Educating the Whole Person Through an Ecology of Relationships: Building a Community-Based ELL Program
Date of Award
5-5-2024
Degree Name
M.A. in English
Department
Department of English
Advisor/Chair
Jennifer Haan
Abstract
While some resources exist to support adult English language learning in Dayton, Ohio, many immigrants and asylum seekers are prevented from accessing language classes due to barriers of scheduling, transportation, and childcare. This prevents the city of Dayton from incorporating the skills and strengths of its members not fully integrated into the community. In this study, the researcher takes a holistic and assets-based approach to adult English Language Learning (ELL). A tutoring, classroom hybrid English program was implemented to support the large Hispanic/Latinx population at Immaculate Conception Church, in partnership with Brunner Literacy Center. To mitigate barriers of scheduling, transportation, and childcare, the program was scheduled immediately after the well-attended Spanish worship service each Sunday morning, while a children's program took place simultaneously. Attendance increased over the course of the program from about 20 to 30 learners weekly. Volunteers reported feeling supported and satisfied with their volunteer experiences. Learners reported positive relationships with their tutors and an increase in confidence in their ability to speak English.
Keywords
English Language Learning English as a Second Language Teaching English for Speakers of Other Language ELL ESL TESOL Community-based Programing Collaboration Social Services Faith-based community programs Adult language learners Community partnerships Tutoring Volunteer coordination Holistic education
Rights Statement
Copyright 2024, author
Recommended Citation
Dillon, Kateri, "Educating the Whole Person Through an Ecology of Relationships: Building a Community-Based ELL Program" (2024). Graduate Theses and Dissertations. 7578.
https://ecommons.udayton.edu/graduate_theses/7578
