member of the committee will be the Spanish language instructor, who also sponsors the study abroad component of the University’s international education. The third member of the group will be from the institutional advancement office and will be tasked to handle the marketing and public relations portion of the task. The final member, and leader of the working team, will be the Chairperson of the English Department, which has content responsibility for English as a Second Language.

Your final product, due to the Board of Trustees before their November 17th meeting, is a collaborative Wiki detailing the program you recommend with all of the academic and administrative issues worked out and any problems identified. The Board Chair was previously a student in Kansas State University’s adult program and has asked that you use the program planning model that he learned during the program and believes will suit the purpose well. The model just happens to be the Interactive Model of Program Planning by Caffarella and he has asked that you utilize her model to guide your deliberations and the organization of your Wiki.

You have time to research this organization and the specific program you must plan. Many resources exist for your use; research is part of program planning. Any additional information you believe you need may be gained from Dr. Martin.


 * Discerning the Context || //Structural factors -// Kansas Wesleyan University's (KWU) organizational structure is centered around a Board of Trustees. The board is chaired by an Executive Committee comprised of the President of Kansas Wesleyan University, board chairperson, vice chairperson, treasurer, and secretary (Board of Trustees, n.d.). The board meets three times a year and all issues are brought before the board through the appropriate standing committee (Faculty handbook, 2009, p. A-2).

In addition to the Board of Trustees, other members of the KWU faculty and staff that would have equity in this program are: the Dean of the Chapel as the originator of the idea; the chairperson of the Division of Humanities, as they are responsible for the English Department and Spanish Language program at KWU (Faculty handbook, 2009, p. A-6); and the Vice President for Finance and Administration, a Board of Trustees member and KWU staff member responsible for managing the university's budget (Faculty handbook, 2009, p. A-9).

External to KWU, we anticipate working with Sacred Heart Cathedral. They too, have a hierarchical structure and our coordination will begin with the Parish Council. The council is a "coordinating and unifying leadership group which enables the individual members of the parish to have access to the processes which guide and support parish life" (Sacred Heart, n.d.). Cooperation with the Spanish Religious Educator, Mirna Aranda, and the Spanish Ministry madres, Madre Virgina Cortes Gonzalez and Madre Irene Flores Sanchez, will be instrumental in connecting with the Spanish-speaking parishioners and the Spanish-speaking community.

//Political factors -// The Dean of the Chapel, The Reverend Dr. Blackwell, is the pastoral minister for KWU. His will be required to conduct coalition building between KWU and Sacred Heart Cathedral. Given the task and the scenario, we assume Dr. Blackwell has a relationship with Reverend Allen Scheer, pastor of Sacred Heart Cathedral, and the two agree on this ministry outreach initiated by Dr. Blackwell.

Our group is not clear of the political climate within KWU. We are confident that a climate exists, but we are not clear on the amount of influence Dr. Blackwell has with the staff and faculty. We assume it is positive, since the Dean of Academics and the Board of Trustees have been supportive of the initiative to date.

//Cultural factors -// The Hispanic community in Salina numbers roughly 4000 persons and are predominately associated with the agricultural industry. They are of the working class and reside in the northern portion of the city of Salina, which helped focus our selection of a church near the main population of Hispanics.

Considerations for childcare and the class times were accounted for, due to the traditionally close families within the Hispanic culture. Our group wanted to ensure both parents could attend the classes following a day's work, and we did not want the issue of childcare prohibiting their attendance.

"The opportunities for employment and retail business development in Salina have attracted new community members which has not only spurred overall population growth but increased both ethnic diversity and the size of our ELL and migrant populations, which overlaps to a large degree. Spanish is the by far the most prevalent second language followed by languages of Southeast Asia. According to 2000 Census data, 7% of the population of Saline County speaks a language other than English at home, and 3.4% self-reported not speaking English well." (Adcock, n.d.) ||
 * Identifying Program Ideas || As a result of participation in the ESL class, students will be able to effectively communicate in the English language as they participate in the community. The ESL class is designed to assist students with their English skills and becoming more comfortable living in the Salina community. Students will develop skills and confidence to navigate their community, workplace and other areas of their lives. ||
 * Developing Program/Learning Objectives || The program objective for ESL and You! is to provide a program that will give participants functional use of the English language and the ability to actively participate in the community. Through evening courses centered around the everyday use of English and basic knowledge about the surrounding community, the goal for students is to become more comfortable communicating in English and integrating into the greater Salina area.

See program planning evaulation chart for learning objectives.

 Program Planning Evaluation Chart.docx ||
 * Devising Transfer of Learning Plans || Transfer of learning will be measured by having the students demonstrate their abilities in a realistic setting. To accomplish this, the students will participate in two field trips and one lesson will include guest speakers to role play in a scenario.

On February 23, the students and instructors will eat at Bayard's Cafe, a local restaurant that has agreed to provide extra wait staff and a large room for the students to sit and eat. Students will be required to order from the menu in English. The wait staff will make minor "mistakes" in their orders requiring the students to converse with the wait staff to correct their orders.

On March 16, a local Hispanic doctor and his receptionist will visit the class, //pro bono//, and address any questions students may have regarding scheduling appointments. The receptionist will role play in a scenario that requires each student to arrange an appointment, while the doctor is available to answer basic health related questions and immunizations with the other students.   On the last day of class, March 30, the entire class will be devoted to an outing where students and instructors/helpers go to a grocery store via Salina’s CityGo public transportation. The trip will help each student use public transportation by reading a schedule, practicing days of the week, dates, and telling time in English. The class will go to Dillons, the local grocery store, located at 511 E. Iron St. At the grocery store, each student will have the opportunity to ask questions, purchase items, write checks, and practice the transfer of money. ||
 * Making Recommendations and Communicating Results || A report will be designed and provided to the KWU Board of Trustees, the Sacred Heart Cathedral Parish Council, the manager of Dillons, the participating doctor, and the owner of Bayard's Cafe.

The report will review the content presented and the success of the program based on student and instructor feedback. Participating businesses will receive thank you notes and a framed photograph of students holding completion certificates in recognition of their contribution to the community. This small gesture of appreciation will hopefully encourage other businesses to contribute toward the future of the program. || The following budget has proposed for a class size of 16 students.
 * Preparing Budgets and Marketing Plans || Our budget will be provided by KWU, as approved by the Committee on Finance and Operations, in support of the ESL class. We will be holding classes at Sacred Heart Cathedral, a fixture in the Salina Hispanic community, and will incur no charge for the use of their classrooms. Our budget includes appetizers, drinks, childcare, transportation costs for two field trips, dinner at Bayard’s Café, the teacher's salary, flyer production, and radio station announcements. Flyers will be distributed throughout the Hispanic community placed in local grocery stores, gas stations, CityGo bus stops, and in local businesses with a large percentage of Hispanic employees. Announcements will also be made on KSAL-AM, a local talk radio station, and KHCD-FM, the local public radio station operated from Hutchinson Community College.

The ESL Broadcast reads as follows: To all the Hispanic residents of Salina and surrounding counties. Sacred Heart Cathedral and Kansas Wesleyan University are hosting a English as a Second language Class. It will held Tuesday nights 5:30 to 8:30, starting January 12 and ending March 30, 2010. Child care and appetizers are provided so come and meet new people and learn something new together. We hope to see you there.

||
 * Building a Solid Base of Support || Our base of support includes the KWU Board of Trustees, the Sacred Heart Cathedral Parish Council, migrant worker association, and local businesses. A future base of support that we hope to leverage will be the students. Their sense of accomplishment and satisfaction with the program will assist in recruiting new students and continuing the service for the Salina community. ||
 * Sorting and Prioritizing Program Ideas || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; msobidifontfamily: 'Times New Roman';">We have prioritized our program so that students are focused on the practical use of English. We believe that teaching functional English will help students in situations they will encounter within their everyday lives. Our team has developed an ESL class that will help the students function in society more easily. Additionally, the students will be exposed to everyday activities – going to the grocery store, eating at a restaurant, and arranging appointments – in a controlled setting with instructors present.

Particular attention was given to the learning atmosphere and ensuring the students felt comfortable and secure. Childcare will be provided to ensure those students with children can focus on learning and will not have to be concerned with coordinating for the care of their children or their safety. In addition, we included appetizers and drinks in the budget. We feel this is very important because food usually helps people relax and allows them to converse and get to know each other better. If the students feel secure in the environment, they will be more willing to engage in the classroom. ||
 * Designing Instructional Plans || Our group researched several resources for conducting ESL classes and found lessons created by C. Ray Graham and Mark M. Walsh covering the topics we determined would be the focus of our program and to the level of detail we thought appropriate. The hyperlinks to the individual lessons are listed below in the course schedule and the home page may be accessed at [|http://humanities.byu.edu/elc/Teacher/teacherguidemain.html](Graham & Walsh, 2005) ||
 * Formulating Evaluation Plans || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">When evaluating the ESL program it will be important to have a questionnaire at the end of the class, as well as continually conducting informal evaluations in class following each evening’s session. These informal evaluations can be as simple as watching students’ nonverbal indications after a skill is taught. Other examples of informal evaluations will be to observe the students’ confidence at the store and restaurant. Were they successful in ordering and purchasing items? Did they successfully pay for services rendered? Could they write a check? Could they count money? By observing these skills an instructor can easily evaluate how the program is working, its effectiveness, and can make an assessment on whether or not the new knowledge and skills will be implemented into the students daily life.

Within the community the effects of this program will take a longer time to bear fruit. The committee believes that by involving the community the end results will be positive.

An anonymous end of course questionnaire will be given to the class asking students to evaluate the course, the instructors, and the outings experienced in class.

|| See the program schedule below for planned days and times of classes to be held. ||
 * Selecting Formats, Schedules, and Staff Needs || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">The format will be focused on the small group with a face to face workshop environment. There will be a direct transfer of learning based on group participation and practical application with the students’ participation. The format chosen will help to build a community of learners that will empower Hispanic students within their community and help them integrate into the community of Salina. The meetings will be held on Tuesday nights from 5:30-8:30 for 12 weeks. Sacred Heart Cathedral has agreed to allow us to use another room during this time for childcare and have offered their toys, books and games for the children’s program. The TV and DVD player will be used to play educational English movies and cartoons, such as Dora the Explorer (Walsh, 1999) and Go Diego Go (Gifford, 2005), which will also provide a learning environment for the children.
 * Coordinating Facilities and On-Site Events || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; msobidifontsize: 6.5pt;">We will hold our meetings at Sacred Heart Cathedral, which is located within walking distance to most of the Hispanic population and is on the red bus route on the CityGo system in Salina. Sacred Heart Cathedral is known to have a good relationship with the local Hispanic community and provides a Mass in Spanish for parishioners. We chose this site because we thought the students would feel safe and comfortable here. The Parish Council has agreed to allow us use of their facility free of charge. ||

introductions, survey that determines their starting point in the english language [|http://humanities.byu.edu/elc/Teacher/appendix/OralAssessment.html](Graham & Walsh, 2005) || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 2: Filling out Forms](Graham & Walsh, 2005) || Field trip to Bayards Cafe || Dr. Hablo and his receptionist will attend and help students learn the verbage for making an appointment and talking with the doctor || Field Trip to Dillons Grocery Store Certificate of Completions Passed Out || References Adcock, C. (n.d.). //Kansas migrant education program: Identification & recruitment: Salina, Kansas.// Retrieved November, 4, 2009 from [] Board of Trustees. (n.d.). Retrieved November 13, 2009 from [] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Gifford, C. (//Producer)//. (2005). //Go Diego go// [Television series]. Hollywood, CA: Paramount Pictures. Graham, C. R., & Walsh, M. M. (2005). //Adult education ESL teachers guide.// Retrieved October 20, 2009 from [] Kansas Wesleyan University. (2009). //Faculty handbook.// Kansas Wesleyan University: Salina, KS. Sacred Heart Cathedral. (n.d.). Retrieved November 13, 2009 from [] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Walsh, V. (//Producer).// (1999). //Dora the explorer// [Television series]. Hollywood, CA: Paramount Pictures.
 * < week ||< date ||< time ||< <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Program schedule of class dates, time and individual lessons and links ||
 * < <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">week 1 ||< <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">1/12 ||< <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="font-family: Arial,Helvetica,sans-serif;">General Orientation and Course Introduction
 * < <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">week 2 ||< <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">1/19 ||< <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif;"><span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 1: Greeting and Introduction](Graham & Walsh, 2005)
 * < <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">week 3 ||< <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">1/26 ||< <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 3: Personal Information](Graham & Walsh, 2005) ||
 * < <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">week 4 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">2/2 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 4: Asking About Classroom Objects](Graham & Walsh, 2005) ||
 * < <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Week 5 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">2/9 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="background-color: #ffffff; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 5: Telling Time](Graham & Walsh, 2005) ||
 * < <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Week 6 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">2/16 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 6: Finding a Job](Graham & Walsh, 2005) ||
 * < <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Week 7 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">2/23 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="color: #ff00ca; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 7: Ordering Food] (Graham & Walsh, 2005) <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">
 * < <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">week 8 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">3/2 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 8: Calling on the Phone](Graham & Walsh, 2005) ||
 * < <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">week 9 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">3/9 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 9: Telling the Date](Graham & Walsh, 2005) ||
 * < <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">week 10 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">3/16 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 10: Visiting the Doctor](Graham & Walsh, 2005)
 * < <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">week 11 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">3/23 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 11: Asking Directions](Graham & Walsh, 2005) ||
 * < <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">week 12 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">3/30 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">5:30-8:30 ||< <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Lesson 12: Shopping for Groceries](Graham & Walsh, 2005)