Tutor Stories
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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
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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.
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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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What's it like to tutor?
Here are some quotations from tutors:
I began tutoring in September 2004. I started by assisting with a fairly large and diverse group of students who were striving to learn English. Within a month or so, I acquired my own group of three to four students who were at a beginning level of English.
I thoroughly enjoyed coming to Meriden every Saturday to help these devoted people achieve their dream of thriving in American society. I taught students from all corners of the globe: Colombia, Rwanda, Zaire, and India. Their diverse backgrounds and cultures presented the challenge of catering to the needs of everyone, but it also provided wonderful topics of discussion and cultural appreciation. We often discussed food preferences, which varied greatly from person to person. We also discussed more serious matters such as religion and war. Throughout the ten months I tutored, the students taught me as much, if not more, than I taught them. One of my favorite moments was when one of my students announced that she had become an American citizen. I am proud of the opportunity that Literacy Volunteers offered, and even prouder of the students' drive to succeed.
- Ryan Benjamin
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I'm working with Easter Seals. In math class, we are trying to get them to pass the GED. The students are interested, and they are great! The reading has gone smoothly, and it's so nice to have four Bosnian people to work with. They are incredible. I'm really enjoying myself.
- Barb, ESL and Basic Literacy Tutor -
I have begun to tutor two basic literacy students. I really don't have any amazing stories to tell but I can tell you that at this time I am very happy to be there for my two students. They both have been on the waiting list for two months or so. In our initial meetings they told me how frustrated they have felt at being illiterate. They want to be able to do basic things like read to their children and grandchildren. They feel alienated from society and have low self-esteem. In saying that, since our lessons have begun it is nice to see and hear them say that they feel like they belong. I empathize with their feelings and encourage them to participate in their learning process. They are doing all the work I'm just a compass to help them focus.
Although we have just met I feel that our relationship will be progressive and success with reading and writing very hopeful.
- Juliane Gettings, Basic Literacy Tutor -
I am a first-time tutor with LVA. I tried to put my feelings about tutoring into two sentences for you. I hope this is helpful. By giving some of my time and by being willing to help, I can be a teacher, friend and sounding board for another human being and in return see this person grow in confidence, fluency in language and self-worth. I can't think of anything more rewarding.
- Lisa Velazquez, ESOL Tutor -
I have been a tutor for the past 5 years and have worked with both ESL and basic literacy students. I would have to say that I enjoy it just as much if not more that I believe my students have! It gives you , the tutor, the chance to help another person with their reading and writing skills, which in turn can help this person succeed with whatever they choose to do in their lifetime. You may be opening up a whole new world for this student! It also shows students that there are a lot of compassionate, caring people out there who will give of their time to reap the rewards. The world is not such a cold, foreign place to the student who may have felt this way for a long time due to illiteracy. Please consider being a tutor! It will be the most important job you ever have!
- Monica Caruso, presently a Basic Literacy Tutor -
Exceptional Expectations
By Bob WoodsAfter nearly seven months as a Literacy Volunteer, I’d like to say right away that the experience has been personally rewarding beyond my expectations — except that I didn’t know what to expect when I signed up last spring.
As a writer and editor by trade, an avid reader and habitual language nag to our three kids, I at least figured that my “wordsmithyness” might help someone learn the basics of reading and writing. I’d never taught before, beyond instructing Little Leaguers how to do things like shag flies and lay down a bunt, so the LV prep classes were extremely useful. Still, I was anxious about being assigned a basic literacy student.
In April I was invited to tutor “an extremely nice gentleman,” as John was described. After one session as an observer, I instantly agreed that he and I were indeed, as had been intimated in the invitation, “simpatico.” That element — simply being of like minds — has been the cornerstone of our relationship.
John is in his mid 60s, retired from a responsible job and determined to improve his rudimentary literacy skills. He doesn’t have any specific goals to achieve, only to read and write — fundamentals that evaded him while growing up on a farm and that he was able to bypass while working, raising five kids and running a neighborhood church that he founded years ago. When he sometimes struggles with our lessons, wondering why he doesn’t “get it,” I remind him of all that he’s accomplished in his life — without those literacy skills. John’s ability to build things and fix things with his hands, I assure him, would leave many a doctorate tied up in knots.
In between rehearsing vowel sounds, consonant blends and other literacy essentials, John and I just talk, swapping stories about our everyday lives. His progress has been slow but steady, frustrating him at times, so those chatty interludes are mutually welcome and enjoyable. Yet John never wavers in his desire to learn, which both astounds and confounds me. I marvel at his perseverance, but often wonder if there’s more I could or should be doing to speed his progress, so I’m always trying new tactics and looking for suggestions and advice. One thing I’ve learned is that nothing’s hard and fast when it comes to teaching an adult how to read and write.
More important, I’ve learned that being a literacy volunteer is a two-way street. While I sincerely hope to pass some of my knowledge on to John, I definitely know that I’m learning, too, about listening, patience and understanding.
Right now, I honestly don’t see a point at which my job as John’s tutor will end, nor would I want it to anytime soon. Unless he decides otherwise, I’m as committed as he is to seeing this through to whatever conclusion John deems fit. In the meantime, I expect that we’re both enjoying what I can now personally say is an exceptional experience.
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The Face and Fabric of ESOL tutoring
My name is Dallas Cord. I teach English to a group of Latino students in the Fair Haven section of New Haven. Fair Haven is a largely Hispanic neighborhood, a neighborhood with a definite “south of the border” flair. Spanish is spoken on the streets and in the shops, advertising is in Spanish and Latino-owned and orientated businesses are the norm. Despite this, there is a growing fervor in the populace to learn English.
This is where I come in. My classes are held twice a week at JUNTA, the all-around community center for the area. They help residents with day to day problems, things we Americans take for granted like health services, churches, job markets, school services, and help with housing and legal matters. It is a very important center in the Latino community. And JUNTA, in conjunction with Literacy Volunteers of Greater New Haven, offers instruction in English.
The official title of my class is English as a Second Language (ESL). I like to tell my students that it’s English as ANOTHER language. Most Americans speak only one language, English. How fortunate it is to be able to communicate in more than one language! That’s what my students are learning. The United States, like it or not, is rapidly becoming a bi-lingual nation, and as such all residents of our country should have the skills to communicate with each other.
There are 8 students in my class, ranging in age from 21 to 48. They are from Mexico, Dominican Republic, El Salvador, Peru, Puerto Rico and Guatemala. My course is called “Survival English.” The students have very different levels of understanding English, but the common denominator is their lack of verbalization. They can somewhat understand English, but have a hard time speaking it. The class is basic, basic. Numbers and the alphabet in English, colors, fruits, vegetables...the vocabulary of daily life.
I took them on a field trip to the public library in Fair Haven. They practiced the skill of filling out an application for a library card and were thrilled with the fact that they could borrow books in English and in Spanish. Not surprisingly, some of them had no concept of a library. El Salvador and Guatemala don’t have public libraries. They asked “these books are free?” I respond “well, not free, you borrow them.” They ask “what is borrow?”
You see, it is hard to work with students at this level. Again, it is basic, basic. BUT, the rewards are great, on both sides. Their English is improving and they have become comfortable speaking with Americans even on a casual basis. My understanding of Spanish and Hispanic culture has grown immensely. I’ve become proud of my students and even protective of them in their attempts to assimilate in a new language and an unfamiliar environment.
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ESL TUTORING FOR THE WORKPLACE
Jeanette Huettner is an experienced ESL tutor with Literacy Volunteers. She currently works with students at the Blue Sky Nail Salon in Woodbridge and at the Piantino Library in West Haven. We asked her to share her thoughts about working with students who need assistance with “business English”.
I currently am working with adult ESL students who own their own small businesses. One owns a nail salon, another owns a diner. Both of my students interact with customers on a daily basis. My tutoring philosophy with them is: how can I help them with the American English phrasing they need to know to deal politely and effectively with their customers and how can I help them with "business English" terms that are helpful in their day to day business dealings.
I started out by thinking through a typical customer/small business owner interaction. For example, a customer in a nail salon wants to be greeted with "Please have a seat" rather than "Sit down." If there is going to be a wait for service, they need to know how to express that in a way that Americans consider appropriate. When working with English verbs I teach them the difference between "May I (get you something)" and "Can I." And while I use some "street English" pronunciation ("gonna" for "going to," for instance) I stress that it is acceptable only in spoken American English, not in written American English.
There are many web sites that deal with business English for ESL students. I look under "ESL Intermediate free lesson plans". Or you can design lessons on your own, based on your knowledge of simple terms that are commonly used, such as "in stock," "out of stock," "stock up," "re-stock." You can role play business-related phone calls (which can be daunting for native American English speakers!). Going over standard business forms is a big help to them as well, as is assisting with the wording of their store signs. I try to include basic verb instruction in each lesson to help them use at least some tenses correctly and not depend solely on the present tense, and also to go over irregular verbs which they routinely need to use.
I use a foreign language college textbook with my students and follow the lesson design: the one I use has a verbal interaction at different locations and different situations (at a bank, on a ski vacation in the mountains, at a political rally, etc.). Verbs, vocabulary, idiomatic phrases, pronouns, sentence structure and pronunciation are key features and each lesson advances student learning in all areas. I've found it to be a helpful model.
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TOO YOUNG TO TUTOR?
My name is Juliana Venegas and I am an 18 year old senior at Branford High School (BHS). In order to graduate, each senior at BHS must complete a Senior Exhibition. I had no idea what to do for my senior project, but I knew that I love to read and that I wanted to help those who could not enjoy the adventures that I found in books. My mother suggested that I work with Literacy Volunteers of Greater New Haven. Now, one year later, I am tutoring a student working on his GED at the Beat the Street Community Center in Meriden.
When I began tutor training, I was a little timid because I was the youngest person in the room. I had no idea what to expect and there seemed to be a lot of different situations that I could run into. Nevertheless, I was excited to get started.
Holly Ludemann, Program Manager for Literacy Volunteers in Meriden, had told me about Beat the Street. It is a Community Center/gym on South Colony Street in Meriden that offers amateur boxing, hip hop dancing and various community service programs like GED preparation for children and young adults in Meriden. The program originated as a way to give kids new skills as a way to stay off the street and out of trouble. It seemed like a good fit for me. Holly and I went to Beat the Street together to meet the Director, Larry Pelletier, and my potential student, Jonathan. I was nervous to begin with, but when I entered the gym and saw all of those guys working really hard, I became really intimidated!
A few weeks later, I started classes with Jonathan. He needed a lot of work to prepare for the math section of the GED; I dreaded the idea of math. The first few weeks I was scared because I was never very good at math and I was not completely sure how Jonathan would feel about the fact that I was not only younger than him, but that I was still in High School. However, being in High School turned out to be a good thing because I remembered a lot of helpful hints that I had learned over the past couple of years and they seemed to really help Jonathan. After awhile, I realized that I did not have to be a great teacher, nor did I have to know how to do calculus; I just needed to translate the math problems into a language Jonathan could understand. That was something I could handle.
Jonathan and I had only worked together for a few weeks before his first GED test; I could not wait for the results. A month later we found out that he had passed the math and English sections. I was ecstatic! I was so happy that he passed math because we had worked so hard on it. Then we started on a new adventure: Social Sciences.
I have now been working with Jonathan for 8 months and it has most definitely been worthwhile. I have had many lessons in patience, communication, time management, and flexibility. It has been frustrating at times, but there was nothing better than the feeling I got when Jonathan told me he passed the math section; I just hope I can say the same about Social Sciences in a few weeks.
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NEWS FROM A BASIC LITERACY TUTOR
My name is Rosemary Pilch. I have been a basic literacy tutor with Literacy Volunteers in the Meriden area for just over one year. Throughout my business career with stock brokerage companies, I was the employee who was asked to learn the new product, software application or compliance procedure and then teach it to my co-workers. This meant I had to translate the information into something that sales, management, and support staff could not only learn, but use effectively. I draw on the same skills in tutoring. It has been a tremendous learning experience for me. I believe I now view the world in terms of creating a class and I’m always thinking “how can I teach this?”
I work with good people. My students are highly motivated, even excited to learn. The lifelong coping skills they’ve developed are impressive. Yet despite financial and physical hardships and many responsibilities outside the classroom, my students persevere in their dedication to improving their lives. One student is studying to be a nurse’s assistant while another is aiming to be a phlebotomist. Both have amazing goals and consistently work hard to achieve them.
We encourage each other. When I get stuck for ideas, I ask my students for help. When I question what I am doing, they thank me for my efforts and urge me to do more. Happily, I can point to the progress of lessons learned for each student. To support their efforts is so gratifying for me. I can use what I know to make someone else’s life better. I believe I often get as much out of our classes as they do.
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