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UNIVERSITY of CALIFORNIA Santa Barbara Effective Environmental Education for All: an ELL Curriculum Designed for the Namib Deser

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UNIVERSITY of CALIFORNIA Santa Barbara Effective Environmental Education for All: an ELL Curriculum Designed for the Namib Deser UNIVERSITY OF CALIFORNIA Santa Barbara Effective Environmental Education for All: An ELL Curriculum Designed for the Namib Desert Environmental Education Trust A Project submitted in partial satisfaction of the requirements for the degree Master of Arts in Global & International Studies by Alanna Marie Pardee Committee in charge: Professor Richard Appelbaum, Chair Professor Mark Juergensmeyer Professor Betsy Brenner December 2010 The project of Alanna Marie Pardee is approved. ____________________________________________ Richard Appelbaum, Chair ____________________________________________ Mark Juergensmeyer ____________________________________________ Betsy Brenner December 2010 2 Effective Environmental Education for All: An ELL Curriculum Designed for the Namib Desert Environmental Education Trust Copyright © 2010 by Alanna Marie Pardee 3 ACKNOWLEDGEMENTS This project would not have been possible without the help of dedicated and caring professors. I am extremely grateful to Richard Appelbaum and Betsy Brenner for their thoughtful comments and advice throughout the writing of this project. I would also like to thank Aashish Mehta for his help during the planning phases of my project and internship. I am also indebted to the support and guidance provided by Viktoria Keding. Her comments, suggestions and ideas were vital to the completion of this project. Furthermore, I am incredibly thankful to the Keding family for giving me the opportunity to be a part of NaDEET, and to the NaDEET staff for making my time in Namibia wonderful. Finally, thank you to Ben Burghart for assistance in writing and administering the survey, and recording the data. 4 ABSTRACT Effective Environmental Education for All: An ELL Curriculum Designed for the Namib Desert Environmental Education Trust by Alanna Marie Pardee The following paper is based on my internship at NaDEET, a non-governmental organization in southern Namibia that focuses on environmental education. Most of the participants that come to NaDEET to learn about sustainable living and alternative energy sources through overnight visits are school-aged children. Through working and teaching at the environmental education center during weeklong programs, I observed that some of the 5th-7th grade students lacked English skills to fully benefit from the NaDEET program. I conducted informal interviews and a survey to determine if there was a difference between Upper Primary students’ and English Language Learners’ (ELLs) absorption of class material and sustainability concepts. After determining there was a gap, I researched how to best design a curriculum that meets the needs of ELL groups. For my project, I have created a Lower Primary program that aims to break the language barrier and ensure better participant understanding of the environment and sustainable living. 5 TABLE OF CONTENTS !"#$%&'()*#+,#!-(*./01(2.-3333333333333333333333333"3""3333#456# !!"#$%&'()*#7,#829(.*:#.;#<&=2>2& """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""+?5+4# • !"#$%&'()*)&+,%-+)&...............................................................................................................//0/1' • 2)3-4'56#+7%&'87739%-+)&....................................................................................................../10/:' • ;"%7"'<"=)-+%-+)&>'%&?'@&?"9"&?"&7"............................................................................/:0/A' !!!"#$%&'()*#@,#A/01&(2.-&B#829(.*:"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""+65@?! • 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23#N"S'2%$9*".............................................................................................................................H:0HE' • ;#">"&-%-+)&')6'B%-%................................................................................................................HE0:P' 6 • 23#N"S'()&7*3>+)&>....................................................................................................................:P0::' C!!"#$%&'()*#O,#P2()*&(0*)#Q)H2)R"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""MO5O+# • DU9"#+"&-+%*'D&N+#)&$"&-%*'D?37%-+)&...........................................................................:Q0:A' • K"%74+&='D&=*+>4'J%&=3%="'J"%#&"#>..............................................................................:A0QM' • V&+N"#>%*'B">+=& ...............................................................................................................................QM' • V&?"#>-%&?+&='B+N"#>"'J"%#&+&='2-S*"> 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B%+*S'57-+N+-+">............................................................................................................................A/0E:' • K+$"-%I*"......................................................................................................................................EQ0EA' U"#$%&'()*#+?,#!='B)=)-(&(2.-#&-/#AH&B0&(2.- """"""""""""""""""""""""""""""""""""""""""""""""""""" 665+?@# • (3##+73*3$'@&N"&-)#S ........................................................................................................... EE0/M1' • DN%*3%-+)& ........................................................................................................................................ /M1' • (456%4%)*7*.+)///////////////////////////////////////////////////////////////////////////////////////////////////////////////////////// /M1' U!"#$%&'()*#++,#$.-1B092.-"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""+?@5+?D# Q);)*)-1)9"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""+?M5+?6# V'')-/2W""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""++?5++@# 7 Chapter 1: Introduction This paper is based on the internship I completed at the Namib Desert Environmental Education Trust (NaDEET) located in the Namib Desert in southern Namibia. NaDEET is a non- governmental organization that brings groups, mostly comprised of school-age children, to its environmental education center to learn about sustainable living and alternative energy sources through overnight visits. In July 2009, I went to NaDEET to learn more about the organization and its work, and how a grassroots education-based NGO operates on a day-to-day basis. After teaching and assisting at the environmental education center during weeklong programs, for a wide-range of students with varying academic capabilities, I noticed that the Upper Primary program, intended for 5th-7th grade students and utilized for all students of this age group, was too advanced for some of the school groups who visited the
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