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Anythink Outside the Box:

Adult ESL Program Proposal

Amy Nelson

Emporia State University

October 30, 2010


1

Table of Contents

Introduction ............................................................................................................................. 2

Community Needs Assessment Data ................................................................................... 3

Data Analysis ........................................................................................................................... 4

Service Recommendation: Adult ESL Program ............................................................ ..5-8

Staffing and Training .............................................................................................................. 9

Proposed Start-Up Budget ................................................................................................... 10

Assessment and Evaluation ................................................................................................. 11

Project Timeline .................................................................................................................... 12

References .............................................................................................................................. 13

Appendix A: Additional Resources ..................................................................................... 14

Appendix B: Presentation Slides ................................................................................... 15-23


2

Introduction

Using community needs assessment data as a starting point, this proposal offers service recommendations

that will support Anythink’s vision to create transformative library services that encourage curiosity and the pursuit

of knowledge, use innovation to reach out to all sectors of the population, and to establish itself as a vital

community partner. Community analysis data reflects that there is a notable percentage of the population who

would be well-served by library sponsored adult education programs-- namely, adults who have attained lower levels

of education, who self-identify as members of a minority group, and who are not proficient in the English language.

The research argues that 21st century skills such as literacy are essential for seeking and effectively utilizing

information resources in a global information society. However, current studies suggest that one out of every four

adults nationwide needs assistance with basic reading and writing skills (Selnic, 2004). Additionally, the U.S. Census

Bureau estimates that as many as 55 million people (18% of total population) speak languages other than English at

home, many of whom self-identify as speaking English “less than very well” (ESL Writing Initiative, 2007).

Public libraries have long been important providers of adult education. As familiar community institutions,

libraries tend to offer welcoming and accessible environments for local residents. Likewise, as an institution that

embraces lifelong learning as one of its core responsibilities, Anythink is well-positioned to introduce services that

help members of this underserved population pursue 21st century skills and strive for a “lifelong, voluntary, and self-

motivated pursuit of knowledge to enhance social inclusion, active citizenship and personal development.”

(Department of Education and Science, 2000).

While all library locations in the Rangeview Library District could benefit from the services discussed in this

proposal, the community assessment data indicates that the greatest need for adult education is in the Commerce

City and Perl Mack communities. I would like to suggest that my service recommendations be first implemented in

these two locations, and pending the outcome of assessment data after one year, potentially be expanded to include

other communities, as well.


3

Community Needs Assessment Data

Education Trends

9th-12th grade, no diploma: Less than 9th grade:

Commerce City – 19.1%

Perl Mack – 16.9 % ………………………………

Brighton – 11.79%

Thornton – 9.2%

Northglenn – 9.85%

Bennett – 8.91%


Perl Mack – 13.5% ………………………………..

Brighton – 6.38%


Thornton – 4.5%

Bennett – 3.46%

Race Trends:

Hispanic or Latino: Other Races:


Perl Mack – 45.7%

…………………………………

Brighton – 39.1%


Thornton – 27.7%

Bennett – 4.5%


Perl Mack – 6.1%

…………………………………

Thornton – 8.1%

Northglenn – 8.0%

Bennett – 3%

Brighton – 2.9%

Language Trends

Households that speak English less than “very well”:

Commerce City – 18%

Perl Mack – 18.1% ……………………………………………….

Bennett – 0.9%

Brighton – 11%

Thornton – 9.2%

Northglenn – 7%

Adams County 2000 2007

Spanish Speakers 8.7% 12.5%

Other 1.7% 2.6%


4

Data Analysis

Analysis of community needs data related to education, race, and language trends indicates that Anythink

could pursue adult education from three different angles. Education trends illuminate the need for adult education

remediation. In particular, because the community assessment also reveals that there are limited educational

institutions in the Commerce City and Perl Mack areas, the library fills a vital role in promoting and supporting

lifelong learning. Some recommendations for service to meet the needs captured by these statistics include classes

for GED preparation, adult basic education instruction, and literacy remediation.

The data pertaining to race trends show that there is a large Hispanic/Latino population in the Commerce

City and Perl Mack communities, therefore necessitating services that are customized to meet the cultural and

linguistic needs of these potential library users. Service recommendations include: expanding the Library’s Spanish

collections, utilizing bilingual signage and informational materials, offering multicultural programming, and

providing Spanish classes and sensitivity training to library staff.

The data for "households who speak English less that very well" is particularly interesting because there

may be overlap between individuals in this group, and those who self-identify as Hispanic/Latino or who have

attained lower educational levels. For example, in a study conducted by Wrigley (2003), it was determined that

many students who participate in adult literacy programs are at a disadvantage because they lack strong literacy skills

in their native languages and do not have strong English skills. The community assessment data suggests that there

is a significant number of Commerce City and Perl Mack residents whose language barriers may prevent them from

being fully integrated, independent and successful citizens. To transform the library into a welcoming environment

that supports the learning needs of low-literate, non-English speakers, it is recommended that Anythink Libraries

implement an adult English as a Second Language (ESL) Program at the Commerce City and Perl Mack locations.


5

Service Recommendation: Adult ESL Program

Who Are English Language Learners (ELLs)?

To customize services to meet the needs of adults who would benefit from ESL programs, it is first

necessary to look beyond the numbers to understand who constitutes this group. According to the National

Council of Teachers of English (2008), ELLs are a highly heterogeneous and complex group with diverse

educational needs, backgrounds, languages and goals. While some come from homes in which no English is

spoken, others come from homes where only English is spoken, while many have been exposed to or use multiple

languages. ELL students may have a deep sense of their non-U.S. culture, a strong sense of multiple cultures, or

identify only with U.S. culture. Some ELL students are stigmatized for the way they speak English; some are

stigmatized for speaking a language other than English. Some ELL students live in cultural enclaves while others

are surrounded by non-ELL families. Some ELLs are recent immigrants, while others have lived in the U.S. for

over a generation. Some may be high academic achievers while others may have low-literacy skills. Most

importantly, there is no one profile for an ELL student, nor is one single response adequate to meet their needs

and goals.

Program Service Orientation

There are many factors to consider when planning programs and instruction to meet the needs of this

diverse group, such as preferences and personal traits, situational or environmental factors, prior language

development and competence, and learner goals (Wrigley, 1993). In order to develop an effective ESL program,

Anythink is advised to develop a program mission that incorporates elements from the six primary orientations of

such services (Wrigley, 1993).


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1. Common educational core – Provides for all students a common set of educational experiences, including

development of basic literacy skills, a command of standard English, and an understanding of common

cultural knowledge.

2. Social and economic adaptation – Meets critical economic needs of learners, by helping adults acquire the

skills and knowledge needed to be self-sufficient, to function effectively in society, to access services, and

to integrate into the mainstream culture.

3. Development of cognitive and academic skills – Teaches learners how to learn. Instruction stresses process

over content, strategies over skills, and understanding over memorization.

4. Personal relevance – Emphasizes the importance of personal meaning, personal growth, and self-

actualization through experiencing a personally relevant curriculum.

5. Social change – Emphasizes equalizing the power differential that exists between teachers and students by

setting up educational opportunities that put adults in charge of their own learning. Teachers see

themselves not so much as experts, but rather as facilitators and co-learners with different kinds of

experiences and resources. Participants become active in designing, implementing, and evaluating

educational offerings

6. Technological management of education – Stresses predetermined objectives, purposeful activities, scope

and sequence, and pre- and post-tests to ensure that objectives have been met.

To best serve the needs of diverse ELLs and to create a synthesis of the aforementioned orientations, it is recommended that Anythink implement an adult ESL program that includes ESL classes, one-to-one tutoring, conversation groups, and self-directed learning centers.


7

Classroom Instruction Classroom instruction will be taught by a certified ESL instructor during 12-week intervals to improve

learners’ ability to hear, speak, read, and write English. The curriculum will not only use repetition drills and

dialogue role-playing to teach grammar, vocabulary, and speaking skills, but will also integrate a range of topics

such as civic lessons, family health care, nutrition, employment skills, and helping students’ children succeed in

school. Progress will be measured using pre- and post-testing.

One-to-one tutoring Each participating learner will be paired with a volunteer tutor, who will assess the learner’s skill level,

learning preferences, and learning goals to develop customized lesson plans. Each tutor and learner will negotiate

their meeting schedule, and will use library meeting space for their sessions. Each tutor/learner pair will create a

contract that sets forth expectations, participation requirements, and benchmarks or goals. There will be no

testing, but each tutor will keep a log that tracks the learner’s progress, and documents any significant events that

demonstrate the learner’s attainment of learning goals.

Conversation groups

Conversation groups will be offered twice a week (one weekday evening and one weekend morning) to

encourage ELLs to build confidence and proficiency using conversational English. The conversation groups will

be facilitated by a volunteer who may be either a native English speaker, or an ELL who demonstrates

conversational proficiency. Each session will focus on a topic of interest to the participants, and will incorporate

the use of environmental print, pictures, maps, and objects to prompt conversation. For variation and to

accommodate large numbers of participants, the group may be periodically divided into pairs or small teams.

While regular attendance is encouraged, there are no attendance requirements to participate in the conversation

groups.


8

Self-directed learning centers

The library will set up a mobile, self-directed learning center in an unused space (meeting room, foyer, etc.)

during evening hours, two nights per week. This area will feature a computer (or multiple computers if a portable

lab is available), a whiteboard, English language materials (dictionaries, language workbooks & study guides, language

acquisition games, etc.), and a craft or activity area for participants’ children. One volunteer facilitator will be

available to provide assistance for adult participants, while another will supervise and provide programming for

participants’ children. Adult learners will structure their own learning projects using library-supplied materials and

equipment to pursue their own personal learning goals, or may work together with their children to build family

literacy/English proficiency skills. It is highly recommended that computers are made available in the learning

center that have access to databases such as Mango, Byki, or Learning Express, as well as desktop links to free ESL

websites (see Appendix A).

Research shows that adult students often do not participate in programs long enough to reap substantial

learning gains (Porter, Cuban & Comings, 2005). Intermittent or discontinued participation may result from

scheduling conflicts, lack of transportation, the inability to find supervision for children, or stigma associated with

irregular attendance. By providing the proposed four levels of ESL programming, Anythink will offer a pathways

approach to ESL instruction that reduces participation barriers, allows short-term, intermittent, and long term

students to drop in and out as their ability to participate fluctuates, and enables ELLs to select the program(s) that

best suit their individual learning preferences and goals (Porter, Cuban & Comings, 2005).


9

Staffing and Training

ESL Program Coordinator

Certified ESL Classroom Instructor

Volunteer one-to-one tutors – 20 (may vary according to participants)

Volunteer conversation facilitators – 4

Volunteer learning center facilitators – 4 While some of these positions may be filled by professionals already trained or certified in ESL instruction,

or training may be available from local consultants, it is recommended that Anythink boost its capacity to train staff

and volunteers by using national training networks such as ProLiteracy America. This organization helps build the

capacity and quality of programs that are teaching adults to read, write, compute, use technology, and learn English

as a new language by providing professional development and training, publications, online resources, and

credentialing services for program directors, instructors, trainers, and volunteer tutors working with adult learners.

(See Appendix A.)


10

Proposed Start-Up Budget

Adult ESL program coordinator $35,000.00

Certified ESL instructor $35,000.00

Textbooks and instructional materials $4,000.00

Instructional software/databases $2,000.00

Administrative supplies $500.00

Marketing materials $400.00

Training $1,000.00

Professional Memberships Colorado TESOL ProLiteracy America

$40.00 $300.00

TOTAL REQUEST

$78,240

In addition to allocating funds from the Library’s programming budget, additional funding sources include

grants offered by U.S. Department of Education, Dollar General, Verizon Foundation, AmeriCorps, and other

agencies featured on Grants.Gov and the Foundation Directory Online.


11

Assessment and Evaluation

To determine the success of Anythink’s Adult ESL Program, it is recommended that both quantitative and

qualitative data be collected six months after program implementation, followed by a full analysis after one full year

of service. Quantitative data will include attendance statistics, pre- and post-test assessment scores, participant

surveys, and longitudinal tracking of participant success in areas such as job attainment, advancement of education

or degree completion, increased participation in the community, and increased library use. Qualitative data will be

collected from facilitator and tutor progress reports, as well as participant interviews. By using a mixed-methods

approach to data collection, Anythink will be able to determine how ESL programs have benefitted participants,

and will allow staff to further refine program offerings to meet participant needs. Additionally, by evaluating the

impact of the ESL program, Anythink can prove the transformative effect that such services have on the

Commerce City and Perl Mack communities, articulate the Library’s return on investment, and collect data that

makes the Library eligible for additional funding opportunities offered by state and federal grants.


12

Project Timeline

Date

Participants Action

January 2011 Library Director, Adult Services Supervisor, Human Resources Manager

Draft job description, recruit and hire ESL Program Coordinator

February-March 2011 Library Director, Adult Services Supervisor, ESL Program Coordinator

Project planning: develop mission, articulate program orientation and services, determine staffing requirements, finalize budget

April 2011 Adult Services Supervisor, ESL Program Coordinator, Human Resources Manager

Recruit and hire staff and volunteers

May 2011 ESL Program Coordinator, Consultant or Trainer, ESL staff and volunteers

Train staff and volunteers, order program materials

June 2011 ESL Program Coordinator and Marketing Department

Create marketing materials, promote ESL program, begin registering participants

July-August 2011 ESL Program Coordinator, ESL staff and volunteers

Adult ESL program kick-off, begin first 12-week ESL class, partner one-to-one tutors with learners begin conversation groups, open self-directed learning centers

October 2011 ESL staff and volunteers Begin second 12-week ESL class

December 2011 ESL Program Coordinator

Collect assessment data

July 2012 Library Director, Adult Services Supervisor, ESL Program Coordinator

Full analysis of assessment data, evaluation, revision, expansion or termination of ESL services


13

References

Adams County Community Needs Assessment (2009). Retrieved from

http://www.co.adams.co.us/documents/page/Adams%20County%20AssessmentFINAL%20to%20client.pdf

Burt, M., Peyton, M. & Adams, R. (2003). Reading and adult English language learners: A review of the research. Retrieved

from http://www.cal.org/caela/research/RAELL.pdf.

Coryell, J. & Chlup, D. (2007). Implementing eLearning components with adult English language learners: vital factors and

lessons learned. Computer Assisted Language Learning, 20(3), 263-278.

Department of Education and Science. (2000) Learning for Life: White Paper on Adult Education. Retrieved from

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/c6/5e.pdf.

ESL Writing Initiative, University of Utah. (2007). Who are ESL students? Retrieved from

http://www.hum.utah.edu/uwp/ESL/who_are.html.

Lambert, O. (2008). Who are our students: measuring learner characteristics in adult immigrants studying English. Adult Basic

Education and Literacy Journal, 2(3), 168-173.

Matthews-Aydinli. (2008) Overlooked and understudied: A survey of current trends in research on adult English language

learners. Adult Education Quarterly, 58(3), 198-213.

National Council of Teachers of English. (2008). English language learners: A policy research brief. Retrieved from

http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf.

Porter, K., Cuban, S. & Comings, J. (2005). One day I will make it: A study of adult student persistence in library literacy

programs. Retrieved from www.mdrc.org/publications/401/full.pdf.

Robinson, N., Keogh, B. & Kusuma-Powell,O.(2004). Who are ESL students. In Count me in: Developing inclusive international

schools (Chapter 6). Retrieved from http://www.state.gov/m/a/os/44038.htm.

Selnick, S. (2004). READ/Orange County: Changing lives through literacy. Public Libraries, 43, 53-56.

Wrigley, H. (1993). One size does not fit all: Educational persepectives and program practices in the U.S. TESOL Quarterly,

27(3), 449-465.

Wrigley, H. (2003). What works for adult ESL students. Focus on Basics: Connecting research and practice, 6(C). Retrieved from

http://www.ncsall.net/?id=189.

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/c6/5e.pdf

http://www.hum.utah.edu/uwp/ESL/who_are.html


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Appendix A: Additional Resources

Staffing & Training

AmeriCorps Overview for Organizations

http://www.americorps.gov/for_organizations/overview/index.asp

ProLiteracy America:

http://www.proliteracy.org/NetCommunity/Page.aspx?pid=191&srcid=-2

Colorado TESOL:

http://www.colorado.edu/iec/cotesol/

Databases & Websites for ELLs

Mango Languages (subscription database)

http://www.mangolanguages.com/ (Subscription database)

Byki-Transparent Languages (subscription database)

http://www.byki.com/ (Subscription database)

U.S.A. Learns (free website)

http://www.usalearns.org/index/welcome.cfm?CFID=613770&CFTOKEN=47958308&jsessionid=3c307a8c7f8b

0869e5515a6b763a966264a4

GCF: Apprenda Gratis (free website)

http://www.gcfaprendagratis.org

http://www.americorps.gov/for_organizations/overview/index.asp

http://www.proliteracy.org/NetCommunity/Page.aspx?pid=191&srcid=-2

http://www.colorado.edu/iec/cotesol/

http://www.mangolanguages.com/

http://www.byki.com/

http://www.usalearns.org/index/welcome.cfm?CFID=613770&CFTOKEN=47958308&jsessionid=3c307a8c7f8b0869e5515a6b763a966264a4

http://www.usalearns.org/index/welcome.cfm?CFID=613770&CFTOKEN=47958308&jsessionid=3c307a8c7f8b0869e5515a6b763a966264a4

http://www.gcfaprendagratis.org/


Appendix B: Presentation Slides

Amy NelsonEmporia State UniversityOctober 2010

1

According to ALA, 21st century skills such as literacy are “essential for seeking and effectively utilizing information resources in a global information society.” (ALA, 2010)

Current studies suggest that one out of every four adults nationwide needs assistance with basic reading and writing skills. (Selnic, 2004)

2

15


9th-12th grade,no diploma:

Less than 9th grade:


Perl Mack – 16.9 %………………………………Brighton – 11.79%Thornton – 9.2%Northglenn – 9.85%Bennett – 8.91%


Perl Mack – 13.5%………………………………..Brighton – 6.38%Northglenn – 6.94%Bennett - 3.46%Thornton – 4.5%

3

GED classes Adult Basic Education Classes Adult Literacy Classes &Tutoring

4

16


Hispanic or Latino: Other Races:


Perl Mack – 45.7% …………………………………Brighton – 39.1% Northglenn – 27.7% Thornton – 27.7%Bennett – 4.5%


Perl Mack – 6.1%…………………………………Thornton – 8.1%Northglenn – 8.0%Bennett – 3%Brighton – 2.9%

5

Expand Spanish collection Bilingual signage and handouts Multicultural Programming Spanish classes for staff

6

17


7

Households that speak English less than “very well”:

Commerce City – 18%

Perl Mack – 18.1%……………………………………………….

Bennett - 0.9%Brighton – 11%Thornton – 9.2%Northglenn – 7%

Adams County 2000 2007

Spanish Speakers 8.7% 12.5%

Other 1.7% 2.6%

Adams County Community Needs Assessment, 2009

8

18


NCTE Policy Research Brief, 2008) 9

Learning styles and personal

traits

Prior language development

Situational & environmental

factors

Learner Goals

(Robinson, Keogh & Kusuma-Powell, n.d.)

10

19


Orientation Emphasis

Common educational core basic literacy skills, command of standard English, and understanding of common cultural knowledge

Social & economic adaptation meet critical economic needs, acquire skills and knowledge needed to be self-sufficient, function in society, and integrate into the mainstream culture

Cognitive & academic skills teaches learners how to learn, stresses process over content, strategies over skills, and understanding over memorization

Personal relevance personal growth and self-actualization through experiencing a personally relevant curriculum

Social change educational opportunities that put adults in charge of their own learning, participants become active in designing, implementing, and evaluating educational offerings

Technological management Stresses predetermined objectives, purposeful activities, scope and sequence, and pre- and posttests to ensure that objectives have been met

(Wrigley, 1993)11

ESL classes One-to-one tutoring Conversation groups Self-directed learning

centers

functional literacy sociocultural literacy

expressive literacy critical literacy

12

20


Short Term

Intermittent

Long Term

(Porter, Cuban & Comings, 2005)

Research suggests that students in adult literacy programs participate an average of 70 hours in a 12-month period, yet 100-120 hours of participation are required to improve literacy by one grade level

13

Coordinator Instructors Facilitators Tutors

Paid staff, volunteers, and

Americorps members

14

21


15

Adult ESL program coordinator $35,000.00

Certified ESL instructor $35,000.00

Textbooks and instructional materials $4,000.00

Instructional software/databases $2,000.00

Administrative supplies $500.00

Marketing materials $400.00

Training $1,000.00

Professional Memberships

Colorado TESOL

ProLiteracy America$40.00

$300.00

TOTAL REQUEST $78,240

Library Budget Grants

16

22


Quantitative• Attendance Stats

• Pre & post testing

• Participant Surveys

• Longitudinal Tracking

Qualitative• Participant and

instructor/tutor interviews

17

18

Date Participants Action

January 2011 Library Director, Adult Services

Supervisor, Human Resources Manager

Draft job description, recruit and hire ESL Program

Coordinator

February-March 2011 Library Director, Adult Services

Supervisor, ESL Program Coordinator

Project planning: develop mission, articulate

program orientation and services, determine staffing

requirements, finalize budget

April 2011 Adult Services Supervisor, ESL Program

Coordinator, Human Resources Manager

Recruit and hire staff and volunteers

May 2011 ESL Program Coordinator, Consultant or

Trainer, ESL staff and volunteers

Train staff and volunteers, order program materials

June 2011 ESL Program Coordinator and Marketing

Department

Create marketing materials, promote ESL program,

begin registering participants

July-August 2011 ESL Program Coordinator, ESL staff and

volunteers

Adult ESL program kick-off, begin first 12-week

ESL class, partner one-to-one tutors with learners

begin conversation groups, open self-directed

learning centers

October 2011 ESL staff and volunteers Begin second 12-week ESL class

December 2011 ESL Program Coordinator Collect assessment data

July 2012 Library Director, Adult Services

Supervisor, ESL Program Coordinator

Full analysis of assessment data, evaluation,

revision, expansion or termination of ESL services

23

Documents

Anythink Outside the Box: Adult ESL Program Proposalamynelsonmls.weebly.com/uploads/5/3/6/1/5361041/... · Anythink Outside the Box: Adult ESL Program Proposal ... that will support