Activities and Contexts Home Work Community Health CIRCLE CIRCLE Center for Immigrant Community Service aims to strengthen immigrant families and communities; & Refugee Community Learning to support practitioners who Literacy Education serve them, and to engage students deeply in the fabric of their communities with experiences that build their professional and leadership skills in personally transforming ways. For more information, please contact: Cirriculum & Materials CIRCLE: Gail Weinstein Development email@example.com Certificate Program: Maricel Santos firstname.lastname@example.org Health Literacy Forum: Jessica Coifman email@example.com Leadership Development Professional & An Integrative collected from CIRCLE Components participating • Workshops & On-Line Courses: In- Approach mothers, language I. Community Service Learning (CSL): person and on-line training for students teachers and health Provide opportunities for students and models for and Bay Area professionals to develop and CIRCLE engages in three major types practitioners replication in other settings. cultivate professional skills for meeting of activities that are interconnected: collaborated to the needs, as defined by immigrants create a language • In projects SHINE (Students Helping in the themselves, of immigrant families and 1) University students participate in lesson for learners based on material drawn from Naturalization of Elders) and SAIL (Students communities. compelling Community Service Learning their own lives. The unit culminates in two learner Assisting with Immigrant Literacies), 200 projects through academic courses; projects; one to do a “safety audit” of their homes, students from across disciplines at SFSU and • Community Forums: Hosted university- and another to create a First Aid kit for their CCSF coach in English language classes each community conversations, focusing on 2) Pre-service and in-service professionals families. In the process of listening to learners semester to help older immigrants develop collaboration for problem-solving across cultivate skills through professional and writing literacy materials, the practitioners language and literacy skills while also preparing traditional professional and disciplinary development; are creating a learner-centered curriculum while for the citizenship test. lines. The first items planned are forums developing their own professional skills. which focus on health literacy and family 3) These two groups collaborate to collect II. Professional Development: literacy. Other special topics will follow. narratives from immigrant learners to “It is a custom that Cambodian women Provide training to build the capacity of create curriculum and materials that drink hot water after they have a baby. community-based organizations and enhance III. CIRCLE Materials and Products: address the most pressing issues in One day I left a cup of hot water on the knowledge and skills of those who serve Create relevant, timely language and immigrants’ lives. the dresser. Suddenly, I heard a loud immigrants in the Bay Area and beyond, literacy materials for use in local scream. It was my son, Nathan. He was including both SFSU students (pre-service organizations, including those staffed by Saphay Nan’s Story one and a half years old. The hot water practitioners) and family, health and community volunteers. Keeping children safe was a theme spilled on his body. I rushed him to the literacy (in-service) practitioners. identified by Cambodian parents in bathtub and soaked him with cold water. • Learners’ Lives as Curriculum™ Long Beach, CA. This narrative, I was so nervous, I could hardly think! I • Certificate Program (under development): (LLC), is an approach to curriculum like many collected by university remembered that the Aloe Vera plant is Academic training for students from across development in which learner students in their Community good for burns. I ran to the backyard to disciplines to sensitize them to the influence of narratives (as told or written) are used Service Learning efforts, get some from my garden. I pulled a stem language and literacies in a specific social context as catalysts for discussing themes of illuminated some of the cultural off and put it on Nathan. He was okay, (e.g., health, family, work or community) and critical concern to learners, as well components of health. With but I was shaky for a long time!” hone skills for meaningful advocacy as sources for systematic language stories about “home accidents” and collaboration within the local community. and literacy development.
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