• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Whenever you search in PBworks, Dokkio Sidebar (from the makers of PBworks) will run the same search in your Drive, Dropbox, OneDrive, Gmail, and Slack. Now you can find what you're looking for wherever it lives. Try Dokkio Sidebar for free.


Dream Act: What Teachers Can Do

Page history last edited by Lori Dodson 2 years, 8 months ago


Art by: Kiera L. when she was 3 years old.




What Teachers Can Do



If you are a US based PK-12, Adult Ed, or Higher Ed English Language Development professional, join our interactive learning space to explore the DREAM Act alongside colleagues and undocumented students known as DREAMers.  Many young people note that their English teacher was their first confidant in the US.  What does this mean?  What can teachers do to support DREAMers and move others to action? 


Participants in this session are eligible to earn a certificate acknowledging their full participation.  See criteria following the syllabus.


Target Audience: 


US based PK-12, Adult Ed, or Higher Ed teachers who want to learn about the DREAM Act and how to support DREAMers.  






By the end of this online session:


1. Participants will have explored the stories of DREAMers, undocumented youth educated in US K-12 schools who wish to pursue their dreams of a college education.


2. Participants will have identified common challenges faced by DREAMers.


3. Participants will have examined the history of the Dream Act policies at the federal and state levels.


4. Participants will have shared legal and educational resources to support undocumented students in their community.


5. Participants will have synthesized what they learned about DREAMers and the DREAM Act to take action within their community.  


Note: To earn a certificate for your achievement of these objectives, you must complete all of the following actions.   


  • Each week, start a new thread in our Google+ Learning Community about what you have learned or a question prompted by the topics discussed each week
  • Each week, respond to the discussion threads in the Google+ Learning Community.
  • Interview someone in your neighborhood, a family member, or a good friend about their views on the DREAM Act with the objective of learning about local perspectives in response to the legislation.  The person you interview could be an immigrant or a non-immigrant.   During Week 3 or 4 share your interview in the Google+ Learning Community.   
  • During Week 5 take action as an advocate.  Some ideas are to write a letter to a newspaper, reach out to a legislator, write curriculum for students or write a professional development plan for educators.   Share your advocacy action in the Google+ Learning Community.





Week 1 (Jan 10-17, 2016): Participant Introductions &  Who are the DREAMers? 


Participants will introduce themselves within our Google+ community and explain why they are interested in our session.   Week one also introduces the voices of undocumented students and the history of their struggle for the Dream Act. This will include the voices of DREAMers who qualify for DACA, little DREAMers, mixed-status families, and unaccompanied minors.   Participants will learn DREAMers' stories through videos, poetry and writing and then discuss what they've learned and questions they have within the Google+ community.  



Click here for Week 1 Tasks  




Week 2 (Jan 18-24, 2016): Challenges Faced By DREAMers 


After revisiting Week 1 articles and videos, participants will identify common challenges faced by DREAMers and discuss what teachers can do to support students through these challenges. Throughout this week, DREAMers will participate in the community’s discussion and discuss challenges they faced and ways their teachers helped them.  



Click here for Week 2 Tasks



Week 3 (Jan 25- Jan 31, 2016): Dream Act Policies


Participants will examine the history of the Dream Act policies at the federal and state levels. Through reviewing online resources, participants will explore whether or not the state they live in has passed a Dream Act.  During Google+ discussions, participants will compare what they learned about policies at the federal and state level.  Participants will discuss the unique challenges faced by mixed-status families, little DREAMers, and DREAMers who qualify for DACA.    



Click here for Week 3 Tasks 




Week 4 (Feb 1- Feb 7, 2016): Legal and Educational Resources


Participants will share legal, educational, and advocacy resources to support undocumented students in their community.  Participants will learn about different advocacy events that have been held throughout the United States to support DREAMers in pursuing their dreams of a higher education.  Social media resources will be shared.  Participants will discuss resources they found on Google+. 



Click here for Week 4 Tasks   



Week 5 (Feb 8- Feb 14, 2016): Advocacy


Participants will synthesize what they learned about DREAMers and the DREAM Act to take action within their community. During this week, participants can write a letter to a federal, state, or local politician advocating for DREAMers, write an article for a local newspaper to educate their community about DREAMers, write a lesson plan to educate their students about DREAMers, create a workshop to educate co-workers about DREAMers, and/or join the Unafraid Educator/Ally movement.  As a group, particiants will meet in Google Handouts to share ways they are supporting out DREAMers in their community.  Participants will also fill out a session evaluation.  



Click here for Week 5 Tasks 







Anne Marie Foerster Luu


Anne Marie graduated with an MEd from University of Maryland and is currently a National Board Certified ESOL teacher in a K-5 public school, a teacher educator, and a mom.  She serves as the Outgoing Chair of the Social Responsibility Interest Section and was named the TESOL Teacher of the Year 2013.  She is excited to be on the team and advocating for DREAMers.





Maryam Saroughi is a doctoral student in the College of Education and Human Development at George Mason University. Her research interests include education equity and social justice, language learning and teaching, English language learners’ success and closing the achievement gap between different groups of students. Her native language is Farsi. She is so happy to be working with such a wonderful team and have this opportunity to be involved in this EVO session and support TESOL and DREAMers. 





Lori Dodson is an ESOL teacher at a K-5 public school.  She served on the WATESOL Board as the professional development co-chair. Last spring, she received her M.S. in Education (TESOL) from Shenandoah University.  She has reviewed trainings for the National Education Association.  She is excited to be part of this session and to be a teacher advocate for DREAMers.  





Digital Media 


1. Dream Act What Teachers Can Do Wiki: The wiki contains the syllabus, objectives, and weekly tasks.  

2. Google Plus Community: This is a private community where participants can discuss the weekly task and share resources with each other.  



Join this session



Steps to Participate:  January 3rd to 9th, 2016


  1. Create a gmail account so you can join our Google Plus Community.                                                                              
  2. To join the Google Plus Community,  email Lori Dodson at evodreamact2016@gmail.com.  In your email, please include: 
    • A brief description of who you are,
    • A few sentences about why you are interested in participating in the EVO Session Dream Act: What Teachers Can Do
    •  Your gmail address (This is so that we can invite you to our discussion sessions in our Google+ community.  Once you email us, please check the social tab of your gmail to accept the invitation to join the Google+ community.)  


     3.  Once you are added to our Google Plus Community Dream Act What Teachers Can Do, you can access it here.  


For those new to Google Plus, click here to read a tutorial.  



The Electronic Village Online is a project of TESOL's CALL Interest Section



Teachers of English to Speakers of Other Language, an international education association




Comments (0)

You don't have permission to comment on this page.