The document describes observations made at the York County Literacy Council (YCLC) across three different ESL classes at varying levels. It notes the YCLC's mission to provide literacy skills to empower adults. Classes meet year-round for 2 hours in levels from preliterate to advanced. Students represent many countries and range in age. Across the classes, the teacher's style and students' engagement varied depending on language level and abilities.

1. An Observation at Three Levels
By Jacob Shuey

2.  Location: The York County Literacy Council
(YCLC)
 The YCLC’s mission is “to empower adults and
families with functional literacy skills, in English,
that enable them to participate productively in
the home, workforce, and community.”
 It is run by a few paid employees, but its primary
thrust of help is from volunteers
 YCLC includes an ESL program, but there are
many other adult education programs as well

3.  Year round
 2-hour sessions
 Four levels – Preliterate, Beginner,
Intermediate, and Advanced
 Conversational classes
 Free of charge to York County residents
 Students responsible to buy textbooks
 Very transient – attendance varies
 Headed by Shea Hortman – ESL program
director

4.  10 students
 Represented the Dominican Republic, Puerto
Rico, Cambodia, Vietnam, Taiwan, and Jamaica
 Approximately 50 years and above
 Very basic understanding of the English
language
 Strong desire to learn the language
 Used Oxford Picture Dictionary as textbook

5.  Introductions (name, country, food)
 Topic: Intersections (vocabulary focus)
 Located vocabulary within picture followed by
basic discussion
 Grouping of words into categories – food,
transportation, shopping
 “Hangman Game”

6.  Teacher
 Spontaneous discussion
 Used proximity for engagement
 Rigid use of textbook
 Students
 Use of L1 / hand gestures
 Great work ethic / motivation
 Wide span of abilities

7.  13 students
 Represented Puerto Rico, Togo, Iran, Colombia,
Vietnam, Panama, Cuba, and Egypt
 Broad age span (approx. 25 – 70 years old)
 Workable understanding of English – short
phrases
 Strong sense of community
 Brought their own electronic translators

8.  Introductions (name, country, hobby)
 Topic: Food (vocabulary focus)
 Brainstormed various restaurants and their
similarities and differences
 Used a series of questions to describe their
favorite restaurant
 Discussed “ethnic” restaurants – avenue to
describe food from native country

9.  Teacher
 Finished students’ sentences
 Wrote important vocabulary words on
board
 Used antonyms and diagrams to explain
meaning
 Students
 Spoke in L1 throughout the class –
distraction!
 Written and oral responses using
workbook

10.  6 students (all females)
 Represented Haiti, Puerto Rico, Vietnam, and
Cambodia
 First class to engage me in conversation
 Spoke in sentences – much greater receptive
and expressive understanding
 Used higher level of Oxford Picture Dictionary
with corresponding workbook

11.  Introductions (name, country)
 Topic: Everyday clothes (vocabulary and fluency
focus)
 Review of workbook homework assignment
 Practiced giving compliments to one another
 Listening activities
 Fluency practice – “Crazy Clothes” poem
 Used Bon-Ton flyer to describe what they would
like to buy

12.  Teacher
 Provided specific feedback to the students
 Commented on tense and irregular verb forms
 Provided variety of activities and
groupings
 Students
 Development of fluency and vocabulary
 Responsibility - homework

13.  Gradual release of responsibility
 Impact of two different teaching styles
 Structure correlates with language level
 Many formative assessments, but noticed a lack
of summative assessments
 The heterogeneity of countries represented
 Proactive attitude of the students