Without volunteers many immigrants would not be able to fully participate in American society or in its democratic process. We hope that you will be able to devote some time to volunteering in this important program. We look forward to working with you and promise that the satisfaction, involvement, and community connection that is possible with the people you help, will more than compensate for your time.

IMMIGRATION AND ESL

• Currently the United States is experiencing the largest immigration wave in its history. Some million newcomers entered this country each year throughout the 1990's.
• SEAC ESL students are ethnic Chinese from the various countries of S.E. Asia, ethnic Vietnamese, Lao, Cambodian, Hmong, and other Southeast Asians as well as other immigrants from various parts of the world.
• A very wide range of education levels are represented at SEAC, ranging from students who have never gone to school to students who have masters degrees. Approximately 40% of our students have not studied past the 4th grade. In addition, many are illiterate in their native language.
• These new immigrants are a combination of the highly educated and highly skilled, as well as the undereducated and under skilled.
• Of the 50 states, Illinois has the seventh highest immigration rate. Of the major cities, Chicago has the 4th highest immigration rate and is the major port-of-entry of the Mid-West of the United States.
• According to the 1990 census, there are 469,187 foreign born living in Chicago. 167,138 have little or no English skills. An estimated 25,000-30,000 settle in Chicago each year.
• In some of the neighborhoods in SEAC's northeast Chicago service area more than 40% of the population is foreign born.
• Because the United States has shifted from a manufacturing based economy to a service orientated economy, the factory jobs that existed for the immigrant at the turn of the century and after WWII no longer exist. For this reason English language skills are vital for new immigrants.
• English language skills are necessary to function in and contribute to American society as well as achieve life goals. The National Literacy Act of 1991 defines literacy as "an individual's ability to read, write, and speak English, and to compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one's goals, and develop one's knowledge and potential."
• Immigrants contribute to the economy approximately $90 billion annually. They contribute to the economy as workers, taxpayers and as consumers.
  The entrepreneurial spirit of many immigrants helps stabilize and even invigorate communities. Evidence of this phenomenon can be seen in the Asian community here in Uptown, the Mexican community of Little Village, the Polish community along Milwaukee Avenue, and along Devon Avenue where there exists a large Indo-Pakistani community.
• As we approach the 21st Century we should keep in mind that a large portion of the American population and its work force will be foreign born, and first and second generation immigrants that will contribute richly to America's economic and social development. Without immigrant English skills, progress of the immigrant and of America will be stunted.

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SEAC's ESL STUDENT BODY

• Most students hear about SEAC's ESL and citizenship programs through word of mouth from other students.
• 75% ethnic Chinese, 20% ethnic Vietnamese, 5% other Southeast Asian and other immigrants
• Student levels of education vary from no schooling to doctoral degrees. 40% have not studied past the 4th grade. In addition, some of our students are illiterate in their native language.
• Majority are employed or seeking employment, with the exception of our senior citizen students who are retired or not in the work force.
• 50-50 female and male.
• Many aspire to become U.S. citizens. Some already are citizens.

ENROLLMENT PROCESS FOR STUDENTS

• Students call or drop in and are given an appointment for an assessment.
• Once they are assessed, they wait to be assigned a tutor. Tutors and students are matched on the basis of geographic and scheduling needs.
• When a tutor is available, ESL staff arrange an appointment for the first meeting. Tutor will meet student for weekly lessons of 2 hours. SEAC asks its volunteers to commit to a semester of tutoring time.
• Students whose tutors stop may be eligible for a new tutor. ESL staff usually reassesses students before re-matching them.

Student Assessments
Assessments are administered to all new incoming students by the Literacy Coordinator. These assessments are made to give the tutor an approximate idea of what skills the student has or has not developed. All students should be re-assessed, "post tested," after every 30-50 hours of tutoring.

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Homework- Ideas & Considerations
You should assign homework each time you meet your student. Start assigning homework after your first lesson so that it becomes an expected routine for your student.

• Practice new skills.
• Review, practice and refine skills already "learned".
• Additional opportunity for student to use English.
• Tutor can see which skills need more work.
• Homework can take a variety of forms. It should not be a drudge for students, but rather a means for them to strengthen their English in a meaningful, interesting way.

Just like a lesson activity, homework assignments should follow this process:

1. Explain the goal of the assignment.
2. Give clear instructions. Include a demonstration or an example if possible.
3. Give the student feedback on the assignment once it has been completed.
4. Ask the student to assess how well the assignment worked for them. Ask for their suggestions for future homework activities.

1. Make a phone call to (movie theater, store, service, etc.) to request particular information. Prepare questions ahead of time (in lesson or as homework), make the call and report back to tutor.
2. Call tutor's answering machine and leave a message for practice.
3. Write a postcard to tutor. Send by ____date, so tutor will receive it before next lesson.
4. Dialogue journal entry.
5. Read a story and answer exercise questions (copy from textbook or create yourself).
6. See a movie and summarize it for tutor at next lesson.
7. Pronunciation tapes and exercises from SEAC or library.
8. Tutor can make a tape of any new vocabulary, language experience stories, other stories, etc. on it. Let student take it home and listen as they follow notes.
9. Worksheets you copy from textbooks or create yourself.
10. Go to library and get a library card.
11. Go to local grocery store. Ask what aisle the _____ are in. Report to tutor.
12. Write a story about_____________.
13. Listen for two new words (or find two new words in reading) during the week and ask the tutor about them at the next lesson.
14. Interview another person about ____________and report to tutor at next lesson.
15. Read a book to your children.
16. Go to the store, look for things you are not familiar with (products). Write the name of the product on a list and bring to tutor.
17. sk a stranger on the street for directions to ___________.
18. Try to follow the directions. Tell the tutor what happened.
19. Sing songs in English.
20. Watch__________show on TV (tutor will do the same) and summarize it for tutor (orally or in writing).
21. Take vocabulary flashcards from current or past lessons.
22. Have student put them in alphabetical order, categorize them in a meaningful way, write a story using a few of them, practice them at home with someone else or alone.
23. Visit a museum and report on what was seen.

• Use photographs, pictures from magazines, drawings.
• Use films or video tapes. Both SEAC and Bezazian Library have the Crossroads Cafe Video series available for student and tutor use. Though, SEAC does not have a VCR, the library does, and will allow students and tutors to view videos in the auditorium. SEAC tapes may be checked out by students and tutors.
• Create role plays, write dialogues.
• Use newspapers: international, local, community, and News for You.
• Use music, with and without lyrics.
• Share folk stories and fairy tales.
• Use flyers, brochures, leaflets.
• Visit places with your student and gather vocabulary and experiences.
• Use maps, atlases, and globes.
• Bring in arts, crafts, and household objects.
• Look at product packages and advertising.
• Use materials your student brings in from home or work.
• Visit the library and explore. You may find a wealth of materials.
• Borrow SEAC computer and software.

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EVALUATION
Ask the student to give you some feedback on how the exercise went. Ask questions like: Was the exercise helpful? Why or why not? Too easy? Would you like to do more like this? Are there particular situations where listening is hard on you?

1. Books and tapes published professionally--SEAC has some and you may find others at public libraries.
2. Tapes of music and lyrics--make your own tapes from the radio. Pop, folk, and country music styles may lend themselves better, since the vocals are often more easily heard and understood.
3. Make your own tapes--interview friends, tape dinner conversations, read a selection aloud onto the tape. Tape news, interviews, or advertisements from the radio. (National Public Radio is a good source: 91.5 FM WBEZ). SEAC has a tape recorder you can use. Tutor or student should provide the blank tape.
4. Video tapes can be a good source of listening material. Tape your favorite TV show, the news, or a documentary. Watch a movie with your student. Use home videos from holidays.

THE FIRST MEETING
Your first meeting with your student(s) will be arranged by SEAC staff. Remember, your student is probably more nervous than you are. If you are friendly and show an interest in what you are doing, your student will feel more comfortable and ready to learn. Here's what you can expect:

1. We prefer that, at least the first meeting take place in the SEAC office, since both you and your student have been in the office and know where it is located.
2. When you and your student arrive, you will be directed to a room where you can talk.
3. Introduce yourself and tell the student what to call you. For example, "Hello, I'm Liz Jenkins. Call me Liz." Remember, your student may not be familiar with your American-style name and may not know if they should call you "Liz" or "Jenkins" or "Mrs. Liz" or "Mrs. Jenkins" or what.) Likewise, ask your student how to pronounce his/her name, and what they prefer to be called. In many countries, people go by their last name, like "Jenkins", instead of their first name, "Liz".
4. Print your name and telephone number(s) on a note card or a piece of paper and give it to your student. Tell them to call you if they have a question or if they need to change their lesson. Ask your student to write their name and phone number for you, too.
5. Talk a little with your student and begin to get to know him/her.
6. If your student is very low level and can't converse, you can start a lesson. Choose an easy topic such as colors, or numbers, or telling time.
7. Use a calendar with your student and set your next lesson date.
8. WRITE THE DATE, DAY OF THE WEEK, AND TIME of the next lesson and give it to your student. If you plan to meet outside of SEAC, be sure to write the NAME of the PLACE you want to meet.
9. Be sure that you call your student directly if you have an emergency and can't make the meeting. Your student should do the same for you.