AT THE WORLD’S TABLE -- An ESOL Conversation Class

Being a tutor for an ESOL conversation class has been a unique and rewarding experience. Well into my seventh month of teaching now, I would like to convey some thoughts about my class and introduce some snapshots of our fascinating international students. The class meets for about two hours on Friday mornings at the Miller Memorial Library in Hamden. Recently a new tutor, June Paolino, has joined me as co-teacher of the class, and brings her own special interests and talents to our activities. As Erica Gordon noted in her Reflective Teaching Workshop, we teach who we are. June is a talented artist and a finance person , and I am a social worker. We are both mothers, and find that the students are interested in sharing the experiences of family in our respective cultures. June and I collaborate to create agendas and bring in teaching materials and lead discussions. Usually I start with some brief topic for an opening discussion ; then we move to a planned activity based on a current holiday, an aspect of American culture or govennment, or a group reading and vocabulary practice with an article taken off the Internet. Frequently we divide into pairs to write about a topic and then discuss what we’ve written with our partner. We have been fortunate to be a fairly well-formed group with consistent attendance since late January. Two students are from South Korea, one from Thailand, one from Russia, and another from Iran. A sixth student, from Mexico, was well integrated into the class, but unfortunately was in Mexico during the onset of the swine flu, and we have not yet seen her return.

Our five regular students are enjoying being a class and sharing with each other. Some are taking initiative. Ahn, an artist from the South Korean, contributed a large collection of proverbs in Korean and English, which we will incorporate into the class. He works at home, and is appreciative of the opportunity to develop his English speaking ability and increase his social contact. He has described for us his childhood in rural, impoverished South Korea at the time of the Korean War, where his family ate frogs as a primary protein source, and even the bark from trees when necessary. Leyla, a young woman from Iran, baked her traditional cinnamon cake for us. She explained that in Iran she studied reading and writing English, but there was no emphasis on speaking and understanding spoken English. Now the class helps her express herself . Elena, a physician from Siberia, prepared a Russian breakfast of caviar on bread for us. She also presented a delightful slideshow of photos of her vacation to the Dominican Republic. Poonsi, a 65 year old Thai woman who wants to become a U.S. citizen, taught us about Chinese astrology, and tells many fascinating stories about growing up in rural Thailand. She was the first woman from her village to attend university in Bangkok. The first television she saw was a man walking on the moon, at a time when her village lacked most modern conveniences. They used no money during her childhood – everything was bartered among the local residents. During one class, in a discussion about snakes, we were spellbound to hear that she was chased in the jungle by a giant python.

Elena has applied to volunteer at Yale-New Haven Hospital. She also found a part time job driving Russian immigrants to medical appointments and interpreting between doctor and patient. Poonsi has applied to T J Maxx for employment, and she would also like to be involved in tourism to Thailand. Leyla lives with her sister’s family, where they speak Farsi in the home, and she is hoping to stay in the U.S. if she can learn English. She waited nine years to come to the U.S. Our newest member, Boyoung, recently moved to Hamden from Colorado, where she lived for seven years in a South Korean enclave, and was frustrated by her poor progress in learning English. Her educational background is in health and nutrition, and she takes a keen interest when discussions turn to food, recipes and health.

Teaching this class has definitely widened my horizon. For one activity I asked students to divide into pairs, and take our partners on a tour of our home country. Reminiscence activities are especially interesting to me. During a class in February the students described to a partner the houses they grew up in, and then shared their interesting stories around the table. Poonsi’s family lived in a house right on a river, where the first floor flooded yearly and they would move to the second floor. They caught fish to eat which swam into the first floor ! In contrast, Leyla lived in a house completely surrounded by high walls, and her favorite activity was growing flowers. We all appreciate the activities June brings to the class, such as providing units on Poetry Month, the symbols on the dollar bill and information about our currency, and an amazing craft experience where she taught us how to paint our own Easter eggs. Ahn created an egg with four different human faces under one head of hair, and I felt sure this work of art could be shown in an exhibition.

A tutor learns to direct the group in a flow of planned activities which engage student interest, while remaining flexible to their needs and concerns. Questions about student opinions and experiences promote class participation. Not only are they learning to converse in English and function better in their lives -- the more students talk the better they seem to feel. Sometimes students have questions for each other, and even proceed along their own topics. As tutors we are not like classroom teachers who must cover a certain amount of material; rather, we stimulate student thinking and expression in English, to help them improve their quality of life. Activities such as talking on the telephone, getting directions to an event, understanding advertisements, or filling out a job application can be difficult for our students. They often bring their questions and confusions to class. Our planned activities usually involve such topics as geography, American culture and holidays, arts, stress management, values, government, travel, health and family life. Some time is also devoted each week to pronunciation, expanding vocabulary, reading aloud, and writing. As tutors our approach is to promote respect and admiration for these foreign visitors who undertake the challenges of living in the U.S. The ESOL class provides a support system which assists them to integrate into American life. And I, myself, am greatly enriched by knowing and helping them.

Linda Nevas
June, 2009

What It’s Like To Be An ESOL Tutor
with Literacy Volunteers of Greater New Haven

I have been engaged in a variety of activities for Literacy Volunteers since June of 2008. I began by helping as a summer substitute for tutors, and went on to start my own class at the Miller Library in Hamden the following October. Recently I have beun working part time as the ESOL (English For Speakers of Other Languages) Program Manager for Literacy Volunteers. I am a medical social worker by profession, with experience in working with people who come from different cultures and diverse backgrounds. I have discovered in ESOL tutoring a sense of purpose and great reward in helping people move ahead in their lives and integrate into the greater New Haven community.

As Americans we take so many things for granted : simple daily activities such as understanding directions ; answering a telephone and responding appropriately to the caller ; calling a doctor’s ofice and explaining medical symptoms ; having a parent conference with your child’s teacher ; helping your child by reading books to them or assisting with homework assignments ; talking to your neighbor… The list goes on and on. Understanding and being able to speak English are the keys needed to function in everyday life.

To speak personally, contact with these language-challenged adult learners has opened up my heart beyond my immediate family and friends. An ESOL tutor can experience a spirit of universalism, of world citizenship. We sit around a table and encourage students to tell us about themselves, and we share as well. This interchange enables students to engage in conversation, to practice using English to communicate. We find that English is frequently taught abroad from textbooks, and students can read English but can’t speak or understand us. The ESOL tutor opens up a new world for this type of student, enabling self-expression and the means by which they can attain their individual goals.

Tutors often say that they become enriched themselves by this unique tutor/student relationship. We travel the world from our classroom chairs ! Sometimes a student will contribute some thought that opens our minds to a new understanding or appreciation of our own country. Recently I met a student who said that her visit to a local library with her English class was the first time she ever saw a library – in her country there were no free public libraries. In discussion of American holidays and customs, idiom and cultural attitudes, we also learn about how these concepts are viewed and practiced in the students’ own countries.

As you can see, tutoring is a two-way street. Volunteering as an ESOL tutor brings great rewards. Seeing students progress, becoming talkative, and bringing their own real-life challenges to the group for assistance in navigating the language barriers – these can be unforgettable experiences. Needless to say, the adult learner students benefit enormously from this great opportunity to develop their conversation and social functioning skills. They gain abilities in filling out forms, understanding medical instructions, applying for jobs, getting a driver’s license, preparing for the U.S. Citizenship Exam, and many other vital objectives. In addition, the social support provided by the tutor and the class setting are especially appreciated by the often isolated students.

We like to say, « Come and join the conversation ! »

Linda Nevas, July, 2009

A NOTE FROM JOHN KRANTZ
LITERACY VOLUNTEER TUTOR AT SACRED HEART CHURCH

I want to congratulate my class on all of the progress they have made this year.  I say that as I look forward to the milestones still to come in their quest to speak, read and write English. I am so very proud of every one of my students! Their efforts will soon have them interacting in everyday life in ways they never thought possible. Perhaps some of my students are already having these types of experiences and that is what keeps bringing them back week after week, still more eager with each coming class.

I also want to thank our organizer, Maria Sestito, who is the heart and soul of our ESL group. Whether it be taking care of details like dealing with the attendance and organizing the childcare or getting class started if I am running a few minutes late, Maria is always there to keep things running smoothly. Every Thursday Maria shows up at Sacred Heart Church with Flor, one of the most diligent students. Flor is very soft spoken and perhaps you might even say shy when it comes to her English. Despite this, Flor keeps working hard. Keep up the good work Flor, you’re doing great!

Right up front with me at every Thursday class is Sandra. Sandra is one of my best students in terms of comprehension. She is the student I look to when I’m having difficulty verbalizing a concept to the class. Thanks for your help Sandra.

Clear across the table sits hands down my most verbally identifiable student, Ana Maria. Ana Maria has been working hard this year and it’s easy to see the progress she is making in comprehension and pronunciation. Her determination will no doubt keep her giving her all until she has this language mastered.

The two students who I feel are the closest to becoming fluent in English are Martha and Sonia. These two women are the kind of students every teacher hopes to have. They make my job easier and help bridge the language gap between myself and the rest of my students, not to mention they always seem to have the right answers whenever I ask difficult questions.

Usually sitting next to Martha is Gloria. I think I need to ban Spanish from Gloria from 6pm -8pm on Thursday nights…If she only knew how well she was doing with her English she wouldn’t feel the need to speak Spanish!  Despite her tendency to fall back on her native tongue, I have all the confidence in the would that she will keep improving until she’s just as comfortable with English as she is with Spanish.

Not to be forgotten are the men, Pedro and Luis. Pedro is very bright, so bright that I’m pretty sure if someone could work one-on-one with him, he would speak English flawlessly in a couple weeks. He catches on very fast and isn’t afraid to make a mistake. Luis is great to have in class, he provides that comic relief we need when faced with the inconsistencies of English grammar. He’ll take it upon himself to come right up to the front of the class and write on the board until everyone is on the same page…whatever it takes attitude…I love that!

Last but certainly not least I want to say a big thank you and “job well-done” to my co-tutor Linda Depoto.  You’ve raised the bar and meshed very well with our group and I know I speak for the students when I say that we are thrilled to have you. Thanks for all your hard work.

At One of Our Small-Group Sites

Since September four LV tutors have been conducting twice-weekly literacy tutoring groups for refugees who have come here under the auspices of Interfaith Refugee Ministry (IRM). Literacy Volunteers was asked to undertake this work by IRM’s executive director, Tatjana Cisija, who herself had been trained as a LV tutor.  This is daunting work involving students who have just emerged from countries wracked by turmoil, war and persecution. IRM helps them with temporary housing and assists them in finding jobs.  Learning English is crucial to adapting to their new world.

The four tutors are Louise Ciulla, Abby Prestin, Meg Stevens and Allegra daSilva. Louise offered these thoughts on their experience:

Good teaching requires that you also enjoy learning.  At least, I’ve always believed this to be true.  Taking on the roles of both teacher and learner is what makes working with adults associated with the Interfaith Refugee Ministry both challenging and rewarding.

Our students come from diverse countries such as Afghanistan, Liberia, Sudan and Viet Nam.  I try to imagine how I would fare learning a new alphabet as well as learning how to speak, pronounce, read and write an entirely new language.  It helps me understand what a challenge this must be for our students.  They are not only trying to learn English; they are learning with others whose backgrounds and languages are very different from their own. We must continually try new ways to reach everyone despite the diversity. Even so, from time to time four women who share a common language will erupt in laughter as they enjoy a good joke together.  It’s a reminder to us, who will never be privy to this humor, what it feels like to be “the outsiders.”

This is also a class of people coming and going.  How do we maintain continuity in our program?  We’re learning how to repeat material in a variety of ways with games, hands-on activities, dialogues and writing practice.

Our classes are also about an understanding of cultural identity and finding a common ground.  Recently we had a lively discussion about the exchange of wedding rings and the relative importance of jewelry for brides in Afghanistan, Liberia and the U.S.           

What we do know is that our students, who have full lives outside the classroom, come to learn. And they come with a warmth and willingness to work with us as we define and redefine our role as teacher/learner.

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