Abstract
Due to the tense situation at the southern border, several Mexican legal refugees have been seen in Harris County, Texas, looking for a new beginning. Due to the language barrier, many migrants sometimes struggle to adjust to their new lives. To support these individuals, we propose an English-language instruction program to enhance the communication skills and confidence of legal Mexican refugees arriving in Harris County, Texas, USA.
This grant application requests up to $70,000 to enable 50 recognized refugees to participate in English language classes. To help refugees integrate into American culture, the course will be tailored to meet their unique linguistic demands. The training will help refugees improve their English language skills and facilitate their integration into society.
As a result of this award, the planned English course will help refugees access schools and jobs and better equip them to contribute to the economic and social fabric of their new communities. The curriculum will be delivered by trained educators who tailor their lessons to each student’s individual needs through research-based practices, culturally sensitive strategies, and personalized instruction. An external evaluator will be commissioned to analyze the program and provide suggestions for improvement. This grant application connects with the granting source’s purpose of supporting education, equality, and social justice. The proposal aims to improve the refugees’ chances of finding employment and accessing services by teaching them the language.
Statement of Need
Harris County, Texas, USA, is becoming more concerned about the influx of Mexican legal migrants. Fifty legal Mexican refugees are reportedly en route to the country. Many of them are determined to integrate into American culture, but often encounter many obstacles. Access to school, employment, and basic amenities is severely hampered by these refugees’ inability to speak English (Flores-Yeffal, 2019; Cardoso et al., 2021).
To assist authorized Mexican refugees in overcoming these hurdles, we offer an English language education curriculum tailored to their specific needs. They will be able to become productive members of society through the program’s extensive language instruction, cultural orientation, and job-readiness training. Soto & Selee (2019) cite data from the United States Census Bureau showing that 36.4% of Harris County citizens are non-English speakers. Hispanic or Latino people comprise 47.2% of Harris County’s population (GutiĂ©rrez, 2019). Therefore, teaching these migrants English is crucial to help them communicate and integrate into society.
Language barriers hinder communication between refugees and their host communities. This might cause people to withdraw socially and deny them access to essentials like healthcare and education. A recent study by Beck et al. (2019) found that non-native English speakers face significantly greater challenges in establishing themselves economically and socially in the United States. Therefore, it is essential to provide these refugees with opportunities to learn English, enabling them to adapt to their new homes successfully.
Additionally, refugees’ limited English skills may hinder their work prospects. Garcini et al. (2021) found that linguistic barriers hinder immigrants’ employment. Refugees will be more employable in Harris County after learning English. Overall, the presence of Mexican legal refugees in Harris County offers the county a unique opportunity to demonstrate its commitment to diversity and inclusion. However, they will struggle to assimilate because of the language barrier. One way to help these refugees adjust to their new homes and improve their chances of social and economic success is to provide them with English language instruction.
Goal Statement
The program’s primary goal is to provide Mexican legal refugees in Harris County with excellent, culturally relevant English-language education. The program aims to improve refugees’ quality of life by helping them learn the language and culture of the country where they will eventually settle.
Objectives
- Objective 1: To develop an English language curriculum tailored to Mexican legal refugees’ requirements in everyday communication, community involvement, and job-related language skills.
- Objective 2: To provide a welcoming space for education that fosters students’ social and cultural development.
- Objective 3: To staff the classes with bilingual educators who are comfortable working with refugees who are fluent in both English and Spanish.
- Objective 4: To ensure teachers have all they need to provide their students with an exceptional English language education.
- Objective 5: To ensure the program is being delivered effectively by regularly evaluating students’ development and the results of their studies.
- Objective 6: To facilitate students’ economic and social integration into American culture by providing individualized post-course support services such as career counseling, job placement, and further language teaching.
Completing the English course for legally admitted Mexican immigrants arriving in the United States will equip participants with the necessary skills to achieve their personal and professional goals, enhance their economic standing, and fully participate in American society and culture.
Procedures
Table 1 – Activity Timeline and Responsible Peopel
Procedure Narrative
Our project will succeed because we take a systematic approach and adhere to established standard operating procedures. The first step is for the organization to undertake a needs assessment to learn more about the refugees’ language abilities and the particular language services they need. The initiative will be advertised in the local Spanish-language press and will entail collaboration with local resettlement agencies and community groups (Kerwin & Millet, 2022). The organization will use the findings to create tailored educational resources.
Once we have determined what our students require, we can recruit native English speakers to lead our classes. The finest applicants for this role will be hand-picked by our HR manager. We’ll put out feelers, have interviews, and verify past employment.
The next step is to develop a comprehensive curriculum tailored to the needs of mature students. Our curriculum developer will collaborate with the English teachers to outline the curriculum, choose textbooks, and provide evaluation tools. We will tailor the course material to our students, ensuring they acquire the necessary legal jargon to succeed.
Additionally, we will begin teaching English to the community. Our English teachers will lead the sessions, assess students’ progress, and provide suggestions for improvement. Each of the three weekly class meetings will run for two hours. We will do our best to arrange for transportation and hold courses at times and places that are most convenient for our students. Following the English lessons, we shall explore how the program’s emphasis on job-readiness training is critical. Participants will receive job training and support, including rĂ©sumĂ© preparation, job search assistance, and interview skills training, to help them find and maintain fulfilling work.
The organization will frequently check in on the migrants and assess their language skills. This will allow us to spot trouble spots and provide targeted assistance (Valdés, 2020). The organization will also collaborate with local governments, NGOs, and community groups to promote the linguistic rights of refugees and facilitate access to basic services.
By adhering to these guidelines, we can effectively teach English to Mexican asylum-seekers in Harris County, Texas. It is crucial to help people adjust to their new surroundings, secure gainful employment, and access necessities. Our mission is to enhance participants’ lives by helping them acquire or refine language skills that lead to better job and educational prospects.
Budget
The English language education for legal refugees from Mexico Arriving in Harris County, Texas, USA, will cost a total of $70,000.
Table 2 – Program Budget
Budget Narrative
Personnel
We recommend hiring three qualified ESL (English as a Second Language) teachers for 7 months to provide high-quality English language education to recently arrived legal immigrants from Mexico. This would be done to fulfill our obligation to meet the needs of these refugees. The fifty refugees will be the target audience for the English language lessons that the teachers are tasked with designing and leading, which must be interactive and welcoming for all students. It is projected that employing these teachers will cost $45,000, considering all associated costs, such as payroll taxes and benefits.
Materials and Supplies
We recommend purchasing textbooks, workbooks, dictionaries, and other necessary educational resources for each refugee student, enabling them to maximize their educational opportunities. This will make it easier for them to learn. Additionally, our plan includes the acquisition of audio-visual resources, such as projectors, whiteboards, and instructional software. Purchasing all these materials and supplies is estimated to cost $15,000.
Evaluator Fees
We recommend bringing in an impartial observer from outside to analyze the English language instruction program and ensure the quality of the lessons. The role of the evaluator will be to determine the effectiveness of the English language lessons, identify areas that may require improvement, and provide suggestions for addressing them. It is projected that $10,000 will be spent on hiring an evaluator.
Total
According to the most recent estimates, the planned English-language teaching program for the 50 recently arrived legal immigrants from Mexico is projected to cost $70,000. This budget includes hiring employees, purchasing materials and supplies, and paying evaluators. With this funding, we can offer a comprehensive English language training program for refugees, enabling them to more easily integrate into the community, secure employment, and become productive members of society.
Qualifications
Our highly trained educators bring an impressive level of expertise in teaching English to non-native speakers, including refugees. We have a team of qualified English as a Second Language (ESL) instructors who are well-versed in teaching English language skills to adult learners. Our group has experience working with refugee populations in various settings. It is familiar with the cultural and language challenges faced by refugees as they attempt to establish themselves in a new nation. As part of our planned initiative, which will run for six months, we aim to provide English-language instruction to legitimate refugees from Mexico. Through collaborative efforts with local resettlement organizations, we will identify refugees who might benefit from this program.
The course will meet three times a week, with each session lasting two hours. Attendees will not be required to pay to participate in the sessions, which will be held at community facilities. The curriculum will encompass skills in reading, writing, speaking, grammar, and vocabulary.
In addition to lessons in the target language, the program will also include cultural orientation to help refugees understand the norms and practices of the United States. (Kirillova et al., 2020) We will provide information on the laws, governance, and essential services in the United States, including healthcare and education. To provide participants with a high-quality language-learning experience, our program will employ innovative instructional strategies and be led by highly qualified teachers. Because of this, we have reason to believe that the lives of refugees in Harris County will be significantly improved as a result of this effort, and that they will also be assisted in achieving success in their new homes.
Summative Evaluation
Our most crucial program evaluation expert is Dr. Maria Martinez. Dr. Martinez has been an expert in educational program assessments for 15 years. Dr. Martinez, a Ph.D. in Education from the University of Texas at Austin, has evaluated academic and humanitarian organizations. Dr. Martinez will evaluate the program’s results and assess its performance both quantitatively and qualitatively. Participants’ impressions of the program’s effectiveness will be gleaned via in-depth interviews and focus groups.
Additionally, Dr. Martinez will conduct individual interviews with program participants to assess their English skills, self-esteem in using the language, and overall satisfaction with the experience. Pre- and post-program tests will quantitatively measure improvements in linguistic competence. Descriptive statistics, t-tests, and analysis of variance (ANOVA) will be used to examine the assessment data. The information will be used to evaluate the program’s success in improving participants’ linguistic and interpersonal competence.
The assessment expert will also conduct a cost-benefit analysis (Berger Cardoso et al., 2019) to determine the program’s monetary value. The evaluation’s findings will inform suggestions for new programming and disseminate examples of good practices to other groups serving refugees. We aim to develop a comprehensive English-language training program for Mexican asylum seekers in Harris County, Texas, with assistance from our grant application and evaluation consultant. We need an effective evaluation plan to determine whether our program successfully enhanced participants’ language and communication skills. We hope that by participating in our program, Mexican legal migrants will feel empowered and supported as they transition to their new homes.
Sustainability
Any endeavor needs sustainability to endure. We have a strategy in place to ensure the project continues moving forward. To continue the project, we plan to undertake the following steps: We will begin by teaching English to refugees through local groups, such as libraries, schools, and community centers. This partnership will enable us to develop a support mechanism to sustain the endeavor beyond the end of the grant financing. Second, we will recruit volunteers to teach English to refugees and train community members who wish to do the same. Volunteers like them will continue the effort once the grant money runs out.
Additionally, we will initiate fundraising efforts to support this initiative. These campaigns will solicit financial contributions from individuals, businesses, and foundations dedicated to improving educational opportunities and conditions for refugees. The donated funds will be used to cover the project’s operating expenses, including rent, training supplies for the volunteer team, and team members’ compensation.
Furthermore, we will gather all necessary resources to teach English to refugees and compile them into a training handbook for volunteers. This manual will be used to teach English to refugees. Even if there is a shift in staff, we can maintain the same high standard of instruction, as outlined in this handbook (Cardoso et al., 2021). The Sustainability plan we have developed for our English Language Education initiative for legitimate immigrants from Mexico arriving in Harris County, Texas, in the United States is, all things considered, practical and efficient. We are confident we can continue the project after the grant money expires, as we have collaborated with local community groups and institutions, assembled a team of volunteers, organized fundraising efforts, and compiled a comprehensive instruction manual.
Dissemination
We aim to reach a broad audience through multiple channels to inform Mexican legal migrants arriving in Harris County, Texas, about our English Language Education program. We plan to use the following channels to get the message out into the world:
- We plan to publicize our initiative and keep people up-to-date on its development by posting on social media sites like Facebook, Twitter, and Instagram.
- We will distribute leaflets and posters in locations where Mexican refugees are expected to congregate, such as community centers, libraries, and schools.
- We will contact regional media sources, including newspapers, radio stations, and television stations, to spread the word about our initiative and provide details on how interested folks may become involved.
- To spread the word about our program and to reach prospective participants, we will collaborate with local organizations and agencies that offer services and assistance to refugees.
- We believe in the power of word-of-mouth marketing and will actively urge our existing participants to tell their friends, family, and neighbors about our program.
We aim for our English Language Education program for legal Mexican refugees reaching Harris County, Texas, to benefit the community by reaching out to potential participants and stakeholders through these channels.
Conclusion
In conclusion, the planned English-language instruction program in Harris County would provide a vital service to the legal refugees from Mexico currently residing there. This program will help these individuals become contributing members of society, expand their economic opportunities, and enhance their overall quality of life by providing comprehensive English-language instruction, cultural orientation, and job-preparation training. We are enthusiastic about the opportunity to serve in this position because we believe this initiative will have a profound impact on the lives of Mexican legal refugees.
References
Beck, T. L., Le, T. K., Henry-Okafor, Q., & Shah, M. K. (2019). Medical care for undocumented immigrants: national and international issues. Physician Assistant Clinics, 4(1), 33-45.
Berger Cardoso, J., Brabeck, K., Stinchcomb, D., Heidbrink, L., Price, O. A., Gil-GarcĂa, Ă“. F., & Zayas, L. H. (2019). Integration of unaccompanied migrant youth in the United States: A call for research. Journal of Ethnic and Migration Studies, 45(2), 273-292.
Cardoso, J. B., Brabeck, K., Capps, R., Chen, T., Giraldo-Santiago, N., Huertas, A., & Mayorga, N. A. (2021). Immigration enforcement fear and anxiety in Latinx high school students: The indirect effect of perceived discrimination. Journal of Adolescent Health, 68(5), 961-968.
Flores-Yeffal, N. Y. (2019). English proficiency and trust networks among undocumented Mexican migrants. The ANNALS of the American Academy of Political and Social Science, 684(1), 105-119.
Garcini, L., Chen, N., Cantu, E., Sanchez, N., Ziauddin, K., Maza, V., & Molina, M. (2021). Protective factors to the wellbeing of undocumented Latinx immigrants in the United States: A socio-ecological approach. Journal of Immigrant & Refugee Studies, 19(4), 456-471.
Gutiérrez, R. A. (2019). Mexican immigration to the United States. In Oxford Research Encyclopedia of American History.
Kerwin, D., & Millet, E. (2022). Charitable Legal Immigration Programs and the US Undocumented Population: A Study in Access to Justice in an Era of Political Dysfunction. Journal on Migration and Human Security, 10(3), 190-214.
Kirirllova, N., Zaytseva, E., Metelkova, L., Guryanova, T., & Zarubkina, O. (2020). Migration through a linguistic education process. Proceedings of SOCIOINT, 2020(7th).
Soto, A. G. R., & Selee, A. (2019). A Profile of Highly Skilled Mexican Immigrant in Texas and the United States. Washington, DC: Migration Policy Institute.
Valdés, G. (2020). (Mis) Educating the children of Mexican-origin people in the United States: the challenge of internal language borders. Intercultural Education, 31(5), 548-561.
Appendix
Appendix A: List of Letters of Support
- Letter of support from the Mayor of Harris County
- Letter of support from the Heads of local non-profit organizations
- Letter of support from the Directors of Community Centers
- Letter of support from the State Representatives for Harris County
Appendix B: Other Important Factors
- The program will collaborate with local employers to provide job opportunities for participants.
- Certified English language instructors will teach classes.
- The program will use a community-driven approach, ensuring the local community’s participation in the program’s development and implementation.
- The program will be monitored and evaluated to measure its effectiveness in achieving its goals.