About the Eat, Move
and Learn Together Curriculum

Team lead: Janice Horsager Rasmussen, PhD

Core team: Angelica Pena, Linda Erdahl, Maria Teresa Thoreson, Megan Hruby, Mary Schroeder, Rachel Jones (pilots), Craig Hassel, PhD

ELL Teachers: Consultants: Clarice Esslinger and Jolee Mosher, Mankato Adult Basic Ed students (pilots), Mary Doerfer, Sarah Chlebik

Curriculum Developers: Bonnie Dudovitz, Ann Nordby

Graphics Designers and Web Designers: Steve Verdoorn, Jolene Brink, Michael Donahue

Educational. Resource Specialists: John Gwinn, Poukhan Anthony

SNAP-Ed Health and Wellness Coordinators: Elizabeth Quillo, Milka Gamino-Descarenne, Leticia Rodriguez, Rosie Gonzalez, Maria Conchita Paez-Sievert, Sumaya Ahmed

EFNEP Health and Wellness Coordinators: Alma Galvez Hernandez, Yoha Christianson

Extension Educators and Faculty: Jimmie Johnson, Kathy Brandt, Morrine Omolo

Administrative and Evaluation Support:  Susan Roedl, Evelyn Juliussen, Rhonda Dragan, Mark Schultz, Margaret Haggenmiller, Stephanie Heim, CeAnn Klug, Peter Katsiotis, Lixin Zhang, Rayman Zimmerman, Irina Cherevatsky, Mary Marczak, Trish Olson, Mary Caskey and others

Recipes Credits: EFNEP, SNAP-Ed, SNAP4CT Connecticut Extension, Food Hero Oregon Extension, Cooking Matters, WIC, USDA MyPlate, Isabel Eats, Simply Good Cooking, and University of Minnesota Extension 

Based on previous work: Simply Good Eating (Lisa Gemlo & team), English Language Learners: Problem-Based Learning Curriculum (Serdar Mamedov), Cooking Matters, Real Life, Good Food (Kate Welshons), Anoka Ext/SHIP (videos)

Funding in part by USDA’s Supplemental Nutrition Assistance Program – SNAP – with funds received from and through the Minnesota Department of Human Services to University of Minnesota Extension. 

This Eat, Move & Learn Together (EMLT) course was designed to address adult immigrant English language learners’ need to navigate in the new environment of the U.S, particularly focused on their families’ food and health, It is built upon the previous version, called “Simply Good Eating” which used Ajzen’s (1988) theory of planned behavior as guiding theory for curriculum development, which focused on conveying the the student’s most needed information simply and clearly. This version of the curriculum has also drawn upon the theories of adult learning by Mezirow, Vella, and Knowles. Experiential learning by Kolb, and social cognitive learning by Bandura. 

Moving from another country is a disorienting dilemma, as described by Mezirow (2008) that requires social support and scaffolding as well as opportunities to check assumptions and test out new ideas. In the EMLT curriculum, ample opportunities are given for participants to discuss challenges and how to make small steps towards change. 

Adult educator Jane Vella (2007) notes the importance of a safe learning environment in setting the stage for learners to process and apply new ideas and behaviors. Since ELL teachers have already built trusting relationships with their adult participants, EMLT is designed to be taught in ELL classrooms with the ELL teacher present. 

The EMLT lessons provide opportunities for participants to practice as much food and healthy lifestyle-related English vocabulary as they are able and apply it to their everyday lives. Knowles’ (1980) adult learning theory  notes that adults come into the classroom with much experience, knowledge, cultural values and beliefs. They want to learn what they can apply into their lives immediately. EMLT includes many discussion questions that encourage participants to share their background experiences and apply what they learn the next week, while reporting on the changes they have made the following week. 

Kolb’s (1984) experiential learning theory highlights the importance of learning through experience and through a variety of participatory means. Lessons include hands-on activities like reading labels, doing physical activities and cooking together. Various senses are engaged through colorful visuals, cooking and smelling and tasting food, writing on worksheets, and moving together. 

Bandura’s (2014) social cognitive theory encourages learning through observing, reflecting and building confidence as new behaviors are learned and reinforced through reciprocal social interactions. EMLT provides opportunities for ELL participants to use their new vocabulary to discuss ideas, bringing in their experiences as they reflect together and learn from each other. EMLT provides a plan for educators to demonstrate healthy behaviors, recipes, and movements that even early language learners can benefit from as they adapt to their new environment.

Verplanken and Wood (2006) found that when people are experiencing many changes in their lives, such as immigrants are, they may be more receptive to making behavior changes that lead to habit changes. When immigrants arrive in the U.S.A., they are met with many new foods, experiences, and values. They need to learn where to find their foods and how to use unfamiliar foods. They need to learn new ways of shopping, storing, handling and cooking food, as well as new physical activity practices and the English vocabulary to succeed at these activities. They may be more receptive to new, healthier patterns as they are dealing with many new changes. 

Some research suggests that health messaging should be tailored culturally (Kreps & Sparks 2008). Since participants in ELL classes often come from many different counties, EMLT provides flexibility for participants and teachers to focus on the cultures of the participants in the class, through discussion topics. Students can share about their cultures, learn about each other's cultures, and also learn tips for adapting to the U.S.A. from each other. 

References:

Ajzen, I., & Fishbein, M. (1988). Theory of reasoned action-Theory of planned behavior. University of South Florida, 2007, 67-98.

Bandura, A. (2014). Social-cognitive theory. In An introduction to theories of personality (pp. 341-360). Psychology Press.

Knowles, M. S. (1980). From pedagogy to andragogy. Religious Education, 75(4), 202-211.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Kreps, G. L., & Sparks, L. (2008). Meeting the health literacy needs of immigrant populations. Patient Education and Counseling, 71(3), 328–332. https://doi.org/10.1016/j.pec.2008.03.001

Mezirow, J. (2008). An overview on transformative learning. Lifelong learning, 40-54.

Vella, J. (2007). On teaching and learning: Putting the principles and practices of dialogue education into action. John Wiley & Sons.

Verplanken, B., & Wood, W. (2006). Interventions to Break and Create Consumer Habits. Journal of Public Policy & Marketing, 25(1), 90-103.

Extension brings Minnesotans together to build a better future through University science-based knowledge, expertise and training.  Read more about Extension and the Department of Family, Health and Wellbeing at 

z.umn.edu/FamilyNews. To find out how to offer this program at your agency, email family@umn.edu.

Eat, Move & Learn Together (EMLT) was built based on the lived experience, cultural knowledge and scientific knowledge of those involved and informed by the previously mentioned theories. It was developed through a participatory process of SNAP-Ed Health and Wellness Coordinators, ELL Teachers and their Participants, Educational Resource Development Specialists and Support Staff (see acknowledgements above). 

Assumptions: EMLT is built upon the assumptions that: ELL teachers have created safe spaces and build trusting relationships with participants. Participants are motivated to learn English to adapt to the U.S.A. Participants want to keep many of their cultural ways and also learn new ways in the U.S.A. Participants are interested in supporting their families’ health. Participants have limitations and challenges in their lives, but also the power to make some lifestyle changes for better health. 

Participants: Adult immigrants come to class with their experience, knowledge, attitudes and skills, wanting to learn English and thrive in their new environment..

Language skills: Through learning everyday English vocabulary and practicing it with each other in class, they increase their listening, reading, speaking and writing language skills. 

Knowledge: Through visuals, hands-on activities and class discussion, they use these language skills while gaining knowledge of healthy foods, safe food preparation and storage, smart shopping and meal planning, foods to limit, healthy cooking, healthy feeding practices for children and the benefits of physical activity. 

Attitudes: Through discussions and group activities, they increase confidence in healthy food selection, safe food handling, safe food storage, smart shopping, healthy cooking and feeding children in their new environment. 

Positive behavior changes: Through hands-on meal planning, shopping, cooking, reading recipes, eating and doing movements together, they increase their selection of a variety of healthy foods, they increase their food safety practices, they plan healthier meals, they make more economical healthy food selections while shopping, they feed their children healthier foods with less family stress and they increase their physical activity levels.

The results: Immigrant families develop and sustain healthier eating habits and more active living while preserving their healthy cultural traditions and learning English, so that they can thrive in the U.S.A.