I. Introduction
Thank you
Thank you for your decision to get involved. It’s people like you that make this program possible.
Volunteering for Hogar Hispano is an incredibly rewarding experience that offers give you a unique opportunity to serve your community and to make a difference in people’s lives. As an ESL instructor, you will learn new skills, make new friends, get job experience and explore different cultures. You will have the satisfaction of knowing that you are needed and appreciated. You’ll find yourself learning as much from your students as they learn from you.
“No man can become
rich without himself enriching others.”
Andrew
Carnegie
A Program of Survival Skills
And if a stranger
sojourn with thee in your land, ye shall not vex him.
But the stranger
that dwelleth with you shall be unto you as one born among you, and thou shalt
love him as thyself, for ye were strangers in the land of Egypt. --Leviticus
19:33-34
Nonacademic English as a Second Language (ESL) instruction is designed to empower immigrants who have limited proficiency in speaking and understanding English with survival language skills so they can successfully assimilate into American society.
As an ESL instructor for Hogar Hispano, you will be concentrating on teaching survival English for everyday situations. We want to help students understand basic English and assist them in making themselves understood. Our focus is on teaching functional language skills relevant to our students’ daily lives.
Learning a language is not easy! It is unrealistic to think that you will produce fluent English speakers after they complete a single course. Language learning is a gradual process, and it takes years to reach native-like proficiency. Progress can be slow, but over time you will witness growth in both your students’ language skills and in their self-confidence.
A Critical Need
ESL programs across
the US are in great demand. Currently,
in Northern Virginia, demand for adult ESL courses is greater than the
supply. Our program and other
community-based volunteer programs are working hard to meet this need. Although our program has expanded
significantly during the past couple of years, we continue to fall far short of
demand.
Newcomers desperately need our help in acquiring language skills.
Immigrants must acquire a basic knowledge of English if they are to achieve economic self-sufficiency. Knowledge of English is important for securing most jobs, particularly better paying ones. Also, English is the key that opens the doors to education, the surest way for immigrants to raise themselves out of poverty. Without language skills, immigrants remain mired down in menial, low-wage jobs, unable to reach their goals of a better life.
The United States is
and was a nation of immigrants working to improve their lives. By reaching out
to help newcomers, we honor our history and the very essence of what it means
to be an American. We, as Americans, believe every person is created equal, but
until our immigrant community learns English, it will remain an underclass.
Catholic Charities Hogar Hispano
Hogar Hispano is
part of Catholic Charities of the Diocese of Arlington.
Catholic Charities programs provide aid in ways that strengthen individual dignity, family life and social justice.
Hogar Hispano was
founded in 1981 to serve the needs of the low-income immigrant population in
Northern Virginia. It assists
immigrants in becoming self-sufficient members of American society through
outreach programs including immigration legal services, employment assistance,
and ESL classes.
Hogar Hispano staff includes the Director, immigration attorneys, several paralegals, secretaries, citizenship outreach workers, two ESL coordinators, and many, many dedicated volunteers. As English teachers, you may encounter students who need assistance. Please refer them to the Hogar Hispano office (703) 534-9805, and we will do all that we can to serve them.
Here’s a detailed list of all the services we offer. Keep it in mind in case any of your students come to you for help!
LEGAL SERVICES DEPARTMENT: Provides low-cost, bilingual
(English and Spanish) immigration legal services. To make an appointment, call
(703) 534-9805, extension 240.
¤ Consultations ¤
Work Permits
¤ Family
Petitions ¤
TPS (Temporary Protected Status)
¤ Labor
Certifications (Employer-sponsored) ¤
NACARA Applications
¤ Religious Workers ¤
Asylum
¤ Naturalization ¤
Waivers
¤ Non-immigrant visas ¤
Deportation/Removal Defense
¤ VAWA (victims of domestic violence) ¤ All Other Immigration Matters
AGAPE Job Hotline - (703) 534-2559: Walk-in Hours
Monday-Friday, 9 -1
¤ Connects people offering and seeking work. After 5:00 p.m., AGAPE becomes an emergency assistance hotline
for counseling, information and referral.
ENGLISH AS A SECOND LANGUAGE (ESL)
DEPARTMENT: Provides
low-cost ESL instruction to adults. For more information, call (703) 534-9805,
extension 222.
¤ Four levels of English instruction offered. ¤ 24 Northern Virginia class sites.
¤ Welcoming environment. ¤
Scholarships available
¤ No documentation or residency requirements.
¤ Convenient class times -- mornings, evenings and
weekends.
¤ Trained Volunteer instructors emphasize practical daily living English
skills.
FREE
CITIZENSHIP CLASSES (preparation INS interview)
No registration required. For
more information please call Esmael Husseini at 703-534-9805, extension 237.
Hogar Hispano’s English as a Second Language (ESL) Program
Hogar Hispano’s ESL Program offers immigrants basic English language knowledge. The program emphasizes the four essential language skills: speaking, listening, reading and writing. We advocate a student-centered approach that encourages active participation, flexibility and cultural sensitivity.
Our program offers classes throughout Northern Virginia at
convenient times and locations. Class sites include parishes, community
centers, government buildings, work sites, the Hogar Hispano office, day
laborer centers. In order to be accessible to all students, classes are offered
nights, mornings and weekends. We try to keep the cost of the class as low as
possible without jeopardizing the existence of the program. We owe much thanks
to the volunteer coordinators, teachers and teachers' aides who work at each
site for making the program successful.
Program Goals
٠ Provide students with basic English language skills so they can perform
successfully within the larger community.
٠ Promote multicultural communication and understanding.
٠ Enhance students' self-confidence so they will seek out further education.
٠ Offer survival information and coping skills.
٠ Provide information and referral for social services.
٠ Foster students’ self esteem by helping them be successful and showing them
that they CAN do it!
Who Are We ?
I am an engineer, a mathematician, a
biochemist, and a computer expert.
I am an elementary school teacher, a
social worker, and a secretary.
I am a college professor, a writer, an
optician, and a receptionist.
I am a federal employee, an analyst, a
researcher, and a nurse.
I am a novice teacher and a
professional ESL instructor.
I am a lawyer, a counselor, a
naturalist, and an artist.
I am on active duty and a retired
military officer.
I devote myself to many religious
faiths.
I work alone and with my spouse.
I am native and an immigrant.
I work and I am retired.
I am of the clergy.
I know no age.
I stand
tall.
Who am I?
I am a volunteer coordinator,
teacher and aide of the Hogar Hispano
ESL Program.
Why Volunteer?
There is a wonderful story of a person who once stood before God, with a heart breaking from the pain and injustice in the world. “Dear God-look at all the suffering, the anguish and distress in your world! Why don’t you send help?”
God responded, “I
did send help, I sent you.”
“As an ESL teacher I have been able to
develop friendships with individuals from different countries and cultures,
which has broadened my perspective on life and living, both in the US and
elsewhere.” T. Stein, Hogar Hispano ESL Instructor
“What has been an unexpected treat for
me has been just how enjoyable my classes are because of my students’ positive
and eager attitude to master the English language. I’m amazed to see the growth
in confidence in my students and to know I played a small part in making that
happen” -L. Lissenburg,
Hogar Hispano ESL Instructor
You’re a natural
This program asks
volunteers to share their working knowledge of English, something we, as native
speakers, naturally possess. Teachers do not need degrees in English or
Education. They do not have to be
grammar experts, nor do they have to speak another language. A degree and advanced training will not
necessarily make someone a good ESL instructor. Remember that amateurs built
the Ark, and professionals built the Titanic!
With that said, how do you learn to teach what you already
know to adults? Hogar Hispano will
provide an orientation, a teacher’s manual, teaching tips via the ESL
newsletter and information on ongoing teacher training opportunities. Be sure to take advantage of the many
teacher training opportunities throughout the year. You will meet many great people like yourself and become
inspired! If you would like to observe
a teacher in action, please contact the ESL Coordinator.
Ambassadors
An important
component of your job as an ESL instructor is to serve as a bridge to the
larger English speaking community. Most
of our students are socially isolated and lack opportunities to get to know
English speakers. The vast majority of
our students live in ethnic enclaves, and they can go all day without speaking
a word of English. They live, work and
socialize with other persons of their ethnic group. Students tell us that they do not have American friends, and that
they are unfamiliar with US customs and culture. ESL teachers serve as defacto ambassadors for the rest of
American community. Students’
perceptions of you will undoubtedly color their impressions of all
Americans. It is your encouragement and
acceptance that will make it easier for them to become more involved in their
community.
Who are they?
Students are mainly Central American and South American immigrants predominately from El Salvador, Bolivia, Guatemala, Columbia, Honduras and
Peru. Some come from Middle Eastern, African and Asian countries. They are between the ages of 18 and 90! Their immigration status varies.
For many, this will be their first attempt to learn English. They are likely to have enrolled in our program because classes are very accessible and low-cost. There is little required of applicants at registration. They may have enrolled in our program because they feel somewhat intimated by the larger, more institutionalized programs. Students tell us they feel comfortable in our classes held at their parishes or in their communities and that they would not be taking ESL classes if it were not for this program.
Adult learners are often afraid to attend ESL programs because they feel learning English is just too daunting a task for them. Many lack substantive formal primary education and have always thought of themselves as “unlearned.” They are afraid people will laugh at them in class and perhaps are fearful of making fools of themselves in the classroom. Adults who have been out of the classroom for many years may be nervous about returning to school, thinking themselves as too old to learn English.
Our students are very hard working and have many responsibilities. They are often supporting a number of family members both here and back in their homeland. They don’t have much leisure time. Many students hold more than one job, so they don’t have much time for homework.
Many of our students have experienced significant trauma as a result of their move to the US. Many of our married students have had to leave spouses behind and are hoping to be reunited by bringing them here once they have the financial means to do so. Moms and Dads often have to leave young children behind with relatives until they get established. Many families have been separated for years.
Why Do Students Take Our
Courses?
Our students want to learn English for many reasons: to obtain jobs that will help support themselves and their families; to read to their children; to become a US citizen; to speak with their children’s school teachers; to become more involved with the community; to improve their ability to talk to their English-speaking neighbors; to open bank accounts and more.
Students come to
class and give up their precious free time because they want to learn. You can emphasize the value of learning
English by focusing on real-life applications. For example, at the beginning
level, don't teach students the present perfect progressive tense; teach them
how to call 911!
They are not concerned with perfection, getting an “A” in your class, grammatical details, or eliminating their accents. Rather, they hope to acquire some useful language tools that will help them make a better life in America.
Needs
Assessment
A needs assessment is a way of finding out why students want to
learn English and what they want to learn. Knowing your students’ motivations can
help you plan a meaningful curriculum, ensuring that you are teaching relevant
materials the students WANT to know.
Students are more motivated because they feel they are learning
something useful. Adults learn better
when they pursue personal goals set by themselves and also, it’s easier to
learn by doing. Students are more
likely to pay attention, retain the information, persevere and come back.
Here are some guidelines to help you assess students’
needs. Remember this is a NEEDS assessment, not a skills
assessment.
- Make
no assumptions.
- Don’t
take generalized answers such as “to learn English.” For example, if a
person says they want to talk to the boss, find out what type of job this
person has and the types of things he/she might want to say to the boss.
- Be
a careful listener.
- Don’t
expect to learn all your students’ needs in one class. You will learn about their needs
throughout the semester.
- This
is one place where using the native language might be acceptable. Can you get a translator to help
out?
A variety of methods
can be employed to assess student needs:
- Graffiti
board- Write several
topics (or post pictures representing topics) on the board. Have students check off which ones
interest them. Be careful to limit
students to a certain number of topics – or else they may check off
everything!
- Student
Interview- The teacher or assistant speaks to the students
individually outside of class time.
- Four
Corners- Post a
different topic in each corner of the room. Ask students to stand in the corner of the room that
contains the topic that interests them most.
- Questionnaires- We have provided several types
of questionnaires that may be helpful for you. Make up your own or ask Hogar for some samples.
- Yes/No
cards – Give students an ESL topic such as employment and let students vote
with yes/no cards
- Pictures-
Have beginning
students vote on what they’d like to learn by showing pictures of topics
such as money.
- Timelines – Help students set goals by
writing simple timelines (when did they arrive in the US? Current job? Future job? Future U.S. citizen? Future driver’s license?
etc.). Show them your own
timeline as an example.
After you’ve
assessed your students, it’s essential to translate the results into achievable
goals. Make sure to be realistic; you
may not be able to teach everything that students want to learn during the
semester. So focus in on specific goals
(ie., how to ask for the price of something at the store) which the group can
learn well, instead of broad goals that may not be achievable. Remember to write the goal on the board
during class to keep everyone (including yourself!) focused on the goal. Solicit student input to reaffirm the goals
throughout the course, and always let the students in on the game plan – this
will get students involved and invested in their studies and keep them
motivated.
How Do Adults Learn?
It is
important to keep in mind that our students are adults. There are unique characteristics of adult
learners differentiating them children.
Unlike kids, adult students know why they want to learn and they are
motivated when they feel the information they are learning is relevant to their
personal goals.
Adults bring a wealth of life experience and learning to the classroom. As teachers of adults, we need to keep this
in mind and make sure that we acknowledge their wisdom and are sensitive to
their cultures. It is also important
to maintain respect for the learners’ formed opinions, even if we don’t
personally agreed with them. For
example, you may be shocked at the “machismo” point of view some of your male
students might have
Since your students are adults, please do not teach them
using books intended for children.
Adult learners might find the use of these books humiliating. Be careful not to speak to your adult
learners in a condescending tone, or in a voice you would normally reserve for
children. This may sound obvious, but
it’s easy to slip into such a mode when teaching the alphabet, numbers, months,
or the seasons. Instead of children’s
books use magazine pictures, posters, and real-life objects to liven-up adult
instruction.
Learning Styles
People have natural preferences as to the way they learn. These preferences include learning by sight, hearing, moving or doing, and handling or touching. All students can learn through each learning style, but we each have preferences and strengths. When planning a lesson, keep these learning styles in mind and accommodate students by providing a variety of learning methods.
· Many people learn with their eyes. They need to see or read the information they are learning. These students need lots of visuals—pictures, drawing, illustrations, and books.
· Many learn best when they hear the language. They learn the most when memorizing and conducting oral drills.
· Others learn best through movement and by doing. They retain more information by acting out roles and performing activities. Role playing, making things in class or playing games like “Simon Says” would all be great activities for these students.
· Still others seem to learn best when they can handle the information manually or use their bodies in some manner. Be sure to bring in realia - the actual object you are talking about - and let them handle it. Pass things around.
Learning a Language
Language is acquired
in the following order:
1. Listening--A student will first recognize a language when she/he hears it.
2. Speaking--After aural comprehension, the student will then learn to speak (produce) the language himself/herself.
3. Reading--As the student progresses, the student will be able to read the language.
4. Writing--Finally, he/she will be able to write the language.
Keep in mind that basic or beginning classes focus primarily on listening and speaking. As the student progresses, he/she will be asked to perform more reading and writing.
Introduce new material with books closed and work orally. Then, when you feel the students understand, have them open their texts and work on reading and writing. For more on teaching dialogues and vocabulary, see the Appendix.
Beginning students are likely to understand more than they are able to speak. While they cannot yet produce language for themselves, they can probably understand a bit more than you would expect. Remember: it is easier to receive
language than it is to produce language.
Let Students Speak
Many new volunteers are surprised when they learn how ESL is taught to immigrants. Most people think that ESL is instructed using the same traditional methods that were used back when they were in high school learning French or Spanish. These techniques included rote memorization of dialogs, grammar rules and verb tenses. The teacher did most of the talking and class content certainly was not based on student needs. Practical application of language skills was never an issue since most students lacked the opportunity to use the language in any meaningful way outside of class.
To clarify for
those visual learners out there, this is how we conceive of a "bad"
ESL classroom.
This is NOT how we teach ESL. Teaching ESL is NOT like teaching other adult education courses, and that’s why it’s so much fun! Instead of standing in front of a class and lecturing, your job as the ESL instructor is to draw the students out and get them to do the talking. Teaching English is about interaction with your students. Don’t think of yourself as the professor, think of yourself as learning facilitator. As a facilitator, your goal is to get the students to speak at least 50% of the time. A good teacher is always working on ways to increase student participation. Take this as a challenge and be creative! Use the games and activities listed at the back of this book! Your students will be doing most of their learning in the classroom. Sadly, this is probably their only forum for communicating in English. Make sure they use this opportunity fully!
An interactive ESL classroom, like the following one, maximizes the students' opportunity to practice and learn.
The lion's share of the class should be spent on listening and speaking.
In getting started, students may spend more time simply repeating what you say. Give the students a chance to try out their English “chops.” Have students repeat words and short phrases more than once, so they can get the feel of speaking English. Students must be given plenty of speaking opportunities. New ESL teachers tend to talk too much—get those students working! Students should work extensively in pairs and groups so they can practice with one another. This is the only way they will get sufficient talking time. You don’t have the time to talk to every single student individually; so let them talk to each other! Students need to practice dialogs, quiz