ESL and US Culture Curriculum: An Introductory Survival English Course for Bhutanese Refugees

1. ESL and US Culture Curriculum:An Introductory Survival English Course for Bhutanese Refugees G. Javier Fernandez, Tyler Green and Maura Lydon

2. Teaching Context--Historical Background • 'Key statement' to describe the refugee conflict: "Ethnic Nepalis speak Nepali, an Indo-Aryan language, and are mostly Hindus, while Bhutanese speak a variety of Tibeto-Burman languages...and are Buddhists" (Hutt 2003) • Migrated to Bhutan in the 19th century and gained more rights in the 1950s, including some government positions and citizenship • Claims that the Nepali population was bringing in too many of their own claims and values, the Bhutanese government enforced stricter citizenship requirements and in 1989 introduced Bhutan's "distinct national identity," by enforcing a single national dress, values, etiquette and langauge • Mass demonstrations in 1990, many were arrested or fled to refugee camps in eastern Nepal

3. Teaching Context--Current Situation • 106,000 registered refugees living in seven camps in eastern Nepal • Refugees are prohibited by the Nepalese government from any income-generating activity, leaving them dependent on donor support • Human Rights Watch has called it "one of the world's most intractable refugee situations" The US has committed to resettle 60,000 refugees, with an ambitious goal of resettling 12,000 in 2008.

4. Teaching Context--Important Considerations • This refugee population has been persecuted because of their culture and language • They have had little or no opportunity to work or carry on productive lives in the last 17 years Therefore... • This language curriculum encourages learners to observe the new culture they are immersed in without stressing any need for assimilation • The curriculum promotes proactive and productive living in their new living environment

5. Teaching Context--TheCourse • 6 months, with two-hour meetings twice a week • Class will be held both in a classroom and outside field trips • Divided into two-week topic sections • Conscientization--30 minute discussion times at the beginning and end of each topic section conducted in Nepali with the help of a Nepalese community member • Field trip for the third class meeting of the section • Class size from 10-15 • Literacy is a requirement

6. Theoretical Perspective Freirean Approach Conscientization Assist learners in the process of perceiving social, political and economic issues in order to take action. Give learners an avenue to voice their thoughts. Banking Value the rich background learners already have and not think of them as “empty receptacles.” Problem Posing/Coding Present situations relevant to learners and build in flexibility to address new developments and interests.

7. Theoretical Perspective • Language and Culture • Teachable Moments • Use real life experiences to bring out specific cultural and language features. • Highlight the skills needed to function effectively. • Observation and Awareness • Recognize the particular situation the refugees are coming from and allow them time and space to do as they please with cultural aspects.

8. Theoretical Perspective • Technical Aspects • Situation Curriculum • Provide concrete and useful tools to function in a variety of contexts. • Situation determines language, not vice versa. • Subjective Curriculum • Encourage communication and build on learners’ confidence to use the language. • Focus on Learning Process • Incorporate learners’ needs and interests as they arise in order to determine subsequent scope and sequence of curriculum.

9. Needs Analysis--Analytic • Preliminary questionnaire (written in Nepali) about prior English knowledge • Individual interviews (conducted orally in Nepali) about learner language needs as they perceive them • Addresses concerns of individuals to direct developing the course as a whole

10. Needs Analysis--Diagnostic • Valuing cultural heritage and encouraging proactive and productive living • Framework of intensive pre-departure cultural orientation • i.e. housing, employment, education, transportation, etc. • Refugee Backgrounder article published by CORC (part of CAL) • L1 discussion times at the beginning of each section

11. Goals and Objectives • Goals: • Learner autonomy • Learner confidence with regard to English ability • Create a connection between language learning and • live skills in the U.S. • Objectives: • Access public resources • Use survival English intelligibly and successfully • Able to apply for a job in the U.S. • Observe similarities and differences in culture

12. Scope and Sequence • Mixed or Layered Curriculum • Major categories: situation or topic • Getting around/Public Transportation • Subcategories: linguistic functions associated • Asking for directions. • Understanding directions. • Buying and paying for public transportation tickets.

13. Scope and Sequence • Two weeks for each major category • Conscientization Activities • Discussions in learners’ native language. • Field trips to various locations. • Focus on speaking and listening • Strive for fluent and intelligible pronunciation (speaking). • Understanding of main ideas and overall comprehension (listening). • Introduce vocabulary and grammar • Topics will dictate the relevant vocabulary. • Linguistic structures could be presented at various times, but the sequence developed is suggested. • Incorporate reading and writing as needed