One of the most prevalent reasons for missing classes in our programs has
proven to be lack of child-care.  Both in our community-based classes and in
the workplace classes, any change of scheduling at work or for children's
school activities (summer-spring-holiday vacations, teacher conferences,
etc.) causes problems with attendance.  We can afford to offer child-care
for some of the classes at our (non-profit) agency, but workplace sites
don't have the same options.  At one company, the management allows children
to sit in with the parents during English class.  This helps some
participants, but there are others who don't have the ability to transport
the child to the worksite.
 
Another problem I encounter in the workplace is that workers are just, plain
exhausted and hungry after 10 or 12 hour shifts and not ready to give full
attention to instruction.  When setting up workplace programming I request
that companies provide snacks and drinks for participants.  Any other
suggestions?
 
Ann Barncard
Workforce Development Coordinator
Literacy Council of Brown County
424 S. Monroe Ave.
Green Bay, WI  54301
920 435-2474
annb at lcbc.org 
 
***Celebrating our 25th Anniversary***

-----Original Message-----
From: Steinbacher, Mikal [mailto:englishlanguage-bounces at nifl.gov] On Behalf
Of Steinbacher, Mikal
Sent: Thursday, August 10, 2006 1:34 PM
To: The Adult English Language Learners Discussion List
Subject: RE: [EnglishLanguage 577] Retention of literacy and beginner
students


I teach level 4, low intermediate students.  Most of those who drop don't
tell us why they stop coming, but those who do often cite the demands of
their jobs.  Many of our students work 2-3 jobs just to keep a roof over
their heads and food on the table.   Those who manage to continue in class
and improve their English are often able to get better, higher paying jobs.
Those who aren't able to continue .. get stuck in the rut.  I'm not sure
what we can do other than keep them aware of jobs that are available that
they would qualify for.  
 
I also distribute a listing of web sites each quarter that they can use at
home or at a library.. where ever they have access to a computer .. to
continue working on grammar, pronunciation.. actually all of the skills,
except conversation.  I have no clue whether any who stop coming use it.  
 
I'm open to suggestions as to how to help these folks.

  _____  

From: englishlanguage-bounces at nifl.gov on behalf of Betsy Wong
Sent: Thu 8/10/2006 10:50 AM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 577] Retention of literacy and beginner students


I wanted to bring up another topic related to literacy and ESOL learners.
 
It often seems like the students who need the most help have the most
difficulty coming to class consistently, often for reasons unrelated to the
class itself.
 
I have no data to back this up, but in my program it seems like we lose more
students mid-way through the semester in the prebeginner and low-beginner
classes than in the higher-level classes . . . I try to explain to
demoralized teachers that the lives of students at the higher levels (who
have often been in the country longer) just tend to be more stable. 
 
So, I wanted to throw these questions out for discussion: 
 
* What are some of the nonacademic factors that keep literacy and beginner
students from coming to class consistently?
 
* What can we do about them? 
 
Betsy Lindeman Wong
Online facilitator, ESOL Basics, Virginia Adult Learning Resource Center (
http://www.valrc.org/ )
Site Coordinator, Alexandria Community Education (
http://www.acps.k12.va.us/adulted.php )

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