After much consultation with the original group, and with the outreach workers who were trying hard to meet a critical need so that the ladies could become more employable, we made an exploratory beginning with one student at a time.
An actual Saturday was chosen for the class to begin, but many called in to say their work schedules had been changed and they could not come. A group of 20 women met with me to explain Congo swot analysis the ESL classes that were provided for them by the County had two major drawbacks.
What they really wanted was to practice and learn with someone whose first language was English and at the same time either work together with the instructor, to get ready to pass the citizenship test, or to get ready to work in a particular setting.
The majority of the students were Spanish Congo swot analysis, Congo swot analysis there was no assistance provided for speakers of other languages. We also used it to look at a program that women in our refugee groups came together to ask us to begin for them.
The ladies who had a very clear idea about why they wanted to learn English quickly adapted to this system, and it worked well, because changes in work schedules could be accommodated, and the students could ask specific questions that were meaningful to them, and progress faster than if they had to wait for others to practice what they already knew.
We explored with them, when such a class could be arranged to accommodate as many of them as possible and they agreed that Saturday mornings would be ideal.
But each had a very specific reason for learning English. The rise in self confidence of these students shows in the sparkle in their eyes, and their enthusiasm to continue learning. In fact 5 of them reported that when they asked a question in English, it was usually answered in Spanish, which did not help.
We had hoped to train three of the original group, to use one of the effective computer courses for children,using lap tops at our office. They asked for specific classes like the ones we provide for refugee children, for them.
The original volunteer prepared 6 ladies for successful citizenship tests, and has taught them and three others to read and write, each at her own level. And we are reassured that asking refugee women who have never had a formal education, to be in a class, is not the best way to help them to develop their English skills.
That meant a more one on one approach. Then we hoped they would go out and spread the word about what they were learning, and how much fun it was.
And we have a joyful job to do, finding the tutors to make it happen for as many as we can. The emphasis was all on spoken English and they had no practice in reading and writing. The volunteer who had wanted to try the computer approach, now switched to announcing that she would meet with ladies wanting to improve their English skills, at a time that an outreach worker could provide transport for one or more ladies, and that the volunteer could get to the office for an hour and a half.
Now we can spread the word about what a difference learning to read and write makes. We now know that helping the ladies in the refugee community define more deliberately just what they really want, is the most important part of the process.TBR SWOT Analysis Summary Report Page 6 of 9 Theme 3: Academic Program Quality Strength: Academic program quality is monitored by accreditation, program review, academic audit, and performance funding requirements.
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