Cross-Cultural Cooperation in the Classroom

ventures 1 daytime class

When you walk into an Adult ESL class at International House, you might see people from seven or eight different countries and linguistic backgrounds, all learning together!  Our Adult ESL program attracts participants from around the globe, coming together to master English and to become more familiar with life in the Queen City.  The tangible objective of these ESL classes is to develop students’ verbal and written proficiency in English.  However, the less tangible result of these classes is the benefit that the students receive as their time together allows them to build a close-knit community.

Adult ESL students at International House meet together for a total of four hours per week from September to December, working together with an instructor.  These hours spent together build up, developing relationships that can last even after the course has finished.  Although the students come from different linguistic backgrounds, they all live the language of compassion—a language that does not always require words.

Kristen Schmitt, instructor for the daytime ESL course, shared that her favorite part of working with the class been witnessing this compassion and connection in action.  She loves the way that “the more advanced students are very willing to help the students who are struggling…even though most of the students do not speak the same language, they still enjoy working together!”

The students in our Adult ESL courses are building connections and friendships that will carry on outside the classroom, helping make Charlotte’s international community that much more vibrant and that much more connected.

YETP 2013

By: Denise Long, Executive Director

YETP_2013-announcment

Walk the hallways of Merry Oaks Elementary School and listen. Children’s voices rise and fall as they play vocabulary bingo or a game about verbs. Laughter punctuates the lessons. There is the scramble of feet as one of the lead teachers in a nearby classroom announces a snack break. Music filters from another classroom where children dance the “Hokey Pokey” and learn the correct English names for various body parts. Then, take a drive over to Pinewood or Montclaire Elementary School and hear the same sounds repeated. I guarantee you will leave with a lighter step and a smile on your lips!

This is the fourth year that International House has offered a summer Youth English Tutoring Program (YETP) to children in Charlotte who struggle to keep pace with their peers due to limited English proficiency. Many children in the CMS school system lose language proficiency over the summer while staying at home in a non-English speaking household. In Mecklenburg County, 13.5% of the County’s residents are foreign-born, and enrollment of language-minority students in the CMS system is at an all time high. CMS does not currently offer ESL summer programs for elementary school children, although there are programs at the middle and high school levels.

International House’s Youth English Tutoring Program (YETP) helps fill the gap by providing free English tutoring during the summer break for low-income immigrant children who do not speak English at home. YETP has blossomed through the years. Our initial pilot program was offered during the summer of 2010 and assisted 36 children with English language skills in a 3 week program. In 2011, International House began a partnership with Charlotte-Mecklenburg Schools  to better identify students most in need of English tutoring and to offer the program on-site at a local elementary school. There were 106 participants in two three-week sessions.  Last year (2012), the CMS partnership was further expanded to include two schools, 145 students, and more instruction hours (six week instead of three week sessions).

Our current program is now taking place at 3 elementary schools with over 200 children enjoying a fun-filled summer of learning  The YETP model matches a trained tutor with small groups of children for a 6 week half-day program. Each of the participating schools also has site coordinators and lead teachers  who supervise the tutors  and assist with student recruitment, placement and testing. The site coordinators and lead teachers are familiar with the children at each school and can offer individualized attention to a child’s particular learning needs.

The results are impressive.  Test scores show that children do not lose English fluency over the summer but rather increase an average of 15 to 25%.  And, perhaps just as importantly, the children receive the encouragement and support of adult teachers and mentors who believe in them and encourage them to succeed.

International House is extremely grateful for the support of the funders who have made YETP possible: the Belk Foundation, PNC Bank Foundation, and the Duke Energy Foundation.  Kudos should also go to Education Director, Gail Johnson, whose passion, enthusiasm, and community connections have played a large part in YETP’s ongoing success.

For many children in Charlotte, the chance to attend a fun and educational summer camp is a distant dream due to cost and transportation barriers. YETP is a dream come true for over 200 children are learning to love English, as well as their new home in America.

April Fool: Myths About Immigrants

immigration
{Photo Source}

By: Denise Long, Executive Director

“Immigrants don’t want to assimilate and learn English.”

There are a lot of myths floating around out there about immigrants who come to Charlotte and other cities across the U.S.  This is one of them. Unfortunately, repetition of misinformation can often fuel the fires of anti-immigrant sentiment and even racism. It is  important that organizations like International House and others serving Charlotte’s immigrant communities lift up our voices to offer facts that counteract some of these stereotypes and misconceptions.

How often have you heard a comment like this?  “Immigrants aren’t interested in fitting into our society. They don’t want to learn English or become Americans. My grandparents were immigrants, and they had to work hard to learn English and to assimilate. Today’s immigrants should do the same.”  Well, the reality is that most immigrants today ARE working hard to learn English and adapt to their new country. Within 10 years of their arrival, over 75% of immigrants speak English well. However, many work two or more jobs, have few financial resources or need child care in order to take an ESL class. English language programs in the United States are insufficient to meet the demand. It is estimated that more than 90,000 immigrants across the nation are on waiting lists to learn English.

Here at International House, we can testify to the desire of Charlotte’s immigrant community to learn English. Stop by one of our weekly ESL classes. You will see an array of eager students from countries around the world hard at work to learn a language they know they must master in order to succeed.  There is a local baker from Honduras, a former engineer from Iran, a night-shift worker from Laos, a young widow from Mexico, a newcomer from Haiti, a grandmother from Peru, and refugees from Vietnam, Somalia, and Bhutan.

International House’s educational programs are highly regarded and sought out by many immigrants who don’t want a hand out, but simply a “hand up”, i.e. the tools they know they need in order to better integrate into their community. Our ESL classes, one-on-one tutoring program, citizenship classes, and basic life skills workshops are all filled by some of Charlotte’s newest residents who are seeking the American Dream, just like the rest of us. They want to become U.S. citizens in spite of difficult requirements and long delays.

The percentage of the U.S. population that is foreign-born today is about 12%. In the early 20th century, it was about 15%. Immigrants who arrived here 100 years ago faced similar types of discrimination and suspicion as those coming here today, but history shows that they successfully assimilated into our culture and country. Today’s newcomers are adjusting and blending into U.S. society at the same rate as previous generations of immigrants. Let’s give them a chance and salute them for their hard work to learn English and provide for their families. We are glad they are here!