Community building is essential for a meaningful, successful learning experience, and it’s the foundation of Ventures, Cambridge’s new five-level Adult ESL series. We’d like to hear about how your ESL program develops community.
See below for stories on how other educators build community both in and out of the classroom.
Tell your story
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 Gretchen Bitterlin
San Diego Community College District
San Diego, California
One day, I walked into my family literacy ESL class and it was quieter than usual. Delia, who had almost never missed a class, was absent. After I asked if anyone had any problems over the weekend, the students reported that Delia’s five year old daughter had fallen and suffered a brain injury and was in intensive care at the hospital. Within minutes, the students took up a collection to help Delia in the weeks ahead, since she would not be able to work. Among a class of low-income students, $300 was raised in 15 minutes to help out a fellow classmate. I was overwhelmed by the generosity of the students in that class and their networking to help out a fellow student. The incident exemplified the strong sense of community that existed in that class.
This sense of community provided an atmosphere that also facilitated learning and persistence at a higher level than I had seen in previous classes. It is a powerful feeling when we realize that our classrooms have become little communities. The sky is the limit for the learning that takes place in such a comfortable environment.
Ana Sahuagun
Adult Ed ESL instructor
Indiantown Family Learning Center, Florida
The majority of my students are female, and I encourage them to become active members of their community. I want to build their self-confidence so that they are able to function without relying on their children as translators.
My main objective is for students to have fun and enjoy themselves while learning English. I hold competitions and give prizes to students who read the most books, or have perfect attendance, or are chosen "student of the month." I give candy and stickers for correct answers, too. Once, a student asked if she could bring her mother, who was visiting from Mexico, to class. The next day, I found out that the student's mother proudly showed her grandchildren the sticker she'd won.
I am passionate about making my students feel a part of the community in which they live. For example, On United Nations Day, other family learning centers come together to share food, give presentations, and sing for the community. The Even Start program supports the ESL program by providing child care and reinforcing English language skills, which helps address the needs of my students, 95% of whom are mothers. Also, twice a month, my students go to the library with their children.
 Denise Henry
First Coast Technical Institute
St. Augustine, Florida
My classroom has a “tight community of people representing 12 countries, 10 languages, and 5 religions.” The sense of community extends beyond the classroom, as students give each other rides to class and spend time together outside of the classroom. This community atmosphere results in a high attendance rate in the classroom. When a new student enters the class, other students exchange phone numbers with him or her - before you know it, they are all attending a ball game together.
One of my classroom management techniques is to use the three blackboards in the room as focal points for each level. I write the group’s agenda, objectives, and assignments on the board and creates a U shape to face each blackboard. Then I rotate to each station for the presentation portion of the lesson. Groups rotate to computer stations, where they use interactive software and Web sites to build ESL and workplace skills.
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