1 10/24/2015 Teens Working in Agriculture: A curriculum for High School English Language Learners

2 10/24/2015 Why teach about job health and safety in ELD classes? To engage students in real world issues. To inform students about job rights and responsibilities. To develop students’ language and critical thinking skills.

3 10/24/2015 Teen farmworker injuries can be prevented. 4,700 teen farm workers hurt each year. In California, 80% of agricultural work is performed by hired farm labor. Immigrant teen farmworkers are unlikely to get training from other venues (FFA, 4-H, voc ed.) Surveys showed a significant number of students in ELD classes work in agriculture.

4 10/24/2015 The curriculum: Meets required English language objectives Is appropriate for intermediate level high school ELD classes Nine 40-minute sessions

5 10/24/2015 What does the curriculum include? Interactive activities to draw on teens’ own experiences “Real life” situations Writing, reading comprehension, speaking and vocabulary activities. Information about job rights and responsibilities and resources for help.

6 10/24/2015 The curriculum makes a difference: Tested in 22 schools with over 1200 students  Students learned about workplace hazards and what to do about them.  Students learned about laws, responsibilities and resources.  Students acted on what they learned to be safer at work.

7 10/24/2015 Student Comments  “My father thought that if you said anything you would get fired. Because of the classes I spoke to my dad. My dad spoke to the foreman and they improved the bathrooms.”  “Now when we see a tractor spraying pesticides we know we have to get far away.”  “When I get home, the first thing I do is take off my clothes. Before, I used to go straight to bed and lay down, but now I take off my clothes and take a shower.”

8 10/24/2015 Teachers perceptions of the curriculum Very positive response Most reported high levels of interest among students--information was relevant and useful. Effectively met ELD objectives. Should be included in curriculum of schools in agricultural communities.

9 10/24/2015 Teachers’ perceptions “They were excited by the curriculum. It was important for them to learn that there are agencies that are there to help them. They didn’t know that before. They knew some about the hazards, but had a very small amount of information.”

10 10/24/2015 English Language Development Standards--Intermediate Listening and speaking  Listen and respond to stories and info  Identify main ideas of oral presentations  Prepare and deliver short presentations  Prepare and ask basic interview questions Reading: Vocabulary Development Writing: brief biographies and stories

11 10/24/2015 Content Objectives Students will be able to: Name the most serious agricultural health and safety problems. Explain teen workers’ rights and responsibilities. Describe factors that can lead to change in working conditions.

12 10/24/2015 Curriculum Activities Introduction to agricultural injuries Class interviews, calculate statistics Find the hazard in the picture Vocabulary activities Homework

13 10/24/2015 Curriculum Activities Learn about/discuss ways to control the hazards (critical thinking) Fact sheet: Learn about rights Practice problem-solving Apply knowledge to real life situations  Read newspaper articles  Role play

14 10/24/2015 Resources Young Worker Resource Center (youngworkers.org) Marshfield Clinic: Safety Guidelines for Hired Adolescent Farmworkers  NIOSH  (Child labor page)  (Young worker page)

15 10/24/2015 Download curriculum at : Diane Bush Labor Occupational Health Program (LOHP) University of California 2223 Fulton St., 4 th Floor Berkeley, CA