[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588820-105":59,"doc-detail-588820-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","showing-up-for-immigrant-learners-and-each-other-part-3-spring-2019","Showing Up for Immigrant Learners - (and Each Other) - Part 3 - Spring 2019","","Adult literacy education forum proceedings for Spring 2019 examine how immigration and ESL programs respond to rising anti-immigrant sentiment. It argues that policy-driven separation and threats to communities fuel intimidation, harassment, and fear among learners. Educators are urged to reduce immediate harm, build safe classroom communities, and teach critical analysis through thematic units. Promising practices include community-based relationship building and instruction that helps students evaluate media, examine history and perspectives, and ask “why” and stakeholder-impact questions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/showing-up-for-immigrant-learners-and-each-other-part-3-spring-2019/588820/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/showing-up-for-immigrant-learners-and-each-other-part-3-spring-2019/588820.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the forum focus on immigration policy and language education together?","Question",{"text":112,"@type":113},"It links anti-immigrant campaigns to intimidation, harassment, and fear experienced by immigrant learners, arguing educators must address safety and learning conditions alongside language instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What immediate steps do classroom teachers need to take?",{"text":117,"@type":113},"Teachers are advised to prioritize immediate harm reduction first, then plan curriculum that builds students’ critical analysis skills within rigorous learning standards.",{"name":119,"@type":110,"acceptedAnswer":120},"How can community-building support both safety and language learning?",{"text":121,"@type":113},"Activities that center learners’ voices—such as sharing experiences tied to daily life needs and building relationships with real people—are described as strengthening agency and serving as protection against hate while also supporting grammar, pronunciation, and vocabulary development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588820,1792857911,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","ADULT LITERACY EDUCATION Spring 2019  \nForum: Immigration and ESL  \n(Part 3 of 3)  \nShowing Up for Immigrant Learners (and Each Other)  \nAndy Nash, World Education, Inc.  \nWe are witnessing a mounting campaign in this country to blame immigrants and refugees for our economic insecurity, rampant violent crime, and a diminished social safety net. Under this banner, our government is using immigration policy to turn away asylum seekers and refugees, separate children from parents, and threaten the  \nTemporary Protected Status (TPS) of communities that have lived in the United States for a generation and consider this their home.  \nTurning us against our immigrant neighbors is not a new trend. It is an example of a timetested divide-and-conquer strategy that is quite effective at redirecting legitimate grievances (low wages, unaffordable health care, etc.) away from the powerful who benefit and toward an easily identifiable (by accent or skin color)“other.”And the result of this targeting, as Larotta notes in her piece,“Immigrants Learning English ina Time of Anti-Immigrant Sentiment,” is that many immigrant groups are reporting increased incidents of intimidation and harassment, and many English language learners who come to our programs describe living in fear.  \nEducators everywhere are trying to figure out how to address this new reality – how to make sure that all students feel safe and able to learn, how to encourage critical thinking about daily events, and how to break  \ndown the manufactured fear of black and brown immigrants that keeps us from coming together to build alliances. None of us wants to be the frog in the proverbial pot that waits as the temperature slowly rises until it’s too late to do anything.  \nThere are things we can do. Some involve challenging the conditions that fuel immigration-the poverty, repression, and danger that drives people from their homes-and others focus on creating the conditions here that nurture connection to one another and discovery of the commonalities and differences in our experiences.  \nIn adult education classes, we can demonstrate our commitment to creating safe learning spaces for all, and to thinking critically with our students about the causes and effects of this ongoing campaign. Below, I share and build upon some of the promising practices I’ve seen implemented in adult ABE and ESOL programs.  \nFor Classroom Teachers  \nIn the classroom, we need to think first about immediate harm reduction, and then we can plan for a curriculum that includes serious practice of the critical analysis skills highlighted in our rigorous learning standards.  \nBuild safety through community. Immigrants  \nCorrespondance: Andy Nash, [andy_nash@worlded.org](andy_nash@worlded.org) 63  \nattend all kinds of adult education classes, not just English language classes. Many teachers include activities that engage students in sharing their experiences and finding their commonalities  \n– not just personal characteristics such as how many sisters they have but talking about how an issue touches their lives on a daily basis – getting their kids to eat, finding a living-wage job, dealing with weather (climate change) disasters. Sharing experiences puts the voices of students at the center, developing their agency in naming, discussing, and analyzing issues and ideas. And building relationships with real people is a powerful inoculation against hate.  \nThere are practical ways to do this kind of community-building that also attend to language learning, with all the related grammar, pronunciation, and vocabulary building. You can find wonderful examples in the archived webinars ofthe Immigrant Learning Center1 and the New England Literacy Resource Center2. See also The Change Agent3 and Welcoming America’s toolkit for adult educators4.  \nTeach analysis of the big picture. While it’s important to note current events as they are happening, educators don’t have the capacity to respond to daily upheavals – nor is","cbCaiaSkfhFS7cU6","https://ap.wps.com/l/cbCaiaSkfhFS7cU6","pdf",161241,"English","# Forum: Immigration and ESL\n## Showing Up for Immigrant Learners (and Each Other)\n## For Classroom Teachers\n## Immediate Harm Reduction\n## Build Safety Through Community\n## Teach Analysis of the Big Picture\n## Example Unit Topics and Questions: Media Literacy, History, Critical Analysis","[{\"question\":\"Why does the forum focus on immigration policy and language education together?\",\"answer\":\"It links anti-immigrant campaigns to intimidation, harassment, and fear experienced by immigrant learners, arguing educators must address safety and learning conditions alongside language instruction.\"},{\"question\":\"What immediate steps do classroom teachers need to take?\",\"answer\":\"Teachers are advised to prioritize immediate harm reduction first, then plan curriculum that builds students’ critical analysis skills within rigorous learning standards.\"},{\"question\":\"How can community-building support both safety and language learning?\",\"answer\":\"Activities that center learners’ voices—such as sharing experiences tied to daily life needs and building relationships with real people—are described as strengthening agency and serving as protection against hate while also supporting grammar, pronunciation, and vocabulary development.\"}]","Showing Up for Immigrant Learners - (and Each Other) - Part 3 - Spring 2019 | PDF",1792065997]