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Teens Working in Agriculture: A curriculum for High School English Language Learners

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Why teach about job health and safety in ELD classes? To engage students in real world issues. To inform students about job rights and

responsibilities. To develop students’ language and critical

thinking skills.

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Teen farmworker injuries can be prevented. 4,700 teen farm workers hurt each year. In California, 80% of agricultural work is

performed by hired farm labor. Immigrant teen farmworkers are unlikely to get

training from other venues (FFA, 4-H, voc ed.) Surveys showed a significant number of

students in ELD classes work in agriculture.

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The curriculum: Meets required English

language objectives

Is appropriate for intermediate level high school ELD classes

Nine 40-minute sessions

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What does the curriculum include? Interactive activities to draw on teens’

own experiences “Real life” situations Writing, reading comprehension,

speaking and vocabulary activities. Information about job rights and

responsibilities and resources for help.

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The curriculum makes a difference:

Tested in 22 schools with over 1200 studentsStudents learned about workplace hazards

and what to do about them.Students learned about laws, responsibilities

and resources.Students acted on what they learned to be

safer at work.

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Student Comments “My father thought that if you said anything you

would get fired. Because of the classes I spoke to my dad. My dad spoke to the foreman and they improved the bathrooms.”

“Now when we see a tractor spraying pesticides we know we have to get far away.”

“When I get home, the first thing I do is take off my clothes. Before, I used to go straight to bed and lay down, but now I take off my clothes and take a shower.”

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Teachers perceptions of the curriculum Very positive response Most reported high levels of interest

among students--information was relevant and useful.

Effectively met ELD objectives. Should be included in curriculum of

schools in agricultural communities.

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Teachers’ perceptions

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

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English Language Development Standards--Intermediate

Listening and speaking Listen and respond to stories and info Identify main ideas of oral presentations Prepare and deliver short presentations Prepare and ask basic interview questions

Reading: Vocabulary Development Writing: brief biographies and stories

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Content Objectives

Students will be able to:

Name the most serious agricultural health and safety problems.

Explain teen workers’ rights and responsibilities.

Describe factors that can lead to change in working conditions.

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Curriculum Activities

Introduction to agricultural injuries

Class interviews, calculate statistics

Find the hazard in the picture

Vocabulary activities Homework

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Curriculum Activities

Learn about/discuss ways to control the hazards (critical thinking)

Fact sheet: Learn about rights Practice problem-solving Apply knowledge to real life situations

Read newspaper articles Role play

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Resources

Young Worker Resource Center (youngworkers.org)

Marshfield Clinic: Safety Guidelines for Hired Adolescent Farmworkers www.marshfieldclinic.org/nccrahs/

NIOSH www.cdc.gov/niosh/childlab.html (Child labor page) www.cdc.gov/niosh/topics/youth (Young worker page)

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Download curriculum at :http://www.lohp.org/publications/esl_curriculum.html

 Diane Bush

Labor Occupational Health Program (LOHP)University of California

2223 Fulton St., 4th FloorBerkeley, CA 94720-5120

www.lohp.org

510-643-2424dbush@berkeley.edu