E nglish as a S econd L anguage Classes:

1. English as a Second Language Classes: reaching newcomers with environmental information Connie Cloak C2: Alternative Services Presentation for California Resource Recovery Association August 9, 2010

2. Overview • Adult ESL as a venue for outreach to reach a challenging population • The lessons • Used Oil Recycling (used in many jurisdictions) • Recycling and Litter Prevention (Salinas Valley) • HHW, Electronics, Bulky Items (San Francisco) • Program effectiveness

3. Challenges in Outreach to New Immigrants diversity: There are literally dozens of countries of origin among our immigrant population, from every continent in the world. While the majority of newcomers to California are “Latino,” there are many subgroups even among people from various parts of Mexico, Central and South America. cultural issues: even within ethnic groups there are cultural intricacies that can make effective delivery of a message resulting in behavior change challenging. language barriers: conveying a complicated message such as specific methods and locations for disposing of various materials requires detailed translation which local governments are often not equipped to provide to their various immigrant populations. access: it is often difficult to find people who are newly arrived and to offer them information in an environment where they are receptive to learning. In particular, those who are from authoritarian societies or whose immigration status is precarious may be distrustful of people from government agencies.

4. Challenges in Outreach to New Immigrants diversity: There are literally dozens of countries of origin among our immigrant population, from every continent in the world. While the majority of newcomers to California are “Latino,” there are many subgroups even among people from various parts of Mexico, Central and South America. cultural issues: even within ethnic groups there are cultural intricacies that can make effective delivery of a message resulting in behavior change challenging. language barriers: conveying a complicated message such as specific methods and locations for disposing of various materialsrequires detailed translation which local governments are often not equipped to provide to their various immigrant populations. access: it is often difficult to find people who are newly arrived and to offer them information in an environment where they are receptive to learning. In particular, those who are from authoritarian societies or whose immigration status is precarious may be distrustful of people from government agencies.

5. Challenges in Outreach to New Immigrants diversity: There are literally dozens of countries of origin among our immigrant population, from every continent in the world. While the majority of newcomers to California are “Latino,” there are many subgroups even among people from various parts of Mexico, Central and South America. cultural issues: even within ethnic groups there are cultural intricacies that can make effective delivery of a message resulting in behavior change challenging. language barriers: conveying a complicated message such as specific methods and locations for disposing of various materialsrequires detailed translation which local governments are often not equipped to provide to their various immigrant populations. access: it is often difficult to find people who are newly arrived and to offer them information in an environment where they are receptive to learning. In particular, those who are from authoritarian societies or whose immigration status is precarious may be distrustful of people from government agencies.

6. Challenges in Outreach to New Immigrants diversity: There are literally dozens of countries of origin among our immigrant population, from every continent in the world. While the majority of newcomers to California are “Latino,” there are many subgroups even among people from various parts of Mexico, Central and South America. cultural issues: even within ethnic groups there are cultural intricacies that can make effective delivery of a message resulting in behavior change challenging. language barriers: conveying a complicated message such as specific methods and locations for disposing of various materials requires detailed translation which local governments are often not equipped to provide to their various immigrant populations. access: it is often difficult to find people who are newly arrived and to offer them information in an environment where they are receptive to learning. In particular, those who are from authoritarian societies or whose immigration status is precarious may be distrustful of people from government agencies.

7. Adult ESL Classes • Mostly newcomers, very diverse • No need to translate • Trusted source of information • Motivated learners • Teachers expert in communicating with multicultural population

8. ESL Partnership Objectives • Produce materials that are useful in teaching & learning English… • …and that are flexible and fun to use in a wide variety of classrooms • Students leave the classroom with specific knowledge about how to recycle or properly dispose of the targeted materials…. • …and the motivation to tell others in their communities what they have learned.

9. How our PROGRAM Works • Teacher training- introduce materials, emphasize key messages • Each lesson is designed to be taught in a single class session though teachers often use 2 or more sessions. • Teachers are paid $50 stipend for each class taught… • …with submittal of class record form • Support for teachers

10. Used motor oil and filters must be recycled. Any other type of disposal- in the trash, down a drain, on the ground- is illegal and is hazardous to human health and the environment. The fine for illegal dumping is up to $10,000. • Recycling used oil and filters is easy and free. Ideally, we hope that every student leaves the class with specific knowledge of a place where he/she can take oil and filters for recycling. At the least, every student should understand how to use the information provided to find the nearest recycling location. • Used oil and filters must be handled properly to avoid spilling and to comply with the law. Oil should be stored in a plastic container with a screw-top. Filters should be transported in a sealed plastic bag. • Now that students understand about recycling used oil and filters, we hope that they will be motivated to tell others in their communities.

18. Other Materials • Teacher packets • Includes local resources • Classroom aids • Realia • Bingo game • Overheads/ CDs • Watershed maps • Prompts (premiums) • Pens • and/or local stuff

19. Other Materials • Teacher packets • Includes local resources • Classroom aids • Realia • Bingo game • Overheads/ CDs • Prompts (premiums) • Pens

20. Other Materials • Teacher packets • Includes local resources • Classroom aids • Realia • Bingo game • Overheads/ power points • Pens

21. It is never OK to throw unwanted items on the ground, along roadways or out of vehicles. The fine for littering is up to $1,000. • The most important behavior in proper recycling is separating materials. In the Salinas Valley, residents of single-family housing and some apartments have containers for mixed recycling and for trash. Single-family residents also have yard waste carts. Students should understand what materials do and don’t go in each of these containers. • Students who do not have recycling service at their homes and those who would like to obtain money for their recyclables need to know where to go to drop off and/or sell them. Bottles and cans with CRV (California Redemption Value) may be sold, and there are also places that buy scrap metal, cardboard, and paper. • Some materials should not go in any of the carts because they are toxic. It is illegal to put toxic items in the trash. These items should be taken to a hazardous waste facility. • Now that students understand about recycling, we hope that they will be motivated to tell others in their communities.

26. Specific local information • Teacher resource packet • Classroom aids including Bingo • Realia • Recyclables • Recycled Products • Gifts for students

27. Most household discards may be placed in one of the three color-coded carts provided to city residents. Generally, this means that items that are not on the list of appropriate recyclables (blue cart) or compostables (green cart) are placed in the trash (black) cart. However, certain materials must not be placed in the carts. • There are three broad categories of items that must not be placed in the carts. They include • Toxic products • Bulky items that are too big to fit • Electronics • Students should understand these categories and be able to identify at least some examples. • There are convenient and free options for disposing of all of these items. Options vary for different types, but broadly include • Drop-off: residents may take the items to designated locations. Students should understand where some of these locations are and what may be taken there. • Pick-up: residents may call to schedule free pick-up service. Pick-up services are available to residents regardless of whether they own or rent their homes, and for both single-family homes and apartments. There are City services available to pick up: • Toxic products • Bulky items & electronics • Students should be aware that these two types of services are available to them and understand how to access them. • Now that students understand about materials that may not be put in the trash, we hope that they will be motivated to tell others in their communities.

36. Realia?

38. The Numbers Classes to Date: “The Family Car”: 1400 classes, 28,000 students “The Family Cleanup”: 69 classes, 1301 students “Where Can It Go? (Not in the Trash)”: 39 classes, 969 students Languages Spoken: 94

39. Program Effectiveness- • Teacher Reports • Anecdotal data “The students were especially interested in the frequently asked questions and how to deal with expired medications. One of the students posted the information in her senior living center.” “The students really enjoyed the lesson and wanted to tell friends, family, and neighbors why it is important to recycle. The students said if people understood the importance of recycling, they would do it.” “Very important lesson! It provided students with the vocabulary to discuss this issue with Americans and gave them the encouragement to talk with other native speakers about oil waste and disposition.” “They were able to make conversations about recycling, how to recycle and that new products can be made.” “Homework: show and tell someone else what they learned today and report back.” “They now have the vocabulary to discuss environmental subjects.” “Great lesson! Ready-to-go! Kept all students all levels involved. I'd love it if I had a prepared lesson like this every day!” “I liked that it was a real life lesson. Something students could use in their everyday lives.” “asked the students if they would recycle more household items, and many of them said yes.”

40. lesson started Program Effectiveness- • Quantitative Measurement • Compare changes in quantities of used oil collected at Kragen stores 7%

41. Questions? Connie Cloak C2: Alternative Services 707/568-3783 connie@c2alts.net www.c2alts.net