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Group Classes

ELL Group Classes

English Language Learner (ELL) classes:

  • incorporate reading, writing, listening and speaking skills
  • focus on authentic, everyday language
  • can be multi-level (English for Work, Conversation Group, etc.)
  • can be level-specific (ELL 1, ELL 2, ELL 3, etc.)  
  • are held in locations accessible to learners
  • are taught by paid, experienced instructors or volunteers
  • who have demonstrated reliability and expertise
  • are often free or low-cost
  • may require learners to buy a textbook or workbook
  • often offer on-site childcare
  • might have an attendance policy

 

How do I begin offering ELL classes?

Needs Assessment

  • Find out if classes are necessary and feasible. Ask:
  • Have enough learners expressed interest in attending group classes?
  • Can we find a schedule that will work for a large enough group of learners and our staff?
  • Do we have physical space for classes?
  • Do we have a paid or volunteer instructor?
  • Who will supervise the instructor?
  • Does anyone else in our community offer group classes? 
  • If yes, is there a barrier for our learners to attend those classes? 
  • How will our classes be different/more accessible?
  • Have we tried to offer group classes in the past?
  • If yes, what were the challenges and why did we stop?
  • How do group classes fit in with our other programming?
  • How will we measure outcomes/progress?
  • Will the classes be drop-in or must learners register?
  • Is there a minimum number of learners needed to begin/continue group classes?
  • What support will our learners need to ensure retention? (childcare, transportation assistance)

 

Skills Assessment

You must know learners’ proficiency levels to decide:

  • what level(s) to offer
  • how many class sessions to offer
  • what curriculum and instructional materials to use
  • what outcomes to measure

 

Curriculum Development

Work with your instructor(s) to:

  • Identify program outcomes -- key areas of growth by the end of the semester
  • Develop instructional competencies -- language tasks learners will do to meet outcomes
  • Choose or create instructional materials -- consider a 4-skills text (ex. Ventures) and supplement with authentic materials that reflect your learners’ daily language needs

Curriculum development is an ongoing activity. Make sure your instructor knows how many hours to dedicate each week to curriculum development, in addition to instruction. Remember that needs and objectives may change as you get to know your learners better.

 

Instruction

  • Consider setting a shorter, “pilot” course to start (ex. 6 weeks)
  • Choose a schedule that works for the largest group of learners
  • If possible, have classes meet 2 times per week for 1.5 hours each time
  • Address barriers before classes start (childcare, transportation, etc.)
  • Call learners before class sessions to remind them to come
  • Call learners who were absent to let them know they were missed and ask about barriers
  • Have a plan that outlines instructor observations and performance reviews/feedback

 

Resources:
www.cal.org/caela/esl_resources/faqs.html
Recommended publishing companies and websites that offer adult ELL curriculum:

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