Problem-Posing ESL
for Migrant Farm
Workers in
North Carolina
Inglés para Explorar
Problemas de los Trabajadores Agrícolas Migratorios en Carolina del Norte
Brendan O’Neill
VTMigrantEducationProgram Tutor
802-825-1609
NC Adaptation /Revision
NC OSY Committee
***Working Draft Only***Working Draft Only***
Introductionto
Problem-Posing ESLfor
MigrantFarmWorkersinVermont (adapted for North Carolina)
Afterjust ashort timeteaching ESL to Latino migrant farm workers on dairy farms in Addison County with theVT Migrant Education Program Isaw theneed forESL materials that weremoredirectly relevant to workers’life experiences and day-to-day problems. Additionally, Iquickly discovered that atraileron thefarm is not a classroom norshouldwepretend it ever would be. Thus, ESL materials and methods that attempt to manufactureatraditional classroom orteacher-student relationship on a farm in atrailersimply ignorethe context staring the educatorright in the face. Furthermore, most oftheLatino migrant workersthat I’vemet share that they are‘hereto work’ forashort timeperiod(1-3 years) and that they may also comeback
in the future. Much ofthetraditional ESL materials and approaches working with ‘Out ofSchool Youth’ werenot formulated with this important context in mind. Thus, theshortcomings and failures oftraditional methods and materials led meto search foralternatives. This search led me to an ESL philosophy and accompanying methodologies called Problem-Posing ESL.
Thedialogues that Isharein this booklet areadirect result ofmy experienceusing Problem-Posing ESL as I continueto get to know the40 orso Latino migrant farm workers that I’vebeen working with in small groups sinceMay 2008. It is my hopethat this resourceprovides more relevant context and content in orderto bothteach essential English skills and explore
someoftheproblems that themigrant farm worker community faces herein Vermont. Ihave consistently witnessed themany challenges stemming from workers’uniqueisolation and extremedependency onothers to meet every singleoneoftheirmost basicneeds including: access to food, health care, clothing, shelter, socialrelationships, religious practice, communication and transportation. Additionally, most workers haveshared that theirprimary goal is to earn money and send it home foravariety ofneeds and problems at homesuch as to pay medical bills forasick family member; put food on thetable; put abrotherorsisterthrough school; build anew roomoranew house; orjust to havemoremoneyforvarious needs, hopes and dreams. Asan educator working with migrant farm workers, Ibelieveit to be essential and important to engage with thesereal lifestrugglesand experiences.
Why Problem-Posing ESL?
Idesigned thedialogues in this book in accordance to thephilosophy and methodology called Problem-Posing ESL, which was adapted from the work oftheBrazilian adult educator Paulo Freire. Freire’s work developing adult literacy programs in Brazilian slums inspired an entirely new school of adult education reflected inhis book ThePedagogy ofthe Oppressed. To simplify, oneofthe central ideas ofFreireis that oppressed, marginalized and otherwisesilenced populations hold important and potentially transformativeknowledgeand experiences that are
notvalued norsufficiently explored in traditionaleducational and societal institutions. These experiences and knowledge arenot valued precisely becausethey offermeaningful and deep insights into how oppressivepowerstructures operate and are experienced.In Freirian education the educatorisaskilled listener and facilitatorofconversations andactivities that draw out these life experiencesand insights and intentionally engage with theproblems ofparticipants in order that participants cometovalue what theyalreadyknow. Then, the educatororganizes and facilitates aprocess wherein participants analyzetheir experiences and explore and practicehow to make realchanges in theirown lives and society at large.
Theprimary tools ofthe Problem-Posing ESL teacherarecalled codes. Each dialoguein this booklet is a code. Codes arerealisticand relevant representations of the context andcontent within which students experienceproblems and face challenges. Ideveloped these codes by listening and collaborating with my students overa9-month period. Then,I created codes that reflect backto thestudents relevant and realisticlifeproblems in the formofdialogues. However, codescan andshould also includepictures, songs, art orfilms. With a fewexceptions the codes/dialogues in this booklet are all intendedto posesomeofthe everyday problems and challenges that theMexican migrant farm workerpopulation faceherein Vermont. Thus, codes pose realisticproblems to students. Afterintroducing the codes to students,the educatorthen facilitates exercises to discuss and analyzethe code. Theseexercises should haveboth language learning goals and thebroadergoals ofproblem-posing, including: sharing and discussing experiences; analysis of and reflection about problems and causes ofproblems; and problem- solving.
Themost relevant and useful Problem-Posing ESL educatorresourcethatseems to apply to the Vermont MigrantEducation Program is Language and Culturein Conflict: Problem-Posing in theESL Classroom by Nina Wallerstein. Thebook is aproduct ofaone-yearstate- funded grant issued in 1973 in aSpanish-speakingneighborhood in San Jose, California. The community and student population ofSan Joseincluded asignificant numberofMexican migrant farm workers whose experiences informedthe codes ofthebook. The first 40 pages ofthebook outlinethephilosophy and methodology as well as practical tips about how to use codes and facilitateProblem-Posing ESL. Isuggest you read Wallerstein’s book beforeyou utilizethis booklet. The remainderofherbook provides carefully craftedand easily adaptable codes.
This booklet is a first step to createabeginnerspeakerversion ofLanguageand Culturein Conflictspecifically crafted fortheproblems uniqueto migrant farm workers in Vermont. (The North Carolina adaptation has reworked various conversations to make them more pertinent to agriculture in North Carolina.) I also borrow from and adapt the approach found intheTennesseeMigrant Education Program’s resources. TheTennesseeMEPhas producedandpromoted ESL/Bilingualbooklets that present:
1. English phraseor word
2. Spanish translation
3. Pronunciation oftheEnglish phrase/word writtenforSpanish speakers
Ifound that writing out the codes in this format allows beginnerEnglish speakers to jump right into and participatein Problem-Posing ESL alongsidemore advanced students. More recently, I am thankful to discover,in conversation with Tomás Kalmar and laterinhis book IllegalAlphabets and Adult Biliteracy,themany values ofLatino migrant workers’ writing down English as it is heard andexperienced. Furthermore, I found that theclass often naturally flowed back andforth between English and Spanish to exploresomeofthesereal lifeproblems and ratherthan seethis as taking away from thegoal oflearning English,I’ve cometo view it differently. Kalmar rightly emphasizes theimportanceoftheeducator creating an environment of ‘biliteracy’ wherethis flow between languages and cultures is essential to learning, to analysis, and for workersto develop theirown voices according to theirown choices. I recommend reading his book becauseit has helpedmeto becomemuch more awareofmany of my assumptions as teacher, about theclassroom and student and introduced meto the transformativeconcept ofbiliteracy.
This is the first draft ofawork in progress that is undergoing constant rethinking, testing and questioning. It is incomplete, contains someerrors and does not yet providelessons to use the codes. My next step is to createlessons likethosein Wallerstein’s bookthat accompanyeach code. Iinviteyou to share and participatein this process and hopethat youwill writeup and shareyouradaptedcodes, lessons and activities that you create. Ihaveprovided abrief introduction ofthemethodology ofProblem-Posing on thenext pages that is meant to serve asa guideofhow to createlessons to explorethese codes in accordance with Problem-Posing ESL.
Thanks and pleaselet meknow how this works foryou and participants and what new codes and lessons you aredeveloping!
Brendan O’Neill
VT Migrant Education Program Tutor
802-825-1609
July 15, 2009
Note on North Carolina Adaptation
When MEP service providers in North Carolina first found this guide on the SOSY website, many people wanted to begin to use it. However, it wasn’t always applicable to the agricultural setting here. The North Carolina Adaptation grew out of the need to adapt lessons to fit our students, while staying with the problem-posing methodology that guided Vermont MEP in its original development.
North Carolina Migrant Education Program
919-807-3958
July, 2011
1
How to Use
Problem-Posing ESLfor MigratoryFarmWorkers inNorth Carolina
Below is my summary ofhow to utilizethe codesofthis booklet. My hopeis that by reading
Wallertein’s Language and Culture and Conflictand utilizing the codes Iprovidethe educator can jump into Problem-Posing ESL for Migrant Farm Workers in Vermont.
A. It is helpful to assign acodein advance forthenext class. This gives students a chanceto taketheirtime reading overthe codein Spanish and English and formulating theirown questions about vocabulary, languagestructureand pronunciation.
B. IntroducethedialogueinSpanish ifnecessary. “We aregoing to explorea conversation between 2 workers.” It issometimes helpful to havethestudents read it insilence (in both English and Spanish) and then ask them ifthey have any questions.
C. Then, with beginners youcan read the codeslowlyand line-by-line and makesurethe pronunciation and new vocabulary is clear. Audioor video recording the codes and listening/watching them is another option to introducethem and would benecessaryfor students illiteratein Spanish. Formore advancedstudents (or with mixed level classes) you can jump right in and havestudents read thecode.
D. Answerquestions students have regarding difficult pronunciation, new vocabulary or new languagestructure.Encouragestudents to takethetimeto changeany ofthe
phoneticpronunciation to tuneit to theirown ways ofhearingand experiencing language. However, don’t turn this into agrammarlesson orapronunciation exerciseat this point. There will betimeafterto practicegrammarand pronunciation.
E. Re-read, practice and movetowards adramatization and role-play ofthecode. Try to get at the feeling, emotion and thinking ofthe characters involved. Makeit ascript foralittle play. Havefun!Bring props. Show emotion. Get up…Let it get carried away and owned by the class…evenchangeit ifneed be.Act it out!Createan experienceofthe code.
F. Reconveneand follow these5 steps to discuss and analyzethe code. Exploring codes with these5 steps represent themethodology uniqueto Problem-Posing ESL:
Note:These5 steps arealso relevant for other types of codes that Isuggestyou usewith this booklet all of which are moreappropriatefor students who arenot literatein Spanish (e.g. film clips, pictures, songs, art work...)
1.Describe whatis happening in the codeby posing and answering basicquestions that retell themain details from the code. What? Where?When?Who? Why? How?
What’s happening? Whatdo yousee/hear?
You might havethestudents who played differentcharacterscontinueto explorethe code “in character.”
2. Deepening theunderstanding and naming the problem. What do thecharacters think or feelabout what is happening?
What’s theproblem? Whatare they thinking andfeeling?
3. Connecting/relating the codeto thestudents’lives.
Is this yourproblem too? What’s itlike foryou?
4. Deepening theunderstandingby exploring whytheproblem exists.
Why is this happening?Why is this a problem?
5. Changing theproblem.Practicing nextsteps andtaking action.
What can bedone?
What canXdo?
Whathaveothers done?
Whatwouldyoudo?
Whatdo you do?
Whatwouldyou like to see?
How?
D. Thenext steps afterthis 5 step discussion ofthe codes as presented in Wallerstein’sapproach is to pull out and practicespecificlanguagestructureand to further explore the code with a variety of classroom activities related to the code.This should begin aprocess that can actually lead to aplan to takeaparticularaction and practice forit whetherit’s asking fora rideto the store, making an appointment at ahealth careclinic, or conducting research to find out what resources are availablein the community.
Sample Code with LessonPlan
Below is an exampleofthetypes ofquestions thatI am developing to explorethe code according to the abovemethods. Additionally, Iincludesome recommended activities. Eventually, this booklet will contain all oftheselessons. However, thelessons aren’t written up in amannerto
behanded out to students. Rather, someofthequestions can bewritten on theboard orhandouts can becreated ifdesired.
Whatareyou doing?
/Uat ar yu duin?/
¿Qué estás haciendo?
Juan: Hey Carlos!Whatareyou doing?
/JeyCarlos!Uat ar yu duin?/
¡HolaCarlos!¿Qué estás haciendo?
Carlos: Not much. You?
/Nat mach. Yu?/
Nada. ¿Y tú?
Juan: I’m working.
/Aim uerkin./
Estoy trabajando.
Carlos: What areyou doing after work?
/Uat ar yu duin after uerk?/
¿Qué estás haciendodespués del trabajo?
Juan: I’m coming homeand studying English.
/Aim camin joum end stadien Inglish./
Estoy regresando alacasay estudiandoel inglés.
Carlos: I want to study English, but I’m too busy.
/Ai uant tu stadi Inglish bat aim tu bisi./
Yo quiero estudiarel inglés, pero estoy demasiadoocupado.
Juan:
1
1
I.Problem-Posing DiscussionQuestions
A. What is happening?What do you see/hear?
1.Is Juan working?
2.What is Juan doing after work? Is Juan studying English after work?
3.Is Carlos studying English after work?
B. What arethey thinking/feeling/wanting/needing?What is theproblem?
1.Does Juan want to study English? Does Carloswant to study English?
2.Why is Carlos too busy to study English?
3.What is theproblem?
C. What do you think about this? Is this yourproblem too? How? Why?
1.Areyou too busy to study English? Why?
2.Areyou likeCarlos orlikeJuan? Why?
3.Do you want to learnEnglish? Why?
4.Do you need to learnEnglish to work here? Why?
D. Why is this happening?
1.Why is Juan too busy?
2.Aremany farmworkers too busy to learnEnglish? Why?
E.What can hedo?
1.What can Carlos do?
2.What can Juan sayto Carlos?
3.What would you doifyou wereCarlos?
II.For furtherPractice:
1.Conversation Circle:
What / areyou doing
is hedoing
is shedoing
arewedoing
arethey doing / today
afterclass
beforework
tomorrow
in October / ? / I’m.
He’s.
She’s.
We’re.
They’re.
2.Conversation Circle
QUESTIONSDo you / learn English
Does he / / study English
Does she / speak English
Do we / need to /want to / work in Florida
Do they / / take a break
watch TV
go to the store
see your family
play soccer
ANSWERS
I , He, She, We, They…
3. Conversation Circle
IYou
We
They
He
She /
want
wants / to study English,
to play soccer,
to take a break,
to visit a friend,
to go shopping,
to eat dinner, / but / I am
You are
We are
They are
He is
She is / working.
studying.
too tired.
1
What can hedo?
Maybeyou/he/she/we/they can.
III.Activities andFurther Discussion
1. Roleplay:
Educator: What areyoudoing (after, before)? Student: I want/need to.
Educator: What did hesay?
Student: Hesaid he wants/needs to?
2. List what you do beforework and after work. Write responses on board.
Before workAfter work
wakeupwatch T.V
makebreakfastmakedinner
3. Do all peoplein the U.S.need to speak English?Why? Do you think peoplein the U.S. need to learn Spanish?Why?
4. Do peoplespeak otherlanguages in Mexico?What languages do they speak? Do you think they need to learnSpanish? Why?
1
1
GettingStarted
/Gedin Started/
Comenzando
Excuse me?
/Ekskius mi?/
¿Perdóneme?
Bob: Hi, my nameis Bob. What’s yourname?
/Jai, mai neim is Bob. Uats yor neim?/
Hola, mi nombre es Bob. ¿Cuál es tu nombre?
Luis: My nameis Luis.
/Mai neim is Luis./
Minombre es Luis.
Bob: I am from the United States. Where areyoufrom?
/Ai em from da iu-nai-ded steits. Uer ar yu from?/
Yo soy delos Estados Unidos. ¿Dedóndeeres tú?
Luis: Excuseme?
/Ekskius mi?/
¿Perdóneme?
Canyoustudy onTuesday at2 pm?
/Ken yu stadi an Tusdeyit 2 pi em?/
¿Puedes estudiarel martes alas 2 de la tarde?
Teacher: What’s yourname, please?
/Uats yor neim plis?/
¿Cuál es tu nombre,porfavor?
Student: My nameis Julio.
/Mai neim is Julio./
Minombre es Julio.
Teacher: What’s yourlast name,please?
/Uats yor last neim plis?/
¿Cuál es tu apellido, porfavor?
Student: Rodríguez.
Teacher: What’s yourphonenumberplease?
/Uats yor fon nomber plis?/
¿Cuál es tu número de teléfono porfavor?
Student: Sorry, could you repeat that?
/Sorry, cud yu ri-pit dat?/
¿Lo siento, puedes repitirlo?
Teacher: Phonenumber?
/Fon nomber?/
¿Número deteléfono?
Student: My phonenumberis 252-349-5998.
/Mai fon nomber is tu -faif – tu – tri—for—nain—faif—nain--nain—eit./
Minúmero del teléfono es 252-349-5998.
Teacher: Can you studyon Tuesday at 2 pm?
/Ken yu stadi an Tusdeyat 2 pi em?/
¿Puedes estudiar el martes alas 2 de la tarde?
Student:
Howare you?
/Jao aryu?/
¿Cómoestás?
Bob:Hi,how are you?
/Jai, jao aryu?/
¿Hola,comoestástu?
Leonel:I’mfine thanks. Howare you?
/Aim faintsenks. Jaoaryu?/
Estoy biengracias. ¿Comoestástu?
Bob:I’m OK.
/Aim O Key./
OK.
Bob:Hi,how youdoing?
/Jai, jaoyuduin?/
Hola. ¿Cómoteva?
Leonel:I’mverygoodthanks.And you?
/Aim verigudtsenks. Endyu?/
Estoy muybiengracias. ¿Ytú?
Bob:I’m nottoobad.
/Aim nattu bad./
No estoytan mal.
Leonel:What’sup?
/Uatsap?/
¿Quépasa?
Bob:Not much.
/Nat mach./
No mucho.
Bob:Hi.How’sitgoing?
/Jai. Jaositgoin?/
Hola. ¿Comoteva?
Leonel:Not so bad, not so good. You?
/Nat so bed,nat sogud.Yu?/
No tan malynotanbien. ¿Tú?
Bob:I’m great!
/Aim greit!/
!Estoymuybien!
Leonel:What’s new?
/Uatsnu?/
¿Quehayde nuevo?
Bob:Nothing.
/Natsen./
Nada.
1
Do you haveany questions?
/Du yu jaf eni cuestions?/
¿Tienes algunas preguntas?
Bob: Welcometo North Carolina.
/Uelcam tu Nort Querolayna/
Bienvenidos aCarolina del Norte.
Juan: Excuseme?
/Ekskius mi?/
¿Perdóneme?
Jorge: Bienvenidos aCarolina del Norte.
Juan: Thank you.
/Tsenk yu./
Gracias.
Bob: Do you have any questions?
/Du yu jaf eni cuestions?/
¿Tienes algunas preguntas?
Juan: Excuseme?
/Ekskius mi?/
¿Perdóneme?
Jorge: ¿Tienesalgunas preguntas?
Juan:
Whatareyou doing?
/Uat ar yu duin?/
¿Qué estás haciendo?
Juan: Hey Carlos!Whatareyou doing?
/JeyCarlos! Uat ar yu duin?/
¡HolaCarlos!¿Qué estás haciendo?
Carlos: Not much. You?
/Nat mach. Yu?/
Nadamucho.¿Y tú?
Juan: I’m working.
/Aim uerkin./
Estoy trabajando.
Carlos: What areyou doing after work?
/Uat ar yu duin after uerk?/
¿Qué estás haciendodespués del trabajo?
Juan: I’m coming homeand studying English.
/Aim camin joum end stadien Inglish./
Voy a regresar alacasay estudiarel inglés.
Carlos: I want to study English, but I’m too busy.
/Ai uant tu stadi Inglish bat aim tu bisi./
Quiero estudiarel inglés pero estoy demasiadoocupado.
Juan:
Do you likeNorth Carolina?
/Du yu laikNord Querolayna?/
¿TegustaCarolina del Norte?
Teacher: Do you likeNorth Carolina?
/Du yu laikNord Querolayna?/
¿TegustaCarolina del Norte?
Student: Sometimes. ButI’m alittlebit lonely.
/Som-taims. Bat aim a litel bet lonli./
Aveces. Pero mesiento un poco solo.
Teacher: What do you need?
/Uat du yu nid?/
¿Quenecesitas?