English at Large Inc.

English At Large is a unique provider of English language instruction. Our vision is that newcomers to the United States will develop the English language skills and acquire the cultural knowledge needed to fully engage in their communities and fulfill their life goals. Instead of teaching from textbooks, our tutors and facilitators uses our learners' narratives as the guide for teaching. Our unique approach is inspired by the Language Experience Approach - a tool that provides immediate language skills tailored to our learners' needs. English At Large is a small organization with a big impact. With 4 staff, we serve over 600 learners a year with the support of our volunteers.

Just as no two learners are alike, English At Large does not have a one-size fits all curriculum. Our learners have different learning styles, different rates for processing information, and varying degrees of comfort when speaking a new language. Because each individual learner is unique, our tutors are trained to use a variety of teaching approaches. But the very first thing that tutors must accomplish is to find out everything they can about who their learners are, where they come from, their experience with learning English, their hopes for using English, and how English can be used to achieve their life goals. Language Experience Activity (LEA) has been considered an effective strategy for working with adults with limited literacy because it connects oral communication to meaningful. Linking the learner's actual experiences and concerns with engaging lessons allows learning to be contextualized and relevant. English At Large places a high value on the learner narrative. Therefore, EAL programs utilize the learner's experience as the ""textbook"" for learning English. Lesson plans are created using the learner's immediate environment. When learners are able to learn material that is relevant to their daily life, they are more likely to remember the lesson. Thus, at EAL, English is taught through context: the learner who is pregnant learns vocabulary and grammar relevant to pregnancy, hospital visits, and visits to her OB/GYN. Similarly, the father who juggles two jobs while supporting his family, and whose wife also works, learns words and concepts like childcare, aftercare, and Head Start. Learners are immediately taught the language skills that apply to their ongoing individual needs, and in the order that their needs arise. In short, the beauty of our program is how extensively and continually volunteers are trained to teach English that is immediately applicable to a learner's own current situation, as well as those situations learners are likely to face in the future. Using these approaches, the participant's learning experience goes well beyond learning vocabulary and understanding grammar. The majority of EAL's program volunteers are long-time residents of our service area. They are experts in their community's educational systems, shopping centers, human services, recreational areas, libraries…etc. Volunteers are trained to address learner needs that extend beyond language: how to explore community resources applicable to their interests and needs (daycare for children, access to higher education and job training, etc.). Through our program, our learners gain cultural knowledge and communication skills that are necessary for success in the United States. This way, the process of learning English becomes a richer experience beyond the classroom.

The Power of Volunteerism:
Our participant's learning experience goes well beyond learning vocabulary and understanding grammar. The majority of EAL's program volunteers are long-time residents of our service area. They are experts in their community's educational systems, shopping centers, human services, recreational areas, and libraries. Volunteers are trained to address learner needs that extend beyond language: how to explore community resources applicable to their learner's interests and needs (e.g. daycare for children, access to higher education and job training). Through our program, our learners gain cultural knowledge and communication skills that are necessary for success in the United States. This way, the process of learning English becomes a richer experience beyond the classroom. With such an intimate relationship between our learners and tutors, it's no wonder why so many continue to be friends after their formal EAL relationship ends. We couldn't be more thrilled with the outcome, because not only does this mean that our learners will become more engaged and participatory in their communities, but it also means that they will deepen their community networks and lead to even more autonomy and independence.

Our Leadership:
English At Large's leadership represent the diversity of the communities we serve. EAL's Executive Director, Qingjian Shi, is a first generation Chinese immigrant who has worked closely with immigrant and refugee populations for over 6 years. The English At Large board includes current/past tutors and learners who have spent years with the English At Large community. The majority of our board members live in our service area and are very familiar with the needs of our communities. The President of the Board, Catherine Corliss, is a Senior Human Resources Consultant at Partners HealthCare System and holds the Professional in Human Resources certification. Her previous work experience includes managing human resources and administration in an early-stage technology company and serving in management roles in several non-profit organizations.

The demand for ESOL education is huge and many adults who want to learn English struggle to succeed in large, classroom-based settings. Others have work or family obligations that make traditional class schedules impossible. Part time status, and limited preparation of ESOL teachers influences the quality of the education received by students for the longer term. Insufficient infrastructures such as classroom space and technology resources often persist among ESOL providers. Furthermore, the important emphasis employment for English language learners as well as post-secondary education and training is often lacking. Given all of these challenges the reality is that wait lists for ESOL classes can run 400 students long across the state of Massachusetts (Massachusetts Immigrant and Refugee Advocacy Coalition, 2013). Some students end up waiting over a year to receive their first ESOL lesson. Looking to the future, the need for efficient, effective and successful ESOL instruction becomes even more urgent. If the immigrant population in the Greater Boston continues to grow at the rate it has been for the past few years (10,000 persons a year), it is estimated that the net increase in the number of limited English speakers is about 6,000 persons every year (Breaking the Language Barrier, A Report on English Language Services in Greater Boston, The Boston Foundation, March 2011).

English At Large is no exception. Our waitlist is currently 300+ potential learners long (an average wait of 12 months). According to The Boston Foundation, the ability to communicate effectively can mean the difference of over $20,000 in annual earnings and increased benefits in the workplace. English At Large's flexible, one-on-one tutor-based instruction model and conversation groups may be many learners' only opportunity to learn English effectively. We hope that we will be able to shorten the amount of time potential learners will have to wait for our services with additional funding.