The document outlines a proposed English language survival course program for immigrants in Dearborn, Michigan, including an needs analysis, program preparation, syllabus, testing, and evaluation. The 8-week course would target Arabic speakers, including mothers and children, and young adults, focusing on practical English skills for daily life through a pre-intermediate curriculum. Partnerships with local mosques and cultural centers would be developed to gain community support and approval for the program.

1. December 8, 2017
ENGLISH LANGUAGE SURVIVAL
COURSE PROGRAM OUTLINE
NEEDS ANALYSIS
A need exists in the Dearborn community for an ESOL bridge program forindividuals
entering the USA on a J-1,K-1 or EB-1,2,3,4, or 5 Visa. This includes students, short-
term scholars, business trainees, relatives of citizens, teachers, professors and research
scholars, specialists, international visitors, government visitors, camp counselors, au
pairs, fiances, skilled workers,foreign nationals of extraordinary ability, outstanding
professors and researchers, religious workersand even investors. There may also be
applications forrefugees. The program is an eight-week language orientation course,
focused on language and culture survival skills.
Dearborn has been thrown into conflictin recent years, powered by fear, ideology and
identity politics. When I lookat Dearborn, I do not feel fear. I see concern and
frustration in the hearts of the children, young men and women, young families and
elderly who have risked everything for a new life in America, only to be met with
hostility by people whose forefathers came to America forthe exact same reasons not so
long ago. A need exists tobring their dreams closer to reality.
Dearborn is home tothe biggest mosque in the USA. The greatest number of Islamic
citizens from the Middle East are Lebanese, although many other Middle Eastern
countries are well represented. This community touches my heart because of the poor
welcomethey have received from other Americans.
INITIAL PROGRAM PREPARATION SURVEY METHOD
The U.S. Census Bureau provides accurate data regarding the nationalities and ethnic
backgrounds of residents in the USA. Short-term visa holders such as those mentioned
above are scattered across the country. In this case, I have tentatively chosen Dearborn,
Michigan as the location. This is because Dearborn holds the highest population of
Arabic-speaking people in the United States. These are people who need basic English
survival skills, such as finding an apartment, going shopping, asking fordirections,
creating a resume, competing fora job outside of the Arabic community and building
friends in their communities whose native language is English.
Dearborn has 94,444 residents, according to 2016 US Census Bureau data. 49.0% speak
a language other than English in the home (predominantly Arabic). This means that

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46,277 do not speak English in the home. 80.3% have at least a high school education,
meaning that 37,161 residents are educated yetdo not speak English in the home.
29.1% live at or below the poverty line, meaning that many are educated but
unemployed.
LEVELING AND ASSESSMENT
In Islamic life, everything is divided into a Singles section and a Family Section.
Restaurants, shops, public spaces of all kinds, even McDonald’s and Starbucks are
divided this way. If this course is targeted toward this group, it should be no different.
This allows us to tailor the course material, curriculum and even times of day to suit
each group. It will also make ladies more comfortable,especially those with children. It
will make single men more comfortableas well.
There are almost no absolute beginners in the Middle East, because they are taught
English in school. People in the Middle East also have constant 24/7 exposure to
American music, movies, television and fast food menus. Yes, American culture is
everywherein the Middle East, and getting stronger. That said, pre-intermediate is the
right level forthose learners whohave had casual, extended exposure to pop culture
and Friends English, but have never learned nor taken an integrated approach to
learning the fourskills (listening, speaking, reading, and writing).
The Singles Program is for those who fit the largest category of learners whobegan
their English language training, got to a place where they couldget a job and get around,
so they stopped. Or, they have kept trying to learn but have hit that Intermediate
plateau whichhits nearly every ELL,including my ownwifeCynthia. Helping learners
beyond this plateau can make the differencebetween their successful assimilation into
English-speaking culture and retreating to their L1.
An initial assessment test will be administered, as well as a speaking test, to find each
student’s level. An initial assessment such as this one will need to be administered to
determine the suitability and level of the candidate.
https://www.elpac.org/s/pdf/ELPAC_Grades_9-10_Practice_Test_2018.pdf .
Assessment Questions
Before determining whichtest will be appropriate, several questions need to be asked:
i. Have you had any formal English training? If so, what and where?
ii. How long do you intend to be in the USA?
iii. What do you intend to get from this training?
iv. What are youplans for English for yourlife?
v. What percentage of your day is spent in English?
vi. What percentage of your day would youlike to spend in English?
vii. Have you ever been denied employment because of your English?
viii.Whichlanguage is spoken in yourhome?

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MISSION
To welcomeimmigrants with open arms through practicalEnglish education.
To equip learners with tools needed to be successful in their new home country.
FEES
Each8-week course is $795. Grant and scholarship funding willbe sought from The
Ford Family Foundation, a Dearborn not forprofit corporation (http://www.tfff.org/)
LOCATION
The Family Program will be held at Henry Ford Centennial Library, 16301 Michigan
Avenue, Dearborn, Michigan Phone: +1-313-943-2330.
The Singles Program willbe held at Ford Motor Company Conference & EventCenter,
1151 Village Rd, Dearborn, Michigan 48124 Phone +1-313-621-2900
PUBLICITY
Social Media willbe the backbone of our publicity efforts, targeting professionals and
visa holders as mentioned above. Directmarketing will also go to key employers and
universities in each market. Community Centers, Cultural Centers, mosques, churches,
and university neighborhoods must also receive flyersand posters.
FINANCIAL BASE
An initial grant proposal willbe submitted to and sought fromthe US Customs and
Immigration Services, as well as the Small Business Administration and The Ford Family
Foundation. Localendowments will also receive an appeal for scholarships.
PROGRAM EVALUATION
After each course, a feedbackform will be given where learners can interact and help to
make the course better. Interpreters will translate into English so that learners can
write feedbackand ideas freely in their ownnative languages.
An evaluation form foreach learner will also be completed:
https://form.jotform.me/73415385325457

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BUILDING BRIDGES
The community must buy-in to the importance and legitimacy of this program. For this
to happen, bridges must be built into the Muslim community in Dearborn. Ideally, this
would include a partnership with localmosques, particularly The Islamic Center of
America, The American Moslem Society (Masjid Dearborn), and the American Muslim
Center. Dearborn is often called the “heart of Shiism”, a sect of Islam. The Islamic
Center of America is located at 19500 Ford Road. No program of this type willsucceed
in Dearborn withoutits blessing and partnership.
FINAL PROGRAM PREPARATION
Targets:
The daytime target is mothers and children within the Muslim/Arabic community of
Dearborn, especially those among the 46,277 people whoin Dearborn who do not speak
English in the home.
The Singles Program is young Arabic-speaking adults, age 18-34 whoare looking for
employment in the L2 worldbut are not yet ready for L2 formal university education, or
cannot affordit.
Instructors
Henry Ford College has a large English language department. Instructors will be
sought fromthis storehouse for night school bridge program. The Family Program
should be taught ideally by members of the Islamic/Arabic community whowere born
in the United States and have English teaching credentials.
Instructor Training
Screen-O-Matic tutorials will be sent to each teacher in advance to train them on the
material. USB curriculum, teacher’s books, lesson plans, workbooksand student books
will also be provided to the instructors prior to the commencement of the program. A
cultural sensitivity workshop willbe conducted,and ideally led by someone from the
Islamic Center of America.
Class Time and Term
The program will take place during the day from9:00am-2:00pm, withan hour for
lunch. Each period will last 50 minutes, built around prayer times.
The term willlast 8 weeks, and will be offered twiceper year in the Autumn and
Early Spring to coincidewith the availability of mothers when their school-age children
are in school.
Curriculum and Course Materials
The United Kingdom is far ahead of the United States in terms of catering to the
needs of Middle Eastern students. Therefore, it willbe recommended to the Islamic
Center that Oxford University’s New English File be used as the core curriculafor both

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Pre-Intermediate and Upper Intermediate levels. These course books fit wellinto an 8-
week cycle. They are not patriotic or politically incorrect. Students from the Middle
East who have receivedsome formal English education have usually received it from an
“English English” point of view. Toput it another way,children I have met during my
time here in the Middle East who speak English, speak it with a British accent.
Therefore, it may be easier forthem to assimilate in English using these pre-planted
seeds. When I say it will be recommended to the ICA, I mean that they will have to
approve the curriculabefore it is used to fully obtain their blessing.

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SYLLABUS
EIGHT WEEK ENGLISH SURVIVAL COURSE
Enrollment begins Autumn 2018
Week Topic Grammar Vocabulary
Pre-Intermediate
Week One 1A Where are you
from?
Word order in
questions
Common verb
phrases, spelling
and numbers
Week Two 1B Charlotte’s
Choice
Present simple Describing people:
appearance and
personality
Week Three 1C Art and
Observation
Present continuous Clothes,
prepositions of
place
Week Four 3A Plans and
Dreams
Be going to (plans
and predictions)
Getting around
airports
Week Five 3B Let’s Meet Again Present continuous
for future
arrangements
Verbs+prepositions
e.g. arrivein
Week Six 4A Parents and
Teenagers
Present perfect +
yet, just,already
Housework, makeor
do?
Week Seven 4B Fashion and
Shopping
Present perfect or
past simple?
Shopping
Week Eight 5C How much is too
much?
Quantifiers, too,not
enough
Health and the body

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Fundamental Disciplines
Week Pronunciation Speaking Listening Reading
Pre-
Intermediate
Week One Vowelsounds,
the alphabet
Week Two Final -s / -es Relationships Courtship Who knowsyou
better – your
mother or your
best friend?
Week Three /ᵊ/ Describing a
picture
Visual art
(Hockney)
Week Four Sentence stress
and fast speech
121 Three travel
plans
Top airports in
the world
Week Five Sounding
friendly
Social media Flight details
Week Six /j/ and /dᴈ/ Teenage carers Teenagers have
annoying habits
– but so do
their parents
Week Seven Sentence stress Spending time Expert advice We’re living
faster, but are
we living
better?
Week Eight /ᶺ/, /u:/,
/au/, and /e/
Diet and
lifestyle
Lifestyle radio
program
Everythingbad
is good foryou
Source:New English File, Third Edition, Oxford Press Teacher’s Book,
©OxfordUniversity Press (2012)

8. 8
TESTING
Eachweek there willbe a chapter test, incorporating all of the elements described in the
syllabus above. There will also be a pre-test, provided by OxfordUniversity New
English File, and a final test. Students will this way have an opportunity to see how
much they have progressed. Eachstudent will, in addition to their final test result,
receive an individualized assessment in the key areas of reading, writing, speaking and
listening.
SPECIAL TRAINING
Learners will also have an opportunity each week to do a field trip witha specific lesson
objectivein mind. Individual lessontopics: Learn how to find the right apartment;
how to ask forand give directions; how to navigate public transport; how to negotiate;
how to create a resume/CV/LinkedIn accountin English; and how to order foodat a
restaurant. There will also be a special self-defense course specifically for women,
taught by a mixed marital arts champion.
PROGRAM EVALUATION
Instructor Evaluation of Program:Is the course toonarrow or broad? Why or why
not? How can we improve the delivery system? What can we do to enhance the learner
experience? What can we do to enhance the trainer experience? What can wedo to
enhance the cultural sensitivity of the program?
Learner Evaluation of Program and Instructor: An anonymous survey willbe given
to each learner, along witha space for them to make comments in their native language.
Program Evaluation of Instructor:
A detailed observation by a supervisor will be conducted at least once during the eight-
week program forevery instructor (see appendix A).
CONCLUSION
With proper funding, publicity, staffing, pricing, and training, the Dearborn English
Survival Course can help to bridge the gap and silence those who wouldmake these
immigrants unwelcome. It willinstead welcome them with open arms through practical
English education, while equipping them with the tools they need to succeed in their
new home country.

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APPENDIX A
LAB Student SIOP Observation Rubric
Student Teacher:
School: Date:
Observer: Grade / Class:
Title of lesson:
Well-constructed lesson plan for: Comment:
☐ SDAIE / Academic Instruction in English ☐ ESL
☐ Bilingual Class ☐ Efficient routines
☐ Materials ready ☐ Cognitive engagement of students
☐ Appropriate appearance ☐ Student motivation and involvement
☐ Affective engagement of students ☐ Professional behavior
What I saw:
Questions: Kudos:
Suggestions: Concerns:

10. 10
Goals for next observation:

11. 11
The Sheltered Instruction Observation Protocol (SIOP)
(Echevarria, Vogt, & Short, 2000; 2004)
Observer: Teacher:
Date: School:
Grade: ESL level:
Class: Lesson: Multi-day Single-day (circle one)
Directions: Circle the number that best reflects what you observe in a sheltered lesson. You may give a score
from 0-4 or NA. Cite under “Comments” specific examples of the behaviors observed.
Total Score: % Score:
PREPARATION
4 3 2 1 0 NA
1. Clearly defined
content objectives
for students.
Content objectives
for students
implied.
No clearly defined
content objectives
for students.
Comments:
2. Clearly defined
language
objectives for
students.
Language
objectives for
students implied.
No clearly defined
language
objectives for
students.
Comments:
3. Content
concepts
appropriate for
age and
educational
background level
of students.
Content concepts
somewhat
appropriate for
age and
educational
background level
of students.
Content concepts
inappropriate for
age and
educational
background level
of students.
Comments:
4. Supplementary
materials used to
a high degree,
making the lesson
clear and
meaningful (e.g.,
graphs, models,
visuals).
Some use of
supplementary
materials.
No use of
supplementary
materials.

12. 12
Comments:
5. Adaptation of
content (e.g., text,
assignment) to all
levels of student
proficiency.
Some adaptation
of content to all
levels of student
proficiency.
No significant
adaptation of
content to all
levels of student
proficiency.
Comments:
6. Meaningful
activities that
integrate lesson
concepts (e.g.,
surveys, letter
writing,
simulations,
constructing
models) with
language practice
opportunities for
reading, writing,
listening, and / or
speaking.
Meaningful
activities that
integrate lesson
concepts but
provide little
opportunity for
language practice
with opportunities
for reading,
writing, listening,
and / or speaking.
No meaningful
activities that
integrate lesson
concepts with
language practice.
Comments:
BUILDING BACKGROUND
4 3 2 1 0 NA
7. Concepts
explicitly linked to
students’
background
experiences.
Concepts loosely
linked to students’
background
experiences.
Concepts not
explicitly linked to
students’
background
experiences.
Comments:
8. Links explicitly
made between
Few links made
between past
No links made
between past

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past learning and
new concepts.
learning and new
concepts.
learning and new
concepts.
Comments:
9. Key vocabulary
emphasized (e.g.,
introduced,
written, repeated,
and highlighted
for students to
see).
Key vocabulary
introduced, but
not emphasized.
Key vocabulary
not emphasized.
Comments:
COMPREHENSIBLE INPUT
4 3 2 1 0 NA
10. Speech
appropriate for
students’
proficiency level
(e.g., slower rate,
enunciation, and
simple sentence
structure for
beginners).
Speech sometimes
inappropriate for
students’
proficiency level.
Speech
inappropriate for
students’
proficiency level.
Comments:
11. Explanations
of academic tasks
clear.
Explanations of
academic tasks
somewhat clear.
Explanations of
academic tasks
unclear.
Comments:
12. Uses a variety
of techniques to
make content
concepts clear
(e.g., modeling,
visuals, hands-on
Uses some
techniques to
make content
concepts clear.
Uses few or no
techniques to
make content
concepts clear.

14. 14
activities,
demonstrations,
gestures, body
language).
Comments:
STRATEGIES
13. Provides
ample
opportunities for
students to use
strategies (see
Glossary).
Provides students
with inadequate
opportunities to
use strategies.
No opportunity
for students to
use strategies.
Comments:
14. Consistent use
of scaffolding
techniques
throughout
lesson, assisting
and supporting
student
understanding,
such as think
alouds (see
Glossary).
Occasional use of
scaffolding.
No use of
scaffolding.
Comments:
15. Teacher uses a
variety of question
types including
those that
promote higher-
order thinking
skills throughout
the lesson (e.g.,
literal, analytical,
and interpretive
questions).
Teacher
infrequently poses
questions that
promote higher-
order thinking
skills.
Teacher does not
pose questions
that promote
higher-order
thinking skills.

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Comments:
INTERACTION
4 3 2 1 0 NA
16. Frequent
opportunities for
interactions and
discussion
between teacher /
student and
among students,
which encourage
elaborated
responses about
lesson concepts.
Interactions
mostly teacher-
dominated with
some
opportunities for
students to talk
about or question
lesson concepts.
Interactions
primarily teacher-
dominated with
no opportunities
for students to
discuss lesson
concepts.
Comments:
17. Grouping
configurations
support language
and content
objectives of the
lesson (see
Glossary).
Grouping
configurations
unevenly support
the language and
content
objectives.
Grouping
configurations do
not support the
language and
content
objectives.
Comments:
18. Consistently
provides sufficient
wait time for
student
responses.
Occasionally
provides sufficient
wait time for
student
responses.
Never provides
sufficient wait
time for student
responses.
Comments:
19. Ample
opportunities for
students to clarify
key concepts in L1
Some
opportunities for
students to clarify
No opportunities
for students to
clarify key
concepts in L1.

16. 16
(see Glossary) as
needed with aide,
peer, or L1 text.
key concepts in
L1.
Comments:
PRACTICE / APPLICATION
4 3 2 1 0 NA
20. Provide hands-
on materials and /
or manipulatives
for students to
practice using new
content
knowledge.
Provide few
hands-on
materials and / or
manipulatives for
students to
practice using new
content
knowledge.
Provide no hands-
on materials and /
or manipulatives
for students to
practice using new
content
knowledge.
Comments:
21. Provides
activities for
students to apply
content and
language
knowledge in the
classroom.
Provides activities
for students to
apply either
content or
language
knowledge in the
classroom.
Provides no
activities for
students to apply
content or
language
knowledge in the
classroom.
Comments:
22. Uses activities
that integrate all
language skills
(i.e., reading,
writing, listening,
and speaking).
Uses activities
that integrate
some language
skills.
Uses activities
that apply only
one language skill.
Comments:
LESSON DELIVERY
4 3 2 1 0 NA

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23. Content
objectives
clearly
supported by
lesson delivery.
Content
objectives
supported
somewhat by
lesson delivery.
Content
objectives not
supported by
lesson delivery.
Comments:
24. Language
objectives
clearly
supported by
lesson delivery.
Language
objectives
supported
somewhat by
lesson delivery.
Language
objectives not
supported by
lesson delivery.
Comments:
25. Students
engaged
approximately
90-100% of the
period (see
Glossary).
Students
engaged
approximately
70% of the
period.
Students
engaged less
than 50% of the
period.
Comments:
26. Pacing of
the lesson
appropriate to
the students’
ability level.
Pacing generally
appropriate, but
at times too fast
or too slow.
Pacing
inappropriate to
the students’
ability level.
Comments:
REVIEW / ASSESSMENT
27.
Comprehensive
review of key
vocabulary.
Uneven review
of key
vocabulary.
No review of
key vocabulary.

18. 18
Comments:
28.
Comprehensive
review of key
content
concepts.
Uneven review
of key content
concepts.
No review of
key content
concepts.
Comments:
29. Regularly
provides
feedback to
students on
their output
(e.g., language,
content, work).
Inconsistently
provides
feedback to
students on
their output.
Provides no
feedback to
students on
their output.
Comments:
30. Conducts
assessment of
student
comprehension
and learning of
all lesson
objectives (e.g.,
spot checking,
group response)
throughout the
lesson (see
Glossary).
Conducts
assessment of
student
comprehension
and learning of
some lesson
objectives.
Conducts no
assessment of
student
comprehension
and learning of
lesson
objectives.
Comments:
Source: Echevarria, J., Vogt, M.E., & Short, D. (2004). Making content comprehensible for English learners: The
SIOP model. Boston, MA: Allyn & Bacon.
Using the SIOP Model. © 2002. Center for Applied Linguistics. All rights reserved.

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