Eal For New Arrival Parents From Somalia Education Essay

Published:

This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

English has always been an important means of communication because of its wide acceptance. This is the language accepted worldwide. However, there are number of people who lack in their communication ability in the language. People face trouble in adjusting to the new social culture when they travel abroad (Zimmerman, 2010; Andrade et al., 2009). US and UK are among the major countries, where the refugee coming from non native English speaking country, faces trouble in interacting with others due to language difference since long (Oliver, 1982).

This problem is prevalent all across the world. On looking at the figures of Washington, 10% of the total students visiting there speak language other then English at home (Lawson, 2002). This makes the situation tough for students to gain knowledge from their school lectures. The students can however gain a lot if their parents communicate with the students in English language at homes and understand the language to understand the shortcomings of their children.

Thus, there is the need for these parents to take EAL course, to improve their basic level of English. The course has been designed hereon for the new arrival parents from Somalia, who come to Bristol to live with their children. These people face many troubles in communicating with people. They are not able to communicate with others to share their thoughts, and maintain their daily activities. This affects the performance of students as well, because their parents are not able to communicate with the teachers of their children, in the right manner. This communication gap thus acts against parents contributing to child's betterment. Thus, language barrier has become a serious issue in today's time, and requires attention (Leicester, 2000) to solve the problem.

Need Assessment

Assessing the needs of an education system is the basic need, before making the plan into action (English, 2010). Thus, it is important to assess the exact need of the course we are planning to develop. The below paragraphs assesses the need in brief for this course.

There is the need to have a proper channel of communication for the exchange of thoughts between two or more people. On considering the Bristol's environment, it is noted that the parents coming from various non- native English- speaking countries face many problems due to their weak English language understanding skill. Thus, it is felt that there should be some method by which these parents are trained in English language. The EAL classes will help the refugees and asylum seekers, at their basic level of English.

At present, the lack of understanding of English of new arrival parents from Somalia, results in problem for these parents. They are not able to share thoughts with others due to language barrier. Thus, social inclusion is not possible for them. Additionally, this acts as the barrier against employment, health, and other services. They are not able to help the children achieve their educational potential.

Lack of English also hinders the learning process of these parents, to survive at Bristol. Even children feel the loss of social status of their parents due to lack of understanding with English language. Thus, parents coming from Somalia to Bristol shall attend this course to improve their English communication skill at the basic level, so that they can exchange thoughts with others to understand the situation at hand.

Target Group

The target group for this course are the parents coming from Somalia to Bristol.

Constraints

There are various constraints, which relate with this course designed. Time is the major constraint in this regard. The course has been designed for 4 weeks of duration. Thus, it is necessary for us to cover all the important aspects of the language. We have to focus on making the parents learn reading, writing, speaking, and listening skills. In this limited time, it is not easy to cover all these four communication mediums. Somalia's education system has African language as their medium of education (Dei, 2006). Thus, the parents who have taken their education from Somalia and came to Bristol for education of their students, find it tough to understand anything in English language. This enforces us to educate our target segment right from the basics of English, which is the main problem for our course. It is not an easy task to get these people trained in this short span of time.

In addition to this, the social barrier may also exist. Parents may be reluctant to learning the language because of their thinking that their children are already taking education, and there is no need of the parents to learn English. Thus, we need to make the parents understand how the English would be of great help for them to contribute to the success of their children. We have to make them understand how the English would help them in being employed in Bristol, and earn their livelihood, as most of the people coming from Somalia are weak in financial terms (Hassig and Latif, 2007). Thus, we should overcome these constraints and aim to obtain the maximum benefit of this course for the needy parents.

Aims and Objectives

The aim of this EAL course designed is to help the parents coming from Somalia by improvement in their English language skill.

The objectives of this course are as follows:-

To help Somali parents communicate with the school, in order to know their children's education

To provide educational support for adult Somalis who want to improve and advance their English language

To raise the parents' abilities of communication with other people

To provide an appropriate teaching and learning materials

To discover factors which contribute to the success of Somali families

To encourage parental involvement in the education of children at home and school

This will help the parents coming from Somalia to have a better integration with the social living of Bristol.

Proposed Approach

EAL is designed for learners to achieve competent speaking and listening skills. It is expected that the course would enhance their communication skill and the parents would demonstrate their capability after learning through these sessions.

Syllabus

In the initial lectures, we will cover grammar for these parents to develop a base of English language. The below is the list of important points to consider in our EAL program.

Area

Sections Covered

Pronoun

Personal Pronouns, Demonstrative Pronoun, Possessive Pronoun, Interrogative pronoun, Reflexive pronoun, Reciprocal pronoun, Indefinite pronoun, Relative pronoun

Verb

Infinitive, Base - Imperative, Base - Present simple, Base - After modal auxiliary verbs, Past simple, Past participle, Present participle, 3rd person singular, present simple

Adverb

Adverbs of Time, Adverbs of Frequency, Adverbs of Degree, Adverbs of Comment, Adverbs of Manner

Adjectives

Descriptive adjective, Limiting adjective, Predicate adjective, Verbal as adjectives, Articles

Preposition & Conjunction

Preposition of time, Preposition of place and order, Compound conjunctions, Subordinating conjunctions, Correlative conjunctions, Pseudo-conjunctions

Tenses

Past tense, Present tense, Future tense

Table 1: Course to cover in Grammar section

The course material has been designed by taking help from books such as Woods, 2010; Diamond & Dutwin, 2005; Anon, 2001; Umstatter, 2007; Murphy & Smalzer, 2000. These books were thoroughly analysed and it is found that within the time limit, we can complete the course in our EAL course for parents coming from Somalia

For reading skill, the points to be considered include as below:-

Narrative

Argumentative

Field specific

Analytical

Statistical

Discursive

There will also be the writing comprehension lectures. In these lectures, below kind of writings would be covered in the scope of the course

Narrative

Argumentative

Field specific

Analytical

Statistical

Discursive

Additionally, we will also arrange for paragraph formation practices for the parents. They will be given practice sessions to form paragraphs from the 4 and 5 and 6 jumbled sentences.

Fill in the blanks practice would also be given to these parents. This will help them to practice the learning from grammar sessions.

It is seen that the group discussions are an important way of learning process. Thus, we would also cover GDs in our scope of the course. We would have different topics in these group discussions so that the parents can interact with each other in these sessions. These sessions would sharpen the communication skill of these parents. They would be able to learn how to communicate with each other and how to share their thoughts. These sessions would not only sharpen the speaking skill, but also the listening skill of these parents. Thus, the beneficiaries would be able to listen and speak in English medium. They would be able to interact with each other with a better standard of English. This would also help them prepare in communicating with their employers, and the teachers of their children. Some of the Group discussions decided for this course are as follows:-

Bristol and its culture

Importance of English

Education practice in UK

Cultural change between Bristol and Somalia

Education system in UK

Role of parents in learning process of their child

Is it good practice to use English at home?

Employment and language barrier

Children, source of learning of English

In addition to the above, we would also include role- play in our course material. These role- plays would help the parents to behave in a real time manner. We would include crosswords too in the education program to utilize the English skill of these parents.

Approach to use

To make the parents of Somalia learn the English language, we have designed the strategic approach of learning. Making use of this strategic approach, we would make them learn the English language to interact with the people surrounding them. The parents would also be able to interact with teachers of their children, to get the feedback of performance of their children. In addition, the command over English would also help them communicate with their children to improve the language skill for both of them. The method would help the parents sharpen their writing skill too (Diamond & Dutwin, 2005).

The EAL course would be for 4 weeks. The lectures would focus on practical learning process. Those beneficiaries (parents), who lack in Basic English communication skill, will also be covered in the scope of the course. The course specially would focus on these parents. However, those who are comfortable with the Basic English would be given the environment to sharpen their English skill. Thus, the beneficiaries would be able to show their learnt skill in the practical environment after successful completion of their course.

Due focus would be laid on improving practical English skill of individuals. These beneficiaries would be able to use English in their day do day activities, whether at home, or work, or at grocery store, or at their children's school. Awareness of the language would help them in understanding the situation round them. Problem based learning would be used in this learning process. In this approach, the parents would be given an opportunity to understand the situation at hand and perform on the real time basis. Thus, the EAL would help them learn from the limited duration of the course, i.e. just in 4 weeks of duration.

The lectures for these parents would be organized on a daily basis. However, Sundays would be kept for them to revise the whole learning done in the week and implement it in the Group discussion sessions.

The EAL program would run 5 days a week. Monday, Wednesday, Thursday, Friday and Sunday are fixed for the course. Each day, the classes would run for 2 hours. The timings are fixed keeping in mind that the parents get free from their daily job hours to take these course sessions. Thus, the parents can take this course along with their routine practices. On Sundays, the lecture would be for 5 hours of duration. However, on this day, the parents would be given more practical exposure to perform. The day is used to represent the learning of the whole week in practical. Role- plays, group discussions etc. would help these parents to represent them in the real life situation. These parents would be able to practice their learning in real during these sessions. We would however keep the scope open for the extension of these sessions by around 10- 15 minutes depending on the interest of the whole group.

Complete Course Material Plan for 4 weeks

1st week

Monday (6: 30 PM- 8: 30 PM)

Pronoun

Verbs, Adverbs

Adjectives

Wednesday (6:30 PM- 8:30 PM)

Tenses

Prepositions and Conjunctions

Thursday (6: 30 PM- 8: 30 PM)

Paragraph Formation

Fill in the blanks

Friday (6: 30 PM- 8: 30 PM)

Group Discussion

Sunday (11 AM - 4 PM)

Reading and role play preparation

Role Plays

Break Time

Role Plays

Group Discussion

2nd week

Monday (6: 30 PM- 8: 30 PM)

Reading Comprehension

Wednesday (6: 30 PM- 8: 30 PM)

Group Discussion

Thursday (6: 30 PM- 8: 30 PM)

Writing Comprehension

Friday (6: 30 PM- 8: 30 PM)

Reading Comprehension

Group Discussion

Sunday (11 AM - 4 PM)

Lecture 1 revision

Case study

Break

Crossword game to sharpen English skill

3rd week

Monday (6: 30 PM- 8: 30 PM)

Reading Comprehension

Wednesday (6: 30 PM- 8: 30 PM)

Group Discussion

Thursday (6: 30 PM- 8: 30 PM)

Writing Comprehension

Friday (6: 30 PM- 8: 30 PM)

Group Discussion

Sunday (11 AM - 4 PM)

Reading and role play preparation

2 Role Plays

Break Time

2 Role Plays

Group Discussion

4th week

Monday (6: 30 PM- 8: 30 PM)

Reading Comprehension

Wednesday (6: 30 PM- 8: 30 PM)

Group Discussion

Thursday (6: 30 PM- 8: 30 PM)

Writing Comprehension

Friday (6: 30 PM- 8: 30 PM)

Group Discussion

Sunday (11 AM - 4 PM)

Reading the case study

Writing a brief of the case study

Each of the beneficiaries has to give a speech of 8 minutes in front of their colleagues, and 2 minutes to answer the questions of audience

Break time

Each of the beneficiaries has to give a speech of 8 minutes in front of their colleagues, and 2 minutes to answer the questions of audience

This approach would help the parents learn from the complete course by limiting them not only to any specific skill, but in all the 4 skills of reading, writing, speaking, and listening, as all these are required at one or the other point of time in real life situation. Thus, the parents would gain from this course material to communicate all around them in the real life situation.

Assessment Plan and Sample assessment task

Assessment plays an important role in the success of any program (Oczkus, 2003). Thus we have designed the course in such a manner that the last session would be kept for assessment. The last Sunday of this course would be kept for evaluation of learning gained by the participants. These participants have to write for the case studies in brief, and give the presentation of 8 minutes in total. The below are various learning skills which will be tested in the manner as described

Reading Skill (Tested through the reading of case study)

Writing Skill (Tested through the writing a brief of case study)

Speaking Skill (Tested through the presentation)

Listening Skill (Tested by responding to the questions raised after the presentation)

The participants would be given case study to go through. Based on the reading done, they would be asked to write the answers to the questions attached with the case studies. For this task, they would be given 45 minutes in total. Thus, by reading the case study, the participants would be tested for their reading skill. In addition, for answering the questions they would be tested for their writing skill. The reading skill will be tested by looking whether the participants are able to understand the question at hand, and answered these based on the case study. While, their writing skill would be tested based on the writings done by them to answer the questions. The speaking skill would be tested for the speech given by them. The parameters under consideration would include clarity of thoughts, well- comprehended content spoken, good logics used, good flow of the speech etc. However, the listening skill will be tested by answering appropriately for the questions asked by the audience. Confidence would play a major role in analyzing the skill associated with individuals.

Each of the four divisions would be rated on the scale of 1 to 10. Those who perform best would be given 10 points, while those who perform worst would be given 1 point. Based on the performance of participant parents, the rating would be given and those who score less then 20 points from the total would be recommended to join the course again to improve their learning. The participant who performs well in all the 4 arenas (Reading, writing, speaking, and listening) is the one who mastered in the program (Ysseldyke, 2006). However, it is important that the participants perform average in each of the 4 arenas.

Formative assessment is the initial assessment to know their level at the beginning of the course and this will develop with the course, whereas summative assessment is another assessment at the end of course for evaluation of what they learn. The assessment of our course would only make use of the summative assessment, as the course is already of quite short duration and it becomes tough to analyse the performance of individuals just after a few sessions.

However, the participants would be regularly kept an eye upon to see their performance during the weekends. The performance of these participants, if found unsatisfactory during these weekends. These parents would be provided special sessions of 2 hours of duration from 6 PM to 8 PM during each Sunday to improve their performance. These sessions would help the beneficiaries to perform with additional learning during the next sessions. In addition, under- performers would also be kept an eye upon during regular sessions to help them improve in their performance. Thus, the sessions would not only aim at help the participants, but would also aim to find the weaker ones, and helping these weak performers by providing them special support.

Thus, the participants with special needs will be found through the assessment process. Those participants, with special needs are also found making use of the assessment process, thus those, with special needs will be given due care of (Ysseldyke, 2006).

Self- assessment is one of the most useful tools in the assessment pattern (Oczkus, 2003; Priestley, 1982). It is crucial to encourage participants to assess the performance by themselves. This will help them to improve on their own during this 4 weeks of course. These participants would be motivated to self assess themselves at the end of each of the lecture. Thus, they will feel the need and importance of assessing themselves in order to learn the skills at a greater pace. This fast learning process would help these individuals to perform in a better manner. In addition, they would also be encouraged to assess their friends to make the learning process faster. The friends are the best in assessment of an individual (Oczkus, 2003). Thus, the friends (Or rather say the colleagues or friends formed during this course process) of these participants would judge each other to visualise the strength and weaknesses of these individuals. This way, the participants would be able to know the strength and weakness areas and then they can work in a manner to improve their weaker areas. This assessment would also help the individuals who are shy to be pointed out in public for their under- performance. The assessment of self is as important as the assessment by others (Astin, 1991). Our assessment approach would thus make use of the assessment through our own program as well as through the participants themselves. This would ensure that we obtain the maximum results from the course being designed for these parents coming from Somalia.

Thus, the course designed, would be expected to solve our aims and objectives. It is expected that the course material would help the individuals make use of the skills learnt in their day- to- day activities. They would benefit from the good mix of assessment strategies used in the assessment plan of the course.

Writing Services

Essay Writing
Service

Find out how the very best essay writing service can help you accomplish more and achieve higher marks today.

Assignment Writing Service

From complicated assignments to tricky tasks, our experts can tackle virtually any question thrown at them.

Dissertation Writing Service

A dissertation (also known as a thesis or research project) is probably the most important piece of work for any student! From full dissertations to individual chapters, we’re on hand to support you.

Coursework Writing Service

Our expert qualified writers can help you get your coursework right first time, every time.

Dissertation Proposal Service

The first step to completing a dissertation is to create a proposal that talks about what you wish to do. Our experts can design suitable methodologies - perfect to help you get started with a dissertation.

Report Writing
Service

Reports for any audience. Perfectly structured, professionally written, and tailored to suit your exact requirements.

Essay Skeleton Answer Service

If you’re just looking for some help to get started on an essay, our outline service provides you with a perfect essay plan.

Marking & Proofreading Service

Not sure if your work is hitting the mark? Struggling to get feedback from your lecturer? Our premium marking service was created just for you - get the feedback you deserve now.

Exam Revision
Service

Exams can be one of the most stressful experiences you’ll ever have! Revision is key, and we’re here to help. With custom created revision notes and exam answers, you’ll never feel underprepared again.