A study was done with the assistance of Dr. Edwina Hoffman in Miami-Dade
County Public Schools (ehoffman1 at dadeschools.net) on the effectiveness
of a simple radio Public Service Announcement that gave a short 10
second blurb about the ESOL classes, compared to a talk show format, in
which people from the community called in to talk about the classes.
The results were very high in favor of the talk-show format being much
more effective in bringing in the students.  For the results of this
study, I would suggest you contact Dr. Hoffman directly at
(305)548-3493.


>From my experience teaching ESOL in the rural farmland areas of Florida,

one of the best advertising tools was the local bilingual radio programs
that was done by a local community leader of the Spanish or Haitian
speaking community.  The people who did these programs were usually
people who cared deeply about their community, and wanted to facilitate
their fellow immigrant's success in this country.  When that person whom
the listening audience all knew and whom they trusted enough to tune
into his or her program told the people that these ESOL classes were
important, that helped to increase our numbers.

At our state and regional conferences, especially at Florida's annual
adult education 3-day symposium (contact breitbro at collier.k12.fl.us)
this topic is discussed among practitioners.  The main responses from
everyone to the question "What is the best way to recruit students?" is
"Run a High-Quality Program!"  "Hire and Support Good Teachers!"  "Make
sure the front office staff and intake people are #1 Very People
Friendly, and #2, Bilingual if possible."

But the best places that I ever found to make really effective contact,
and which brought in more students that stayed in class longer than any
other, were: 1. The schools of the student's children and 2. the local
churches.  Before I did very much ESOL teaching, I had formal training
and experience in organizing communities to address their main concerns.
These were the two institutions that people from other countries
consistently reported that they trusted the most in their new country:
their child's school, and their pastor or priest.  As soon as I was able
to go to the school's "Reading Event" and make a pitch for the classes
to the parents, and when the pastor or priest told the congregation that
ESOL classes were available, the people came in greater numbers.
Another way to work with the schools was to make sure at the opening of
schools in the fall and spring, to take flyers to the school for the
teachers to send home with the students.  It worked really well when we
talked to the principal who asked the teachers to tell the class about
the flyer and to make sure their parents came to school too.  Parents
would tell their teacher that their child told them about the class.
And when we taught them well, by the 2nd or 3rd week, their friends and
family were coming along with them to the class.

Phil Anderson
Adult ESOL Program Specialist
Florida Department of Education
(850) 245-9450

-----Original Message-----
From: Judy Rittenhouse [mailto:jrittenhouse at projecteaston.org] 
Sent: Monday, November 24, 2008 11:04 AM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 3154] Re: Is there a study or site that
hasresearched how immigrants access information about availableELL
programs?

At our community-based adult ed program, ESL student recruitment is
(almost entirely) by word of mouth. Staff from other agencies have said
this, too. The result, of course, is that one first-language dominates
among the population we serve.

Another literacy program in the Lehigh Valley, finds a consistent
response to flyers (in several languages) hung up twice a year in scores
of local businesses and agencies. The agency's staff places the flyers
personally; they do not mail them to the sites.

Here's an insight from a program in NYC: Their students' first-nation
profiles closely follow the language capability of the program's office
staff, i.e. fluent Russian in the office results in Russian students. 

Judy Rittenhouse, Tutor Coordinator, ProJeCt of Easton, PA

-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Grulich, Laura
Sent: Friday, November 21, 2008 3:28 PM
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 3150] Is there a study or site that has
researched how immigrants access information about available ELL
programs?
Importance: High


Please bear with me, I am new to the list...
Dear Colleagues:
I am working with Community Based ESL and Literacy programs in NYC's
five boroughs.
My question to you is - has there been, or do you know of, a study or
site that has researched how immigrants (and others wanting to learn and
improve their English) access information about available programs and
information?
For instance, is it primarily through newspapers, flyers, radio,
television, internet, word-of-mouth?
I appreciate your sharing information and ideas in this inquiry. 

Laura Grulich


-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of
englishlanguage-request at nifl.gov
Sent: Friday, November 21, 2008 2:29 PM
To: Grulich, Laura
Subject: Welcome to the "EnglishLanguage" mailing list

Welcome to the EnglishLanguage at nifl.gov discussion list!

The Adult English Language Learners Discussion List is one of the
discussion lists coordinated by the National Institute for Literacy.


The National Institute for Literacy's moderated discussion lists serve
as a forum to facilitate dialogue about the latest literacy research
and its applications to instructional practice; promising policies and
practices; and to promote the exchange of ideas, resources, and
experience.  Our goal is to enhance professional development for
educators and practitioners through ongoing opportunities to learn,
discuss, and reflect on critical literacy issues. For more information
about these lists, go to:
http://www.nifl.gov/lincs/discussions/discussions.html

Please review the National Institute for Literacy's Discussion List
policies and procedures at
http://www.nifl.gov/lincs/discussions/list_guidelines.html. 
 
List participants are expected to conduct their communications on the
National Institute for Literacy's Discussion Lists in a spirit of
inquiry, curiosity, and mutual respect.  Participants on the lists
should follow Netiquette Rules at
http://www.nifl.gov/lincs/discussions/list_guidelines.html#netiquette
before posting messages.

We look forward to your active participation in Adult English Language
Learners.  Below you will find information will assist you.   


For additional information regarding the National Institute for
Literacy, go to http://www.nifl.gov. 

For further help, go to:
http://www.nifl.gov/lincs/discussions/help/help_mailman.html or email
listhelp at nifl.gov


To post to this list, send your email to:

  englishlanguage at nifl.gov

General information about this discussion list is at:

  http://www.nifl.gov/mailman/listinfo/englishlanguage

If you ever want to unsubscribe or change your options (eg, switch to
or from digest mode, change your password, etc.), visit your
subscription page at:

 
http://www.nifl.gov/mailman/options/englishlanguage/lgrulich%40dycd.nyc.
gov



You must know your password to change your options (including changing
the password, itself) or to unsubscribe.  It is:

  avimepox

Normally, Mailman will remind you of your nifl.gov discussion list
passwords once every month, although you can disable his if you
prefer.  This reminder will also include instructions on how to
unsubscribe or change your account options.  There is also a button on
your options page that will email your current password to you.
----------------------------------------------------
National Institute for Literacy
Adult English Language Learners mailing list
EnglishLanguage at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/englishlanguage
Email delivered to jrittenhouse at projecteaston.org