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Section IV: Pathways for Advocacy with ELLs

Section IV: Pathways for Advocacy with ELLs. STRATEGIES FOR ENGAGEMENT. To best respond, educate yourself:. Understand “LEPS” L-Laws E-Ethics P-Possibilities for action S -Students’ communities and stories . It’s the Law.

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Section IV: Pathways for Advocacy with ELLs

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  1. Section IV: Pathways for Advocacy with ELLs STRATEGIES FOR ENGAGEMENT Bilingual Basics -- J.P. Osterling & G.S. Kasun

  2. To best respond, educate yourself: Understand “LEPS” L-Laws E-Ethics P-Possibilities for action S-Students’ communities and stories Kasun & Osterling TESOL 2009 Denver

  3. It’s the Law No student MUST produce documentation regarding their or their families’ legal status when registering for school All children MUST be registered and attend school if they live in the U.S. Kasun & Osterling TESOL 2009 Denver

  4. Ethics • On what grounds do you respond? • Universal Declaration of Human Rights • Your conscience • Simple notion that no child gets to choose where she or he is born • Understanding a global system of economic inequality, whose center is the US and global financial capital Kasun & Osterling TESOL 2009 Denver

  5. Possibilities for Action Presentations for school audiences (students, faculty and family) Provide students the vocabulary to name the world around them (including racism, empowerment, language of the law) Sending letters to people with more power Empower students by supporting the Dream Act Create your own text to educate others (post on the Internet) Kasun & Osterling TESOL 2009 Denver

  6. Students Read, about the history of US immigration through current immigration matters Read blogs and newspapers, both pro- and anti-immigrant (you might be surprised at the rapid jump in reading ability) Read immigration narratives, such as Enrique’s Journey Watch documentaries, such as “Romántico” or National Geographic’s “Wetback: The Undocumented Documentary.” Kasun & Osterling TESOL 2009 Denver

  7. Students • Writing—reflections about their life experiences related to being immigrants in the US: • May include poems, letters to editors, senators, representatives, dialogues with students in other classrooms, blogs and wikis • Writing—interviews with family members about their journeys and decisions to move to the US. Kasun & Osterling TESOL 2009 Denver

  8. Students • Speaking—let students know they are not alone by sharing testimonios; • Debate—learn facts they can use to defend themselves and the arguments they will need to prepare for debate; • Dramatize—allow students to craft theatrical plays showing different realities of the immigration experiences. Kasun & Osterling TESOL 2009 Denver

  9. Resources • Migration Policy Institute: (clear hub of data regarding immigration) http://www.migrationpolicy.org/ • MPI’sUS-specific data: http://www.migrationinformation.org/ • National Immigration Forum (with toolkits and good data regarding immigration)http://www.immigrationforum.org/ Kasun & Osterling TESOL 2009 Denver

  10. Bilingual Basics -- J.P. Osterling & G.S. Kasun

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