Selling Obamacare to California's Immigrant Communities
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Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowAmDream\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>How do you personally define the “American dream?” How do priorities like home ownership and access to higher education compare with your values? 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And while for immigrant families “making it” used to mean assimilating into American culture, many young first and second generation Americans are seeking to preserve their traditions, finding balance between old and new values.\u003c/p>\n\u003cp>Youth Radio reporter Kasey Saeturn is one of those millennials. Her family is from Laos, and is ethically Mien. Unlike her younger siblings, she has made an effort to learn to speak Mien even as she participates in a traditional American education. “I’m trying to pursue higher education, financial aid, and the American Dream,” she says. “And I’m trying to do all that, without losing the Mien ways.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But as evident in another Youth Radio story, this one by Isabella Ordaz, the opportunity to pursue the traditional American Dream can sometimes feel like a cultural trade off. When she was ten, Isabella, who is Mexican-American and now in high school, moved with her family from her diverse neighborhood with a reputation for high crime, to a primarily white suburb with a low crime rate and prestigious local schools. While she had more academic options in her new school, it was a culture shock for her suddenly to be one of the only brown students in her class — especially when her white classmates made insensitive comments about Mexicans. \u003c/p>\n\u003cp>“I felt like a little brown pebble stuck in a glistening pile of white sand,” she said. “And the sand, it didn’t want me there.”\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201504230643\">Keeping Up My Mien Heritage\u003c/a> (KQED/Youth Radio)\u003c/strong>\u003cbr>\nYouth Radio reporter and Mien-American Kasey Saeturn has several siblings, but she is the only one who still speaks any Mien. Her younger siblings have to ask her to translate when they want to talk to their grandmother, who does not speak English. In her KQED perspective, Kasey weighs the value of an American education and traditional Mien skills.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowAmDream\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201502260643\">Whispers of Racism\u003c/a> (Youth Radio/KQED)\u003c/strong>\u003cbr>\nWhen Youth Radio reporter Isabella Ordaz and her family moved from a diverse but higher-crime neighborhood in Antioch, California to a more affluent, gang-free community in Danville, she felt like they had won “the Mexican immigrant lottery.” But the move also came with a new form of culture shock. As one of the only brown kids in her class, Isabella soon found herself missing the acceptance she had in her old neighborhood.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://youthradio.org/news/article/youth-radio-podcast-intern-edition-the-american-dream/\">Youth Radio Podcast: The American Dream\u003c/a> (Youth Radio)\u003c/strong>\u003cbr>\nIn this intern edition of the Youth Radio podcast, Onaja Waki “explores the meaning of the American Dream and the relevance it has in today’s society — especially for youth.” The podcast includes interviews with a diverse group of teens as well as Diana Elliott, Research Officer for Economic Mobility for Pew Charitable Trusts.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> This KQED Do Now segment was produced in collaboration with Youth Radio, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio. \u003c/em>\u003c/p>\n\u003chr>\n\n","blocks":[],"excerpt":"Not too many years ago, the \"American dream” seemed to be a pretty uniform vision: landing a well-paying job, owning your own home and filling it with cool stuff, maybe even having a family and sending your kids to good schools and colleges. How do you personally define the “American dream?”","status":"publish","parent":0,"modified":1704763694,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":801},"headData":{"title":"How Does the American Dream Relate to You? | KQED","description":"Not too many years ago, the "American dream” seemed to be a pretty uniform vision: landing a well-paying job, owning your own home and filling it with cool stuff, maybe even having a family and sending your kids to good schools and colleges. How do you personally define the “American dream?”","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Does the American Dream Relate to You?","datePublished":"2015-05-01T23:30:18.000Z","dateModified":"2024-01-09T01:28:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/17137/american-dream","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowAmDream\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>How do you personally define the “American dream?” How do priorities like home ownership and access to higher education compare with your values? What will success look like for your future?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Not too many years ago, the “American dream” seemed to be a pretty uniform vision: landing a well-paying job, owning your own home and filling it with cool stuff, maybe even having a family and sending your kids to good schools and colleges. \u003c/p>\n\u003cp>But for many millennials, their goals don’t necessarily line up with this narrow definition of success. More than previous generations, young people today say \u003ca href=\"http://time.com/5074/millennials-put-their-surprising-stamp-on-the-american-dream/\">they value travel and self-employment\u003c/a> over material things like houses and cars. And while for immigrant families “making it” used to mean assimilating into American culture, many young first and second generation Americans are seeking to preserve their traditions, finding balance between old and new values.\u003c/p>\n\u003cp>Youth Radio reporter Kasey Saeturn is one of those millennials. Her family is from Laos, and is ethically Mien. Unlike her younger siblings, she has made an effort to learn to speak Mien even as she participates in a traditional American education. “I’m trying to pursue higher education, financial aid, and the American Dream,” she says. “And I’m trying to do all that, without losing the Mien ways.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But as evident in another Youth Radio story, this one by Isabella Ordaz, the opportunity to pursue the traditional American Dream can sometimes feel like a cultural trade off. When she was ten, Isabella, who is Mexican-American and now in high school, moved with her family from her diverse neighborhood with a reputation for high crime, to a primarily white suburb with a low crime rate and prestigious local schools. While she had more academic options in her new school, it was a culture shock for her suddenly to be one of the only brown students in her class — especially when her white classmates made insensitive comments about Mexicans. \u003c/p>\n\u003cp>“I felt like a little brown pebble stuck in a glistening pile of white sand,” she said. “And the sand, it didn’t want me there.”\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201504230643\">Keeping Up My Mien Heritage\u003c/a> (KQED/Youth Radio)\u003c/strong>\u003cbr>\nYouth Radio reporter and Mien-American Kasey Saeturn has several siblings, but she is the only one who still speaks any Mien. Her younger siblings have to ask her to translate when they want to talk to their grandmother, who does not speak English. In her KQED perspective, Kasey weighs the value of an American education and traditional Mien skills.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowAmDream\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.kqed.org/a/perspectives/R201502260643\">Whispers of Racism\u003c/a> (Youth Radio/KQED)\u003c/strong>\u003cbr>\nWhen Youth Radio reporter Isabella Ordaz and her family moved from a diverse but higher-crime neighborhood in Antioch, California to a more affluent, gang-free community in Danville, she felt like they had won “the Mexican immigrant lottery.” But the move also came with a new form of culture shock. As one of the only brown kids in her class, Isabella soon found herself missing the acceptance she had in her old neighborhood.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://youthradio.org/news/article/youth-radio-podcast-intern-edition-the-american-dream/\">Youth Radio Podcast: The American Dream\u003c/a> (Youth Radio)\u003c/strong>\u003cbr>\nIn this intern edition of the Youth Radio podcast, Onaja Waki “explores the meaning of the American Dream and the relevance it has in today’s society — especially for youth.” The podcast includes interviews with a diverse group of teens as well as Diana Elliott, Research Officer for Economic Mobility for Pew Charitable Trusts.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> This KQED Do Now segment was produced in collaboration with Youth Radio, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio. \u003c/em>\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/17137/american-dream","authors":["9546"],"series":["education_2837"],"categories":["education_1","education_50"],"tags":["education_5","education_1320","education_608"],"collections":["education_2403"],"featImg":"education_17140","label":"education_2837"},"lowdown_13694":{"type":"posts","id":"lowdown_13694","meta":{"index":"posts_1591205157","site":"lowdown","id":"13694","score":null,"sort":[1415887246000]},"guestAuthors":[],"slug":"what-you-need-to-know-about-immigration-reform","title":"U.S. Immigration Reform Explained","publishDate":1415887246,"format":"aside","headTitle":"The Lowdown | KQED News","labelTerm":{"site":"lowdown"},"content":"\u003cp>Remember when U.S. immigration reform seemed like it was finally in the cards?\u003c/p>\n\u003cp>That was so 2013.\u003c/p>\n\u003cp>The brief burst of fanfare following passage of the Senate's comprehensive bill last year faded quickly when the debate hit the bitterly divided House, where prospects for getting anything done have now been all but extinguished.\u003c/p>\n\u003cp>And that means starting over from square one. Again.\u003c/p>\n\u003cdiv style=\"width:100%\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"1400\" height=\"600\" src=\"//content.newsbound.com/public/kqed/kqed_immig/index.html?embed=true\" name=\"nb-stack\" class=\"newsbound-embedded\" frameborder=\"0\" scrolling=\"yes\">\u003c/iframe>\n\u003c/div>\n\n\u003cp>But now that the Republicans have won control of the Senate, the issue may soon resurface, with a stronger possibility of a bill making it through both chambers of Congress.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That comes on the heels of this summer's immigration crisis, when thousands of unaccompanied child migrants were detained at the U.S.-Mexico border. The events underscored the urgent need to address America's outdated immigration laws and figure out some updated plan of action for dealing with the more than 11 million undocumented people who already live here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This interactive, produced for The Lowdown by \u003ca href=\"http://newsbound.com/\" target=\"_blank\" rel=\"noopener\">Newsbound\u003c/a>, explains what comprehensive reform actually means, why it hasn't happened yet and how we got here to begin with.\u003c/p>\n\u003ch4>To learn more ...\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"http://hosted.ap.org/interactives/2013/immigration/\" target=\"_blank\" rel=\"noopener\">Associated Press: interactive breakdown of the issues\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.americanimmigrationcouncil.org/research/how-united-states-immigration-system-works\" target=\"_blank\" rel=\"noopener\">Immigration Policy Center: fact sheet on how the U.S. immigration works (including visa distinctions) \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.washingtonpost.com/wp-srv/special/national/the-state-of-immigration/\" target=\"_blank\" rel=\"noopener\">Washington Post: Multimedia history of U.S. immigration and demographic changes\u003c/a>\u003cbr>\nAND ...\u003cbr>\n\u003ca href=\"http://www.washingtonpost.com/wp-srv/immigration/path_to_now/\" target=\"_blank\" rel=\"noopener\">A video history of modern immigration policy and the millions of people it's impacted\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.vox.com/2014/6/16/5813482/the-child-migrant-crisis\" target=\"_blank\" rel=\"noopener\">Vox: Explanatory, multimedia overview of the child migrant crisis\u003c/a>\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1573236130,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["//content.newsbound.com/public/kqed/kqed_immig/index.html"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":249},"headData":{"title":"U.S. Immigration Reform Explained | KQED","description":"Remember when U.S. immigration reform seemed like it was finally in the cards? That was so 2013. The brief burst of fanfare following passage of the Senate's comprehensive bill last year faded quickly when the debate hit the bitterly divided House, where prospects for getting anything done have now been all but extinguished. And that","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"U.S. Immigration Reform Explained","datePublished":"2014-11-13T14:00:46.000Z","dateModified":"2019-11-08T18:02:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13694 http://blogs.kqed.org/lowdown/?p=13694","disqusUrl":"https://ww2.kqed.org/lowdown/2014/11/13/what-you-need-to-know-about-immigration-reform/","disqusTitle":"U.S. Immigration Reform Explained","customPermalink":"2014/07/24/what-you-need-to-know-about-immigration-reform/","path":"/lowdown/13694/what-you-need-to-know-about-immigration-reform","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Remember when U.S. immigration reform seemed like it was finally in the cards?\u003c/p>\n\u003cp>That was so 2013.\u003c/p>\n\u003cp>The brief burst of fanfare following passage of the Senate's comprehensive bill last year faded quickly when the debate hit the bitterly divided House, where prospects for getting anything done have now been all but extinguished.\u003c/p>\n\u003cp>And that means starting over from square one. Again.\u003c/p>\n\u003cdiv style=\"width:100%\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"1400\" height=\"600\" src=\"//content.newsbound.com/public/kqed/kqed_immig/index.html?embed=true\" name=\"nb-stack\" class=\"newsbound-embedded\" frameborder=\"0\" scrolling=\"yes\">\u003c/iframe>\n\u003c/div>\n\n\u003cp>But now that the Republicans have won control of the Senate, the issue may soon resurface, with a stronger possibility of a bill making it through both chambers of Congress.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That comes on the heels of this summer's immigration crisis, when thousands of unaccompanied child migrants were detained at the U.S.-Mexico border. The events underscored the urgent need to address America's outdated immigration laws and figure out some updated plan of action for dealing with the more than 11 million undocumented people who already live here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This interactive, produced for The Lowdown by \u003ca href=\"http://newsbound.com/\" target=\"_blank\" rel=\"noopener\">Newsbound\u003c/a>, explains what comprehensive reform actually means, why it hasn't happened yet and how we got here to begin with.\u003c/p>\n\u003ch4>To learn more ...\u003c/h4>\n\u003cul>\n\u003cli>\u003ca href=\"http://hosted.ap.org/interactives/2013/immigration/\" target=\"_blank\" rel=\"noopener\">Associated Press: interactive breakdown of the issues\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.americanimmigrationcouncil.org/research/how-united-states-immigration-system-works\" target=\"_blank\" rel=\"noopener\">Immigration Policy Center: fact sheet on how the U.S. immigration works (including visa distinctions) \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.washingtonpost.com/wp-srv/special/national/the-state-of-immigration/\" target=\"_blank\" rel=\"noopener\">Washington Post: Multimedia history of U.S. immigration and demographic changes\u003c/a>\u003cbr>\nAND ...\u003cbr>\n\u003ca href=\"http://www.washingtonpost.com/wp-srv/immigration/path_to_now/\" target=\"_blank\" rel=\"noopener\">A video history of modern immigration policy and the millions of people it's impacted\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.vox.com/2014/6/16/5813482/the-child-migrant-crisis\" target=\"_blank\" rel=\"noopener\">Vox: Explanatory, multimedia overview of the child migrant crisis\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/lowdown/13694/what-you-need-to-know-about-immigration-reform","authors":["1263"],"categories":["lowdown_256","lowdown_2362","lowdown_457","lowdown_243"],"tags":["lowdown_507","lowdown_169","lowdown_348"],"featImg":"lowdown_13699","label":"lowdown"},"education_9954":{"type":"posts","id":"education_9954","meta":{"index":"posts_1591205157","site":"education","id":"9954","score":null,"sort":[1382378403000]},"guestAuthors":[],"slug":"navigating-kqeds-post-secondary-esl-resources","title":"Navigating KQED’s Post Secondary/ ESL Resources","publishDate":1382378403,"format":"aside","headTitle":"Navigating KQED’s Post Secondary/ ESL Resources | KQED","labelTerm":{"site":"education"},"content":"\u003cp>This screen cast offers a brief guide to KQED Education’s media rich resources for ESL educators – resources developed by ESL educators around the Bay Area. To view the video, click on the play button below:\u003c/p>\n\u003cp>\u003ca href=\"http://screencast.com/t/N4WBhLmDkHuQ%20\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-10102\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg\" alt=\"portfolio-1-3\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Screen cast by Chigusa Katoku, Mission College\u003c/p>\n\u003cp>Below are step-by-step instructions on how to navigate the website:\u003cbr>\n1. Start by visiting the home page at www.kqed.org. Look for the EDUCATION tab.\u003cbr>\n2. Scroll over the EDUCATION tab and move your cursor down to Postsecondary ESL.\u003cbr>\n3. Click on the link. This is the ESL Homepage.\u003cbr>\n4. Under the main image you will see 6 images – showcasing different ESL projects.\u003cbr>\n5. If you click on the headers e.g. Work Voices it will take you to the project page.\u003cbr>\n6. If you click under the main header you will be directed to a specific post within a project.\u003cbr>\n7. In the right sidebar you will see 3 other ESL projects:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/green-jobs-green-tech-resources/\">Green Jobs and Green Tech Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/health-education-resources/\">Health Education Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/new-media-literacies/\">New Media Literacies\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>You will also see our ESL educator blog – ESL Insights. ESL Insights is for teachers to share ideas and resources and engage in discussion. Scroll down the page for former ESL Insights posts.\u003c/p>\n\u003ch3>\u003cstrong>Don’t forget our session at CATESOL!\u003c/strong>\u003cbr>\n\u003cstrong> 100 Ways To Engage Students Using KQED ESL Resources,\u003c/strong>\u003cbr>\n\u003cstrong> Friday 25th, 3:30-5:00, Le Sommet room\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">Presenters:\u003c/span>\u003cbr>\nMaxine Einhorn: KQED Education\u003cbr>\nChigusa Katoku: Academic Coordinator, Institute for International Studies, Mission College\u003cbr>\nBritta Burton: ESL Instructor, MissionCollege\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"This screen cast offers a brief guide to KQED Education’s media rich resources for ESL educators – resources developed by ESL educators around the Bay Area.","status":"publish","parent":0,"modified":1704764502,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":259},"headData":{"title":"Navigating KQED’s Post Secondary/ ESL Resources | KQED","description":"This screen cast offers a brief guide to KQED Education’s media rich resources for ESL educators – resources developed by ESL educators around the Bay Area.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Navigating KQED’s Post Secondary/ ESL Resources","datePublished":"2013-10-21T18:00:03.000Z","dateModified":"2024-01-09T01:41:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/9954/navigating-kqeds-post-secondary-esl-resources","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>This screen cast offers a brief guide to KQED Education’s media rich resources for ESL educators – resources developed by ESL educators around the Bay Area. To view the video, click on the play button below:\u003c/p>\n\u003cp>\u003ca href=\"http://screencast.com/t/N4WBhLmDkHuQ%20\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-10102\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg\" alt=\"portfolio-1-3\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Screen cast by Chigusa Katoku, Mission College\u003c/p>\n\u003cp>Below are step-by-step instructions on how to navigate the website:\u003cbr>\n1. Start by visiting the home page at www.kqed.org. Look for the EDUCATION tab.\u003cbr>\n2. Scroll over the EDUCATION tab and move your cursor down to Postsecondary ESL.\u003cbr>\n3. Click on the link. This is the ESL Homepage.\u003cbr>\n4. Under the main image you will see 6 images – showcasing different ESL projects.\u003cbr>\n5. If you click on the headers e.g. Work Voices it will take you to the project page.\u003cbr>\n6. If you click under the main header you will be directed to a specific post within a project.\u003cbr>\n7. In the right sidebar you will see 3 other ESL projects:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/green-jobs-green-tech-resources/\">Green Jobs and Green Tech Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/health-education-resources/\">Health Education Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/new-media-literacies/\">New Media Literacies\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>You will also see our ESL educator blog – ESL Insights. ESL Insights is for teachers to share ideas and resources and engage in discussion. Scroll down the page for former ESL Insights posts.\u003c/p>\n\u003ch3>\u003cstrong>Don’t forget our session at CATESOL!\u003c/strong>\u003cbr>\n\u003cstrong> 100 Ways To Engage Students Using KQED ESL Resources,\u003c/strong>\u003cbr>\n\u003cstrong> Friday 25th, 3:30-5:00, Le Sommet room\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">Presenters:\u003c/span>\u003cbr>\nMaxine Einhorn: KQED Education\u003cbr>\nChigusa Katoku: Academic Coordinator, Institute for International Studies, Mission College\u003cbr>\nBritta Burton: ESL Instructor, MissionCollege\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/9954/navigating-kqeds-post-secondary-esl-resources","authors":["9253"],"categories":["education_48"],"tags":["education_459","education_608","education_1123"],"featImg":"education_10098","label":"education"},"education_9141":{"type":"posts","id":"education_9141","meta":{"index":"posts_1591205157","site":"education","id":"9141","score":null,"sort":[1380641752000]},"guestAuthors":[],"slug":"what-is-the-primary-purpose-of-california-public-adult-schools","title":"What Is The Primary Purpose Of California Public Adult Schools?","publishDate":1380641752,"format":"aside","headTitle":"What Is The Primary Purpose Of California Public Adult Schools? | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003cem>\u003cstrong>By Bob Harper\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>What Is The Primary Purpose Of California Public Adult Schools?\u003c/em> Like beauty, the answer to that question varies from eye to eye. California has been a pioneer of public adult education, really in the whole world. Public school district-supported ESL classes for adult immigrants were offered in 1856 in the basement of Old St. Mary’s Church in San Francisco. That tradition of local schools offering classes for adults, “night school” for working adults to develop English literacy, or finish a HS diploma, has been a critical service in California’s economic development and commitment to equity and social mobility.\u003c/p>\n\u003cp>\u003ca href=\"http://www.equality-of-opportunity.org/\">Recently a study\u003c/a> was produced on whether “the American Dream” of social mobility still exists, that is whether there is still movement from lower social economic circumstances to higher. The dream is pretty deeply deferred in most of the county. However, San Jose and the Bay Area lead the country in the metrics of that mobility; here it is more possible than anywhere else in the US. It’s not too much to claim that our public adult education system has helped to create the environment where that happens.\u003c/p>\n\u003cp>Many things at the state and federal levels have challenged the status quo in adult schools. (Not the least of which was the devastating opening of adult school funds to local school districts in 2009 – there are one million fewer students in adult school now than were there in 2008!). Like so often in the history of California adult schools have been asked to rethink (I’d say “re-imagine” if I worked in a university) what adult education should do. There have been understandable confusion and many mixed messages. There’s been some concern that a focus on ESL and basic skills, on “career pathways” and regional economic development limits transformative adult education. I share that concern. However, for me public adult education offering “workforce development” is much more than creating a skilled working class. It’s a question of social justice.\u003c/p>\n\u003cp>It’s a critical priority to direct our limited resources to those who need it most. Those who need it most are the indeed the pre-literate, the immigrant, and communities marginalized by race, language and poverty. In my view, this is the natural constituency of adult schools. To believe that this needs to be a higher priority than offering programs for older adults, health and safety programs, and home economics is \u003cem>not \u003c/em>a sign of disrespect for older adults. I used to teach older adults; heck, \u003cem>I am\u003c/em> an older adult. But in adult schools there is a demographic difference between ESL students and older adult students. Older adult students in adult school programs have been disproportionately white, and they have the cultural capital to figure out options. And there are relatively more choices for them than for an immigrant adult has who needs to acquire English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the school where I work, our program is 20% older adult students; none of those classes are funded by money that could support ESL, literacy, basic skills, and GED. We have waiting lists for ESL and basic skills. In Oakland, South Central LA, Elk Grove, Salinas… in so many places the need for classes for ESL, basic skills is far more than the capacity in 2008 could meet, let alone now. A liberatory education program for literacy, immigrant integration, and career readiness is what is needed.\u003c/p>\n\u003cp>As a progressive educator, the following statistics make clear to me what I need to do:\u003c/p>\n\u003cul>\n\u003cli>1 in 3 of the 4 million working families in California are considered low-income\u003c/li>\n\u003cli>Of the 1.87 million low-income families in the state, 73% are a part of the labor force.\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Nearly half are without a high school diploma or GED\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>60% have no Postsecondary education.\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>40% of all children under the age of 18 in California, are from working low-income families.\u003c/li>\n\u003c/ul>\n\u003cp>Forty percent of the children in California are in working low-income families. We can agree on the false logic of scarcity, and point out that there needs to huge structural changes in our economy and that the discourse in the public sphere is not where it needs to be. But I can’t wait, I want to do what I can about immigrant integration/liberation and address the questions of poverty with the resources we have \u003cem>now.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Bob Harper\u003c/strong>, Ed.D, is Director of Adult Education for Campbell Adult and Community Education. He has worked in adult schools for over 40 years. He began as an ESL teacher in East Los Angeles where both his parents were also adult ESL teachers. His doctoral research is on Mexican immigrant adults perceptions of the US educational systems.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Like beauty, the answer to that question varies from eye to eye. California has been a pioneer of public adult education, really in the whole world. Public school district-supported ESL classes for adult immigrants were offered in 1856 in the basement of Old St. Mary’s Church in San Francisco. That tradition of local schools offering classes for adults, “night school” for working adults to develop English literacy, or finish a HS diploma, has been a critical service in California’s economic development and commitment to equity and social mobility.","status":"publish","parent":0,"modified":1704764516,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":840},"headData":{"title":"What Is The Primary Purpose Of California Public Adult Schools? | KQED","description":"Like beauty, the answer to that question varies from eye to eye. California has been a pioneer of public adult education, really in the whole world. Public school district-supported ESL classes for adult immigrants were offered in 1856 in the basement of Old St. Mary’s Church in San Francisco. That tradition of local schools offering classes for adults, “night school” for working adults to develop English literacy, or finish a HS diploma, has been a critical service in California’s economic development and commitment to equity and social mobility.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Is The Primary Purpose Of California Public Adult Schools?","datePublished":"2013-10-01T15:35:52.000Z","dateModified":"2024-01-09T01:41:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/9141/what-is-the-primary-purpose-of-california-public-adult-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>By Bob Harper\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>What Is The Primary Purpose Of California Public Adult Schools?\u003c/em> Like beauty, the answer to that question varies from eye to eye. California has been a pioneer of public adult education, really in the whole world. Public school district-supported ESL classes for adult immigrants were offered in 1856 in the basement of Old St. Mary’s Church in San Francisco. That tradition of local schools offering classes for adults, “night school” for working adults to develop English literacy, or finish a HS diploma, has been a critical service in California’s economic development and commitment to equity and social mobility.\u003c/p>\n\u003cp>\u003ca href=\"http://www.equality-of-opportunity.org/\">Recently a study\u003c/a> was produced on whether “the American Dream” of social mobility still exists, that is whether there is still movement from lower social economic circumstances to higher. The dream is pretty deeply deferred in most of the county. However, San Jose and the Bay Area lead the country in the metrics of that mobility; here it is more possible than anywhere else in the US. It’s not too much to claim that our public adult education system has helped to create the environment where that happens.\u003c/p>\n\u003cp>Many things at the state and federal levels have challenged the status quo in adult schools. (Not the least of which was the devastating opening of adult school funds to local school districts in 2009 – there are one million fewer students in adult school now than were there in 2008!). Like so often in the history of California adult schools have been asked to rethink (I’d say “re-imagine” if I worked in a university) what adult education should do. There have been understandable confusion and many mixed messages. There’s been some concern that a focus on ESL and basic skills, on “career pathways” and regional economic development limits transformative adult education. I share that concern. However, for me public adult education offering “workforce development” is much more than creating a skilled working class. It’s a question of social justice.\u003c/p>\n\u003cp>It’s a critical priority to direct our limited resources to those who need it most. Those who need it most are the indeed the pre-literate, the immigrant, and communities marginalized by race, language and poverty. In my view, this is the natural constituency of adult schools. To believe that this needs to be a higher priority than offering programs for older adults, health and safety programs, and home economics is \u003cem>not \u003c/em>a sign of disrespect for older adults. I used to teach older adults; heck, \u003cem>I am\u003c/em> an older adult. But in adult schools there is a demographic difference between ESL students and older adult students. Older adult students in adult school programs have been disproportionately white, and they have the cultural capital to figure out options. And there are relatively more choices for them than for an immigrant adult has who needs to acquire English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the school where I work, our program is 20% older adult students; none of those classes are funded by money that could support ESL, literacy, basic skills, and GED. We have waiting lists for ESL and basic skills. In Oakland, South Central LA, Elk Grove, Salinas… in so many places the need for classes for ESL, basic skills is far more than the capacity in 2008 could meet, let alone now. A liberatory education program for literacy, immigrant integration, and career readiness is what is needed.\u003c/p>\n\u003cp>As a progressive educator, the following statistics make clear to me what I need to do:\u003c/p>\n\u003cul>\n\u003cli>1 in 3 of the 4 million working families in California are considered low-income\u003c/li>\n\u003cli>Of the 1.87 million low-income families in the state, 73% are a part of the labor force.\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Nearly half are without a high school diploma or GED\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>60% have no Postsecondary education.\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>40% of all children under the age of 18 in California, are from working low-income families.\u003c/li>\n\u003c/ul>\n\u003cp>Forty percent of the children in California are in working low-income families. We can agree on the false logic of scarcity, and point out that there needs to huge structural changes in our economy and that the discourse in the public sphere is not where it needs to be. But I can’t wait, I want to do what I can about immigrant integration/liberation and address the questions of poverty with the resources we have \u003cem>now.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Bob Harper\u003c/strong>, Ed.D, is Director of Adult Education for Campbell Adult and Community Education. He has worked in adult schools for over 40 years. He began as an ESL teacher in East Los Angeles where both his parents were also adult ESL teachers. His doctoral research is on Mexican immigrant adults perceptions of the US educational systems.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/9141/what-is-the-primary-purpose-of-california-public-adult-schools","authors":["9253"],"categories":["education_48"],"tags":["education_103","education_5","education_1320","education_607","education_608"],"featImg":"education_9286","label":"education"},"education_7746":{"type":"posts","id":"education_7746","meta":{"index":"posts_1591205157","site":"education","id":"7746","score":null,"sort":[1378337078000]},"guestAuthors":[],"slug":"jose-antonio-vargas-has-a-dream-2","title":"Jose Antonio Vargas Has a Dream","publishDate":1378337078,"format":"aside","headTitle":"Jose Antonio Vargas Has a Dream | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003cstrong>Jose Antonio Vargas\u003c/strong> reflects on the meaning of \u003cem>Martin Luther King\u003c/em>, \u003cem>Jr’\u003c/em>s famous speech 50 years ago, connecting it to the civil rights struggles of African Americans and to the dreams of undocumented immigrants today. For him and thousands like him “Immigrant rights are civil rights. The struggle continues. The dreams — and DREAMers — live on.”\u003c/p>\n\u003cp>Jose Antonio Vargas is a Pulitzer Prize-winning journalist and Founder of Define American. He was sent to the United States as a child from the Philippines when he was only 12-years-old and learned about his undocumented status when he tried to get his driver’s license at the age of 16. Having lived and worked in the US for 20 years, he considers the United States his home.\u003c/p>\n\u003cp>Vargas became an immigration reform activist after openly writing about his undocumented status in 2011\u003cem> \u003c/em>\u003cem>New York Times Magazine \u003c/em>\u003cem>essay\u003c/em>.\u003c/p>\n\u003cp>Here is an excerpt from his blog, published by kind permission of \u003cstrong>Define American. \u003c/strong>He describes his dreams today.\u003c/p>\n\u003ch2>‘I Have A Dream’: An Undocumented Immigrant Version, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\u003c/h2>\n\u003cp>Surely all Americans are thinking of Dr. King’s 1,670-word speech today, and creating their own versions. As one of our country’s estimated 11 million undocumented immigrants — many of us Americans in all but paper — here is mine.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I have a dream”… of citizenship, in a country I call my home, to a nation I want to keep contributing to.\u003c/p>\n\u003cp>“I have a dream”… of having a driver’s license, of getting a work permit, of not being constrained by a broken immigration system.\u003c/p>\n\u003cp>“I have a dream”…of not being separated from my family and hugging my Mama, whom I haven’t seen in person in 20 years. I cannot leave the U.S; there’s no guarantee I’d be allowed back, and she’s been denied a visa to come here.\u003c/p>\n\u003cp>“I have a dream”… of not being judged by the pieces of papers I lack, but by the content of my character and the talent and skills I offer.\u003c/p>\n\u003cp>“I have a dream”… of not living in fear, of not hiding in shame, of not being subjected by the law but being served by justice.\u003c/p>\n\u003cp>“I have a dream”… of being a free human being.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Visit KQED Resources for ESL Educators on Immigration \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">‘I HAVE A DREAM’: AN UNDOCUMENTED IMMIGRANT VERSION\u003c/a>, Define American, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\n\u003c/p>\u003cp>\u003ca href=\"http://www.kqed.org/a/forum/R201107120931\">Jose Antonio Vargas on Forum\u003c/a>, Jul 12, 2011\u003c/p>\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=mqXpAKiTTug\">Watch Jose Antonio Vargas Testimony on Comprehensive Immigration Reform\u003c/a> from PBS NewsHour, Feb 13, 2013.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Image above: Jose Antonio Vargas (C) sits behind Homeland Security Secretary Janet Napolitano (R) as she testifies about the DREAM Act June 28, 2011 in Washington,D.C.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764551,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":508},"headData":{"title":"Jose Antonio Vargas Has a Dream | KQED","description":"Jose Antonio Vargas reflects on the meaning of Martin Luther King, Jr’s famous speech 50 years ago, connecting it to the civil rights struggles of African Americans and to the dreams of undocumented immigrants today. For him and thousands like him “Immigrant rights are civil rights. The struggle continues. The dreams — and DREAMers — live on.”","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Jose Antonio Vargas Has a Dream","datePublished":"2013-09-04T23:24:38.000Z","dateModified":"2024-01-09T01:42:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/7746/jose-antonio-vargas-has-a-dream-2","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Jose Antonio Vargas\u003c/strong> reflects on the meaning of \u003cem>Martin Luther King\u003c/em>, \u003cem>Jr’\u003c/em>s famous speech 50 years ago, connecting it to the civil rights struggles of African Americans and to the dreams of undocumented immigrants today. For him and thousands like him “Immigrant rights are civil rights. The struggle continues. The dreams — and DREAMers — live on.”\u003c/p>\n\u003cp>Jose Antonio Vargas is a Pulitzer Prize-winning journalist and Founder of Define American. He was sent to the United States as a child from the Philippines when he was only 12-years-old and learned about his undocumented status when he tried to get his driver’s license at the age of 16. Having lived and worked in the US for 20 years, he considers the United States his home.\u003c/p>\n\u003cp>Vargas became an immigration reform activist after openly writing about his undocumented status in 2011\u003cem> \u003c/em>\u003cem>New York Times Magazine \u003c/em>\u003cem>essay\u003c/em>.\u003c/p>\n\u003cp>Here is an excerpt from his blog, published by kind permission of \u003cstrong>Define American. \u003c/strong>He describes his dreams today.\u003c/p>\n\u003ch2>‘I Have A Dream’: An Undocumented Immigrant Version, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\u003c/h2>\n\u003cp>Surely all Americans are thinking of Dr. King’s 1,670-word speech today, and creating their own versions. As one of our country’s estimated 11 million undocumented immigrants — many of us Americans in all but paper — here is mine.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I have a dream”… of citizenship, in a country I call my home, to a nation I want to keep contributing to.\u003c/p>\n\u003cp>“I have a dream”… of having a driver’s license, of getting a work permit, of not being constrained by a broken immigration system.\u003c/p>\n\u003cp>“I have a dream”…of not being separated from my family and hugging my Mama, whom I haven’t seen in person in 20 years. I cannot leave the U.S; there’s no guarantee I’d be allowed back, and she’s been denied a visa to come here.\u003c/p>\n\u003cp>“I have a dream”… of not being judged by the pieces of papers I lack, but by the content of my character and the talent and skills I offer.\u003c/p>\n\u003cp>“I have a dream”… of not living in fear, of not hiding in shame, of not being subjected by the law but being served by justice.\u003c/p>\n\u003cp>“I have a dream”… of being a free human being.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Visit KQED Resources for ESL Educators on Immigration \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">‘I HAVE A DREAM’: AN UNDOCUMENTED IMMIGRANT VERSION\u003c/a>, Define American, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\n\u003c/p>\u003cp>\u003ca href=\"http://www.kqed.org/a/forum/R201107120931\">Jose Antonio Vargas on Forum\u003c/a>, Jul 12, 2011\u003c/p>\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=mqXpAKiTTug\">Watch Jose Antonio Vargas Testimony on Comprehensive Immigration Reform\u003c/a> from PBS NewsHour, Feb 13, 2013.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Image above: Jose Antonio Vargas (C) sits behind Homeland Security Secretary Janet Napolitano (R) as she testifies about the DREAM Act June 28, 2011 in Washington,D.C.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/7746/jose-antonio-vargas-has-a-dream-2","authors":["9253"],"categories":["education_48"],"tags":["education_277","education_5","education_1320","education_608"],"featImg":"education_7773","label":"education"},"education_7348":{"type":"posts","id":"education_7348","meta":{"index":"posts_1591205157","site":"education","id":"7348","score":null,"sort":[1375995680000]},"guestAuthors":[],"slug":"immigrant-voices-esl-educator-resources-on-immigration","title":"Immigrant Voices – ESL Educator Resources on Immigration","publishDate":1375995680,"format":"aside","headTitle":"Immigrant Voices – ESL Educator Resources on Immigration | KQED","labelTerm":{"site":"education"},"content":"\u003cp>As immigration reform wends its weary way through both houses of Congress, some sort of path to eventual citizenship for undocumented immigrants remains a possibility. Our revamped page \u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Immigrant Voices\u003c/a>\u003c/strong> offers three new lesson plans for ESL educators who plan to delve into the legislation and the impact it may have on students. \u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/esl-what-makes-a-good-citizen.pdf\">\u003cstrong>Becoming A Citizen\u003c/strong>\u003c/a> examines issues around citizenship, both the process involved in naturalization and the rights and privileges that are part of U.S. citizenship. The lesson explores what becoming a citizen means to students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/exploring-the-dream-act-final.pdf\">\u003cstrong>Following the DREAM Act\u003c/strong>\u003c/a> examines what students know and need to know about the Dream Act. The lesson works with voices from our \u003cstrong>\u003ca href=\"http://www.kqed.org/radio/programs/perspectives/index.jsp\">Perspectives\u003c/a> \u003c/strong>series to illustrate the realities of living without documentation. For example, born in Mexico but raised in the U.S. since age two, \u003cstrong>\u003ca href=\"http://www.kqed.org/a/perspectives/R201011040735\">Youth Radio’s Estafania\u003c/a>\u003c/strong> describes what citizenship would mean for her and why it is so very important. Language development activities are generated from these media texts.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/the-top-5-states-immigrants-choose.pdf\">The Top 5 States Immigrants Choose as Home\u003c/a>\u003c/strong> introduces some historical context “The United States is a nation of immigrants from all over the world. Where do most of these immigrants settle? Which states show the biggest increase in immigration during the last 10 years? According to recent statistics some states in theUnited States attract more immigrants than others.” The question is why?\u003c/p>\n\u003cp>Again students practice language skills, specifically reading and comprehension skills, as they work with up-to-date immigration statistics – in the form of \u003cem>info-graphics\u003c/em> – to reflect on these trends.\u003c/p>\n\u003cp>Additional resources are offered by \u003ca href=\"http://blogs.kqed.org/lowdown/2013/05/05/u-s-immigration-policy-timeline-a-long-history-of-dealing-with-newcomers/\">The Lowdown\u003c/a> blog and the Immigration-related Radio Programs feed which offers the latest news on immigration reform from \u003ca href=\"http://www.californiareport.org/\">The Californian Report\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Visit \u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">KQED Resources for ESL Educators on Immigration\u003c/a> \u003c/strong>\u003ca href=\"http://ww2.kqed.org/education/2013/07/29/international-conference-on-adult-immigrant-literacy/www.kqed.org/immigration\">\u003cbr>\n\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764564,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":299},"headData":{"title":"Immigrant Voices – ESL Educator Resources on Immigration | KQED","description":"As immigration reform wends its weary way through both houses of Congress, some sort of path to eventual citizenship for undocumented immigrants remains a possibility. Our revamped page Immigrant Voices offers three new lesson plans for ESL educators who plan to delve into the legislation and the impact it may have on students. Becoming A","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Immigrant Voices – ESL Educator Resources on Immigration","datePublished":"2013-08-08T21:01:20.000Z","dateModified":"2024-01-09T01:42:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/7348/immigrant-voices-esl-educator-resources-on-immigration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As immigration reform wends its weary way through both houses of Congress, some sort of path to eventual citizenship for undocumented immigrants remains a possibility. Our revamped page \u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Immigrant Voices\u003c/a>\u003c/strong> offers three new lesson plans for ESL educators who plan to delve into the legislation and the impact it may have on students. \u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/esl-what-makes-a-good-citizen.pdf\">\u003cstrong>Becoming A Citizen\u003c/strong>\u003c/a> examines issues around citizenship, both the process involved in naturalization and the rights and privileges that are part of U.S. citizenship. The lesson explores what becoming a citizen means to students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/exploring-the-dream-act-final.pdf\">\u003cstrong>Following the DREAM Act\u003c/strong>\u003c/a> examines what students know and need to know about the Dream Act. The lesson works with voices from our \u003cstrong>\u003ca href=\"http://www.kqed.org/radio/programs/perspectives/index.jsp\">Perspectives\u003c/a> \u003c/strong>series to illustrate the realities of living without documentation. For example, born in Mexico but raised in the U.S. since age two, \u003cstrong>\u003ca href=\"http://www.kqed.org/a/perspectives/R201011040735\">Youth Radio’s Estafania\u003c/a>\u003c/strong> describes what citizenship would mean for her and why it is so very important. Language development activities are generated from these media texts.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.kqed.org/assets/pdf/education/educators/esl/the-top-5-states-immigrants-choose.pdf\">The Top 5 States Immigrants Choose as Home\u003c/a>\u003c/strong> introduces some historical context “The United States is a nation of immigrants from all over the world. Where do most of these immigrants settle? Which states show the biggest increase in immigration during the last 10 years? According to recent statistics some states in theUnited States attract more immigrants than others.” The question is why?\u003c/p>\n\u003cp>Again students practice language skills, specifically reading and comprehension skills, as they work with up-to-date immigration statistics – in the form of \u003cem>info-graphics\u003c/em> – to reflect on these trends.\u003c/p>\n\u003cp>Additional resources are offered by \u003ca href=\"http://blogs.kqed.org/lowdown/2013/05/05/u-s-immigration-policy-timeline-a-long-history-of-dealing-with-newcomers/\">The Lowdown\u003c/a> blog and the Immigration-related Radio Programs feed which offers the latest news on immigration reform from \u003ca href=\"http://www.californiareport.org/\">The Californian Report\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Visit \u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">KQED Resources for ESL Educators on Immigration\u003c/a> \u003c/strong>\u003ca href=\"http://ww2.kqed.org/education/2013/07/29/international-conference-on-adult-immigrant-literacy/www.kqed.org/immigration\">\u003cbr>\n\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/7348/immigrant-voices-esl-educator-resources-on-immigration","authors":["9253"],"categories":["education_48"],"tags":["education_459","education_608","education_685"],"label":"education"},"education_7239":{"type":"posts","id":"education_7239","meta":{"index":"posts_1591205157","site":"education","id":"7239","score":null,"sort":[1375121069000]},"guestAuthors":[],"slug":"international-conference-on-adult-immigrant-literacy","title":"International Conference On Adult Immigrant Literacy","publishDate":1375121069,"format":"aside","headTitle":"International Conference On Adult Immigrant Literacy | KQED","labelTerm":{"site":"education"},"content":"\u003cp>City College of San Francisco (CCSF) and San Francisco State University (SFSU) will co-host an international conference for teachers, researchers, and policymakers working to promote quality learning environments for adult immigrant learners with limited literacy or formal schooling.\u003c/p>\n\u003cp>The LESLLA 2013 Symposium: Expanding Emergent Literacy Practices will be held at the Mission Campus of CCSF in San Francisco (August 7- 9th) and will bring together researchers and teachers from many countries throughout Europe, Africa, Asia, and the Americas. The conference is the only one in the country to focus on adult immigrant learners with low literacy and participants will explore new understandings of adult second-language and literacy development through a mix of theoretical and practice-based presentations.\u003c/p>\n\u003cp>LESLLA (Low Educated Second Language and Literacy Acquisition) for Adults is an international forum of researchers and teachers who study the development of second language skills by adult immigrants and refugees with little or no schooling in the home country, low levels of literacy in the native language, and limited proficiency in the language of the new country. LESLLA’s goal is to share research and information that will guide further studies, and to influence educational policy development in all those countries where immigrants settle and are likely to need educational support.\u003c/p>\n\u003cp>Dr. Whiteside said, “LESLLA is the only group that meets annually to consider interdisciplinary research on adult immigrants with little or no formal schooling. These students are largely ignored in discussions of academic ‘success.’ Nearly all research has focused on academic learners.”\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dr. Robin Waterman, Executive Director of La Conexion Comunitaria de Aurora (Aurora Community Connection), will open the conference with a plenary session on her literacy work with impoverished women in El Salvador who had little to no formal education.\u003c/p>\n\u003cp>Nigerian-American artist Victor Ekpuk will discuss “Using Nsibidi, a traditional script from southwestern Nigeria”. This artist’s visual vocabulary is derived from an age-old communication system of the Ekpe secret society in Nigeria, where graphic symbols together with mime and placement of objects are used to convey ideas. “Inspired by these ancient writings, forms in my works are reduced to basic essence, resulting in new symbols or codes in script-like drawings that are used to express contemporary experiences.”\u003c/p>\n\u003cp>Dr. Norma Guillard, a social psychologist and activist from Santiago de Cuba, was one of the first Cuban women of her generation to call herself a feminist. Dr. Guillard joined the 1961 Cuban Literacy Campaign (the Campaign) when she was 15 years old. She will speak about this inspiring experience, and introduce the screening of a documentary film, “Maestra,” which celebrates the life-transforming stories of Cuban women literacy workers.\u003c/p>\n\u003cp>Dr. Stephen Reder, Professor and Chairman of the Department of Applied Linguistics at Portland State University, is a leader in the field of adult literacy. He will close the symposium with reflections on “Researching emergent literacy practices: From cognitivist to social perspectives.” In this presentation he will share his thoughts about new literacy practices that develop as cultures come into contact, and how they engage immigrants with little formal education or literacy in their native language.\u003c/p>\n\u003cp>For more information about LESLLA, click\u003cstrong> \u003ca href=\"http://leslla2013.wordpress.com/\">HERE \u003c/a>\u003c/strong> \u003ca href=\"www.leslla.org\">\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Visit \u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">KQED Resources for ESL Educators on Immigration\u003c/a> \u003c/strong>\u003ca href=\"www.kqed.org/immigration\">\u003cbr>\n\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"City College of San Francisco (CCSF) and San Francisco State University (SFSU) will co-host an international conference for teachers, researchers, and policymakers working to promote quality learning environments for adult immigrant learners with limited literacy or formal schooling.","status":"publish","parent":0,"modified":1704764579,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":553},"headData":{"title":"International Conference On Adult Immigrant Literacy | KQED","description":"City College of San Francisco (CCSF) and San Francisco State University (SFSU) will co-host an international conference for teachers, researchers, and policymakers working to promote quality learning environments for adult immigrant learners with limited literacy or formal schooling.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"International Conference On Adult Immigrant Literacy","datePublished":"2013-07-29T18:04:29.000Z","dateModified":"2024-01-09T01:42:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/7239/international-conference-on-adult-immigrant-literacy","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>City College of San Francisco (CCSF) and San Francisco State University (SFSU) will co-host an international conference for teachers, researchers, and policymakers working to promote quality learning environments for adult immigrant learners with limited literacy or formal schooling.\u003c/p>\n\u003cp>The LESLLA 2013 Symposium: Expanding Emergent Literacy Practices will be held at the Mission Campus of CCSF in San Francisco (August 7- 9th) and will bring together researchers and teachers from many countries throughout Europe, Africa, Asia, and the Americas. The conference is the only one in the country to focus on adult immigrant learners with low literacy and participants will explore new understandings of adult second-language and literacy development through a mix of theoretical and practice-based presentations.\u003c/p>\n\u003cp>LESLLA (Low Educated Second Language and Literacy Acquisition) for Adults is an international forum of researchers and teachers who study the development of second language skills by adult immigrants and refugees with little or no schooling in the home country, low levels of literacy in the native language, and limited proficiency in the language of the new country. LESLLA’s goal is to share research and information that will guide further studies, and to influence educational policy development in all those countries where immigrants settle and are likely to need educational support.\u003c/p>\n\u003cp>Dr. Whiteside said, “LESLLA is the only group that meets annually to consider interdisciplinary research on adult immigrants with little or no formal schooling. These students are largely ignored in discussions of academic ‘success.’ Nearly all research has focused on academic learners.”\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dr. Robin Waterman, Executive Director of La Conexion Comunitaria de Aurora (Aurora Community Connection), will open the conference with a plenary session on her literacy work with impoverished women in El Salvador who had little to no formal education.\u003c/p>\n\u003cp>Nigerian-American artist Victor Ekpuk will discuss “Using Nsibidi, a traditional script from southwestern Nigeria”. This artist’s visual vocabulary is derived from an age-old communication system of the Ekpe secret society in Nigeria, where graphic symbols together with mime and placement of objects are used to convey ideas. “Inspired by these ancient writings, forms in my works are reduced to basic essence, resulting in new symbols or codes in script-like drawings that are used to express contemporary experiences.”\u003c/p>\n\u003cp>Dr. Norma Guillard, a social psychologist and activist from Santiago de Cuba, was one of the first Cuban women of her generation to call herself a feminist. Dr. Guillard joined the 1961 Cuban Literacy Campaign (the Campaign) when she was 15 years old. She will speak about this inspiring experience, and introduce the screening of a documentary film, “Maestra,” which celebrates the life-transforming stories of Cuban women literacy workers.\u003c/p>\n\u003cp>Dr. Stephen Reder, Professor and Chairman of the Department of Applied Linguistics at Portland State University, is a leader in the field of adult literacy. He will close the symposium with reflections on “Researching emergent literacy practices: From cognitivist to social perspectives.” In this presentation he will share his thoughts about new literacy practices that develop as cultures come into contact, and how they engage immigrants with little formal education or literacy in their native language.\u003c/p>\n\u003cp>For more information about LESLLA, click\u003cstrong> \u003ca href=\"http://leslla2013.wordpress.com/\">HERE \u003c/a>\u003c/strong> \u003ca href=\"www.leslla.org\">\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Visit \u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">KQED Resources for ESL Educators on Immigration\u003c/a> \u003c/strong>\u003ca href=\"www.kqed.org/immigration\">\u003cbr>\n\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/7239/international-conference-on-adult-immigrant-literacy","authors":["9253"],"categories":["education_48"],"tags":["education_459","education_608"],"label":"education"},"education_7201":{"type":"posts","id":"education_7201","meta":{"index":"posts_1591205157","site":"education","id":"7201","score":null,"sort":[1374271510000]},"guestAuthors":[],"slug":"work-voices-15-sara-bonomi-marketing-trainee-at-type-a-machines","title":"Work Voices 15: Sara Bonomi, Marketing Trainee at Type A Machines","publishDate":1374271510,"format":"aside","headTitle":"Work Voices 15: Sara Bonomi, Marketing Trainee at Type A Machines | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/07/Sara_activities.pdf\">Educator Activities\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/07/sara-transcript.pdf\">Transcript (English)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/07/sara_transcript_Translated-SP-1.pdf\">Transcript (Spanish)\u003c/a>\u003c/p>\n\u003cp>Sara Bonomi is from Italy and has been living in San Francisco for a few months, having learned English by living abroad. She is a trainee in marketing at Type A Machines, a start up company in San Francisco that designs and makes 3D printers. Her job involves communicating and reaching out to potential customers and finding new external markets to sell printers. Customers include architects, industrial designers and engineers etc.\u003c/p>\n\u003cp>Sara describes the ways in which 3D printing incorporates green technology; it is between manufacturing technology and an environmentally sustainable type of business, which produces an object by using only the exact type and quantity of materials required. It involves an additive process, meaning successive layers of material are laid down in different shapes to make a three-dimensional solid object.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sara explains that Type A Machines operates a green business model, sourcing materials as much as possible from local suppliers and running the whole operation at the Tech Shop in San Francisco. Their preferred type of material is PLA which is a type of bio-plastic that is non-toxic and recyclable, in that if it is left outside it eventually decomposes and goes back into the environment.\u003c/p>\n\u003cp>3D printing is an industry that is really growing and companies are looking to hire in this expanding market.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[youtube=http://www.youtube.com/watch?v=videoseries?list=PLKdBLJFTsN_T35arDpBJJaE1nW8OdTLlz]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/07/Sara_activities.pdf\">Educator Activities\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Sara Bonomi is from Italy and has been living in San Francisco for a few months, having learned English by living abroad. She is a trainee in marketing at Type A Machines, a start up company in San Francisco that designs and makes 3D printers. Her job involves communicating and reaching out to potential customers and finding new external markets to sell printers. Customers include architects, industrial designers and engineers etc.","status":"publish","parent":0,"modified":1704764582,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":239},"headData":{"title":"Work Voices 15: Sara Bonomi, Marketing Trainee at Type A Machines | KQED","description":"Sara Bonomi is from Italy and has been living in San Francisco for a few months, having learned English by living abroad. She is a trainee in marketing at Type A Machines, a start up company in San Francisco that designs and makes 3D printers. Her job involves communicating and reaching out to potential customers and finding new external markets to sell printers. Customers include architects, industrial designers and engineers etc.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Work Voices 15: Sara Bonomi, Marketing Trainee at Type A Machines","datePublished":"2013-07-19T22:05:10.000Z","dateModified":"2024-01-09T01:43:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/7201/work-voices-15-sara-bonomi-marketing-trainee-at-type-a-machines","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/07/Sara_activities.pdf\">Educator Activities\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/07/sara-transcript.pdf\">Transcript (English)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/07/sara_transcript_Translated-SP-1.pdf\">Transcript (Spanish)\u003c/a>\u003c/p>\n\u003cp>Sara Bonomi is from Italy and has been living in San Francisco for a few months, having learned English by living abroad. She is a trainee in marketing at Type A Machines, a start up company in San Francisco that designs and makes 3D printers. Her job involves communicating and reaching out to potential customers and finding new external markets to sell printers. Customers include architects, industrial designers and engineers etc.\u003c/p>\n\u003cp>Sara describes the ways in which 3D printing incorporates green technology; it is between manufacturing technology and an environmentally sustainable type of business, which produces an object by using only the exact type and quantity of materials required. It involves an additive process, meaning successive layers of material are laid down in different shapes to make a three-dimensional solid object.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sara explains that Type A Machines operates a green business model, sourcing materials as much as possible from local suppliers and running the whole operation at the Tech Shop in San Francisco. Their preferred type of material is PLA which is a type of bio-plastic that is non-toxic and recyclable, in that if it is left outside it eventually decomposes and goes back into the environment.\u003c/p>\n\u003cp>3D printing is an industry that is really growing and companies are looking to hire in this expanding market.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/videoseries?list=PLKdBLJFTsN_T35arDpBJJaE1nW8OdTLlz'\n title='//www.youtube.com/embed/videoseries?list=PLKdBLJFTsN_T35arDpBJJaE1nW8OdTLlz'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/07/Sara_activities.pdf\">Educator Activities\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/7201/work-voices-15-sara-bonomi-marketing-trainee-at-type-a-machines","authors":["9253"],"categories":["education_1"],"tags":["education_244","education_459","education_5","education_1320","education_3377","education_608","education_650"],"label":"education"},"education_6894":{"type":"posts","id":"education_6894","meta":{"index":"posts_1591205157","site":"education","id":"6894","score":null,"sort":[1372787767000]},"guestAuthors":[],"slug":"selling-obamacare-to-californias-immigrant-communities","title":"Selling Obamacare to California's Immigrant Communities","publishDate":1372787767,"format":"aside","headTitle":"Selling Obamacare to California’s Immigrant Communities | KQED","labelTerm":{"site":"education"},"content":"\u003cp>Mina Kim, \u003cstrong>KQED’s \u003c/strong>health reporter for the \u003cstrong>\u003c/strong>\u003cstrong>California Report\u003c/strong>, covered this important issue for ESL communities. She poses the question: “In a state as diverse as California, what will it take to sell Obamacare to ethnic communities where English is a second language?” \u003cstrong>\u003ca href=\"http://www.californiareport.org/archive/R201306240850/a\">TCR, Jun 24, 2013\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cobject width=\"335\" height=\"85\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201306240850a.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed width=\"335\" height=\"85\" type=\"application/x-shockwave-flash\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201306240850a.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>The concern is how to spread the word about health reform and reach communities that will be required to have health insurance next year or pay a fine, and crucially how to explain the benefits of health coverage. Covered California– the state’s insurance market — plans to spend millions advertising its wares, but as Mina Kim reports:\u003c/p>\n\u003cp>“Nearly \u003ca href=\"http://advancingjustice-la.org/system/files/Communities_of_Contrast_California_2013.pdf\" target=\"_blank\" rel=\"noopener\">one in five\u003c/a> Vietnamese Americans in California is uninsured, and more than half aren’t proficient in English. Researchers at UC Berkeley and UCLA \u003ca href=\"http://www.cpehn.org/pdfs/EligibletoEnrolledBrief.pdf\" target=\"_blank\" rel=\"noopener\">estimate \u003c/a>110,000 eligible Californians will miss out on health reform because of language barriers.”\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It seems Covered California’s online insurance application will only be available in English and Spanish which will make it harder for many ethnic communities to apply.\u003c/p>\n\u003cp>Mina Kim talks to Mai-Phuong Nguyen, a primary care doctor in Orange County’s Little Saigon neighborhood, who describes the confusion and suspicion these communities feel.\u003c/p>\n\u003cp>“A lot of ethnic communities have great hesitancy to be accepted as part of the mainstream because our collective experience is that we’ve always been in the margins, so we’ve gotten used to being in the margins and so ACA [Affordable Health Care Act] is different in that it’s saying we do care about you, bring you to the table.” Mai-Phuong Nguyen\u003c/p>\n\u003cp>\u003cstrong>The California Report\u003c/strong> describes a huge outreach effort in downtown Los Angeles, headed up by Doreena Wong at the Asian Pacific American Legal Center:\u003c/p>\n\u003cp>“Wong is leading an effort to get the state’s Asian populations aware of a key piece of health reform: the state-run insurance marketplace Covered California.…….. Wong will use a one million dollar grant to educate communities from Sacramentoto San Diegoon Covered California’s health plan options and available tax credits. She’ll work with 21 community groups to fan out in dozens of neighborhoods including Chinese, Indian, Thai, Pakistani, and Samoan.\u003cstrong> \u003c/strong>In Vietnamese enclaves they’ll visit nail salons and beauty schools. In Korean communities, churches will be key. In many cases, Wong says, outreach workers will need to teach people what a premium and a co-payment is.”\u003c/p>\n\u003cp>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003cem>A lot of our community are immigrants, and so that means that they’re not familiar with our health care system, I mean it’s crazy enough for us to navigate our system when we grew up with it, but for somebody coming over from another country. They don’t understand, ‘what is a managed care plan?’, ‘why do I have to get permission to go see a doctor?\u003c/em>\u003cstrong>\u003cem>’ \u003c/em>\u003c/strong>Doreena Wong\u003c/p>\n\u003cp>Mina Kim’s report gives a real sense of the huge challenge facing outreach workers, health workers and educators working to secure health benefits for immigrant communities in the coming months.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>The Califorina Report segment \u003ca href=\"http://www.californiareport.org/archive/R201306240850/a\">Selling Obamacare to California’s Immigrant Communities\u003c/a>\u003c/strong> – 6/24/2013\u003c/p>\n\u003cp>\u003cstrong>KQED’s State of Health post \u003ca href=\"http://blogs.kqed.org/stateofhealth/2013/06/24/confusion-and-resistance-to-obamacare-among-vietnamese/\">Advocates Prepare for Confusion and Resistance to Obamacare Among Asians\u003c/a>\u003c/strong> – 6/24/2013\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>KQED Education resources \u003ca href=\"www.kqed.org/healtheducation\">KQED Education Health Resources for ESL Educators\u003c/a>\u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":"Mina Kim, KQED’s health reporter for the California Report, covered this important issue for ESL communities. She poses the question: “In a state as diverse as California, what will it take to sell Obamacare to ethnic communities where English is a second language?” ","status":"publish","parent":0,"modified":1704764601,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":587},"headData":{"title":"Selling Obamacare to California's Immigrant Communities | KQED","description":"Mina Kim, KQED’s health reporter for the California Report, covered this important issue for ESL communities. She poses the question: “In a state as diverse as California, what will it take to sell Obamacare to ethnic communities where English is a second language?” ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Selling Obamacare to California's Immigrant Communities","datePublished":"2013-07-02T17:56:07.000Z","dateModified":"2024-01-09T01:43:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/6894/selling-obamacare-to-californias-immigrant-communities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mina Kim, \u003cstrong>KQED’s \u003c/strong>health reporter for the \u003cstrong>\u003c/strong>\u003cstrong>California Report\u003c/strong>, covered this important issue for ESL communities. She poses the question: “In a state as diverse as California, what will it take to sell Obamacare to ethnic communities where English is a second language?” \u003cstrong>\u003ca href=\"http://www.californiareport.org/archive/R201306240850/a\">TCR, Jun 24, 2013\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cobject width=\"335\" height=\"85\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201306240850a.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed width=\"335\" height=\"85\" type=\"application/x-shockwave-flash\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201306240850a.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>The concern is how to spread the word about health reform and reach communities that will be required to have health insurance next year or pay a fine, and crucially how to explain the benefits of health coverage. Covered California– the state’s insurance market — plans to spend millions advertising its wares, but as Mina Kim reports:\u003c/p>\n\u003cp>“Nearly \u003ca href=\"http://advancingjustice-la.org/system/files/Communities_of_Contrast_California_2013.pdf\" target=\"_blank\" rel=\"noopener\">one in five\u003c/a> Vietnamese Americans in California is uninsured, and more than half aren’t proficient in English. Researchers at UC Berkeley and UCLA \u003ca href=\"http://www.cpehn.org/pdfs/EligibletoEnrolledBrief.pdf\" target=\"_blank\" rel=\"noopener\">estimate \u003c/a>110,000 eligible Californians will miss out on health reform because of language barriers.”\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It seems Covered California’s online insurance application will only be available in English and Spanish which will make it harder for many ethnic communities to apply.\u003c/p>\n\u003cp>Mina Kim talks to Mai-Phuong Nguyen, a primary care doctor in Orange County’s Little Saigon neighborhood, who describes the confusion and suspicion these communities feel.\u003c/p>\n\u003cp>“A lot of ethnic communities have great hesitancy to be accepted as part of the mainstream because our collective experience is that we’ve always been in the margins, so we’ve gotten used to being in the margins and so ACA [Affordable Health Care Act] is different in that it’s saying we do care about you, bring you to the table.” Mai-Phuong Nguyen\u003c/p>\n\u003cp>\u003cstrong>The California Report\u003c/strong> describes a huge outreach effort in downtown Los Angeles, headed up by Doreena Wong at the Asian Pacific American Legal Center:\u003c/p>\n\u003cp>“Wong is leading an effort to get the state’s Asian populations aware of a key piece of health reform: the state-run insurance marketplace Covered California.…….. Wong will use a one million dollar grant to educate communities from Sacramentoto San Diegoon Covered California’s health plan options and available tax credits. She’ll work with 21 community groups to fan out in dozens of neighborhoods including Chinese, Indian, Thai, Pakistani, and Samoan.\u003cstrong> \u003c/strong>In Vietnamese enclaves they’ll visit nail salons and beauty schools. In Korean communities, churches will be key. In many cases, Wong says, outreach workers will need to teach people what a premium and a co-payment is.”\u003c/p>\n\u003cp>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003cem>A lot of our community are immigrants, and so that means that they’re not familiar with our health care system, I mean it’s crazy enough for us to navigate our system when we grew up with it, but for somebody coming over from another country. They don’t understand, ‘what is a managed care plan?’, ‘why do I have to get permission to go see a doctor?\u003c/em>\u003cstrong>\u003cem>’ \u003c/em>\u003c/strong>Doreena Wong\u003c/p>\n\u003cp>Mina Kim’s report gives a real sense of the huge challenge facing outreach workers, health workers and educators working to secure health benefits for immigrant communities in the coming months.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>The Califorina Report segment \u003ca href=\"http://www.californiareport.org/archive/R201306240850/a\">Selling Obamacare to California’s Immigrant Communities\u003c/a>\u003c/strong> – 6/24/2013\u003c/p>\n\u003cp>\u003cstrong>KQED’s State of Health post \u003ca href=\"http://blogs.kqed.org/stateofhealth/2013/06/24/confusion-and-resistance-to-obamacare-among-vietnamese/\">Advocates Prepare for Confusion and Resistance to Obamacare Among Asians\u003c/a>\u003c/strong> – 6/24/2013\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>KQED Education resources \u003ca href=\"www.kqed.org/healtheducation\">KQED Education Health Resources for ESL Educators\u003c/a>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/6894/selling-obamacare-to-californias-immigrant-communities","authors":["9253"],"categories":["education_48"],"tags":["education_459","education_573","education_607","education_608"],"label":"education"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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