I think the idea of ESOL "electives" would work especially well for the area 
of test prep. I run a library literacy program for immigrants, too. We see a 
lot of students here who want help with the citizenship test, and the 
driver's permit test. Sometimes students want to pass a "Safe Serve" (food 
service certificate) test, or prepare to take a CNA (nurses's assistant) 
course. If I refer them to an ordinary ESOL class, they won't be able to 
meet their individual goals, so I usually get them individual tutors instead 
(or in addition to an ESOL class, if they have enough time for both). But if 
there is a high enough demand for one of these topics (and enough people are 
available at a particular time of day), a short-term, highly focussed class 
is just the ticket.

Another "elective" that students might be motivated to sign up for is a 
series of "talk time" or "conversation circle" events. This is a chance to 
practice speaking skills in an informal setting that is not really a 
class--it's a volunteer-facilitated discussion group where everybody gets a 
chance to practice speaking at whatever level they happen to be at. Each 
session focuses on a particular topic, like "holidays" or "health care." It 
helps students to develop more fluency and confidence in their oral skills. 
Students can apply what they are learning in a conventional ESOL class, or 
practice speaking English while they're wait-listed, or after they've 
"graduated."

I think that this model of service delivery would make sense for many 
students, but the trouble is that state ABE authorities are often reluctant 
to fund it.

Lynne Weintraub
Jones Library ESL Center
Amherst MA





From: karisa tashjian <ktashjian at yahoo.com>
Reply-To: The Adult English Language Learners Discussion 
List<englishlanguage at nifl.gov>
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 1927] Moving away from the classroom model to 
amenu of offerings
Date: Tue, 13 Nov 2007 08:28:52 -0800 (PST)

     Hi all,

   My program has had growing success over the past 2 years in offering 
topic-specific classes for beginner and intermediate level ESL learners.  
Classes have included Computers for ESL Learners, Book Discussion for ESL 
Learners, Workplace Communications for ESL Learners and citizenship 
preparation (and even a summer course on recycling!).  As a library-based 
literacy program, I can especially imagine a future in offering a menu of 
class options to learners such as "Writing for ESL Learners", "Math for ESL 
Learners", etc.  What have been your experiences in offering topic specific 
classes?  What would be the pros and cons of such an approach?

   As a result of this observation, I have started to question the idea of a 
"traditional" classroom where 15-20 ESL learners meet for twice a week for 
two hours each time.  Realistically, can the instruction be fully 
individualized?  How engaged are all 20 learners during the 4 hours of class 
a week?  Equipped for the Future (EFF), the "National standards-based 
educational improvement initiative for adult basic education and English 
language learning" speaks of determining a "shared priority" based on 
learner goals.  Is this too much of a compromise?  What if 5-10 learners, 
with shared goals/common needs or interests. met for 2 or 3 hours a week?  
In the program design, would it be possible to serve as many learners?  What 
would be the pros and cons for the learners, the teachers and the program?

   I really look forward to reading about your experiences and hearing your 
opinion.

   Thank you,
   Karisa Tashjian
   Literacy Program Coordinator
   The Rhode Island Family Literacy Initiative
   Providence, RI


Karisa Tashjian
Literacy Program Coordinator
The Rhode Island Family Literacy Initiative (RIFLI)
(: 401.455.8185
*: ktashjian at provlib.org
   :: http://www.rifli.org


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