Date of Graduation
Project/Capstone - Global access
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
School of Education
International and Multicultural Education (IME)
Luz Navarrette Garcia
In the age of informational technology being, quite literally, at the touch of a button, the demand for adequate talent in Science, Technology, Engineering, and Math (STEM) fields is higher than ever, and those who are qualified to supply work in STEM fields are valued, both monetarily and socially, above other professions. In looking at San Francisco, California, a dynamic, diverse, and cutting edge city, on the pinpoint of what is being called the “tech boom”, one can see that technical careers are highly valued in comparison to alternate professions, technical workers are more significantly valued, and therefore, are paid significantly higher salaries compared to other professions, which follows the basic principle of supply and demand. Unfortunately, these high paying jobs are not accessible to all populations equally, particularly Latinx communities, which has led to inflation, gentrification of traditionally low-income areas, and therefore displacement. The purpose of this project is to create an English Language Development (ELD) curriculum framework to be used by educators, that will teach the soft-skill requirements of the technical job force in San Francisco, combined with targeted English Language Development standards, in order to combat the effects of marginalization, disclusion, and displacement. The significance of this project is that it rather than just acknowledging that there is inequality, it aims to arm students with foundational and critical skills that they can use to overturn inequality, creating generational disruption.
Martin, Caitlin E., "¿Como se dice “Techie” en Español?: An English Language Development Curriculum to Prepare Latinx High School Students to Enter San Francisco’s Tech Workforce" (2016). Master's Projects and Capstones. 422.