WesESL Tutor’s Manual



WesESL Tutor’s Manual

A Final Project Submitted to the WesESL Student Forum

May 2008

by:

Sean Burke

Rosina Belcourt

Susan Creighton

Ilana Gross

Ari La Porte

Alex Lawrence

Sarah Meier-Zimbler

Sage Norman

Table Of Contents:

1. Planning the First Lesson …………………………………. 3

Alex Lawrence

2. Planning Your Curriculum and Sample Lesson Plans...........5

Sean Burke

3. Assesment and WesESL…………………………………… 8

Susie Creighton

4. Student Centered Learning and WesESL…………………...11

Ilana Gross

5. WesESL’s Guide to English Grammar……………………..14

Ari La Porte

6. Immigration and Citizenship……………………………….30

Sage Norman

7. The Naturalization Exam (Citizenship Test)……………….33

Rosina Belcourt

8. Reviews of ESL Materials………………………………….38

WesESL Forum Participants Spring ‘08

9. Available Recourses (On Campus and In the Area)………..39

Sarah Meier-Zimbler

Planning the First Lesson

The first lesson can be a point of great stress, especially for a new tutor. This is because the first lesson is a place to set the tone for the rest of the class. While planning this lesson should be an exciting task and is no reason to panic, being adequately prepared for this class is very important.

There are two main objectives of a first lesson:

1) Assessing your student’s skill level --- note that this does not only mean their ability to speak English but also their ability to read, write, do grammar, level of confidence and more.

2) Setting the tone for your classes, showing your student what classes with you will be like.

The trick to the first lesson is balancing these two objectives without focusing too heavily on one over the other. It is certainly important to gauge the level of your student so that you can adequately plan future lessons. Yet students in the past have complained that the first lesson is frustrating because they don’t feel like anything is getting accomplished and they get the same questions every year. The student should feel like lessons have started from that very first day, and not that the first day was an assessment.

Striking this balance is very achievable, and there are a variety of different activities which can help you do this. Here are some ideas that we have complied.

First day activities:

• Tutti Frutti --- also known as categories

• Two Truths and a Lie--- each party tells two things about them that are true, and one thing that is a lie, the other person has to guess which is a lie

• Come in with a very simple news article (try USA today) to read out loud together.

• Draw a family tree and then have your student draw one

• Make a map together

• Bring in a photograph (maybe of your family) and talk about it

Some other important things to keep in mind for your lesson:

1) OVERPREPARE!!!! I cannot stress this point more. Its very hard for even a veteran tutor to adequately predict how long their plan will take. The only solution for this is to be certain that you have more prepared than you need. If you plan to much, then you’ve done some of your work for the next class!

2) Come in with SWBAT. That stands for Student Will Be Able To. In other words, you want to have an objective that you set before the lesson that you want to make sure your student has mastered by the end of the lesson. It can be something big or small, vague or specific, whatever you want. Just make sure its achievable within the context of one class.

3) Use English when you can. If you speak the student’s native language, try to stay away from using it. It is helpful to explain something that just isn’t clear, than feel free to say it but generally try to stick to English only, especially in the first lesson. You don’t want to set a precedent that you will regret following.

4) Be sensitive. Know that your student is likely from a different culture and may have different expectations or social norms. If you are asking about their family, don’t pry too much.

5) Have fun! If you are having fun, your student will know that you lessons will be something to enjoy.

WesESL Curriculum Standards

□ Your curriculum should have a purpose:

o An identified idea of what you want your student to walk away with

o The activities that will get them there (lessons)

o How you and they will know (assessment)

□ Where to go from there:

o Be flexible! Creating a customized curriculum could be easy to create after a first lesson or may vary from lesson to lesson, depending on you and your student.

o Thinking topically can help you structure your lessons plans and give them an overarching theme.

▪ For example, in the book Side-By-Side there is a unit on “Everyday Activities” (Eating, Reading, Sleeping, etc.) to illustrate the present continuous tense. So, it is able to teach vocabulary & grammar at the same time and in the same context.

Creating a Lesson Plan

□ When making your lesson plans, it is easiest to use the model SWBAT, or: Student Will Be Able To…

□ An effective lesson plan will have

o A Review of Recently Studied Material

o Introduction to New Material

o Guided Practice

o Activity

o Assessment

o Materials Needed

o Reflection

□ Remember that you don’t need to follow this exact format every time, but this strategy helps to keep a pattern and an effective structure.

Use the following examples to help YOU make a successful lesson plan!

Sample Lesson Plan #1

SWBAT: Introduction to the past tense, Talking about Vacation

Materials: Inglés para Latinos, Tutor's Worksheet about Puerto Rico (below)

1. Introduce Worksheet. Notes: My tutee was very interested in my trip to Puerto Rico because she lived there for a long time. I thought this was a good way to tell her about the trip because often when we talk, I feel like she does not completely understand all the words I used. As we read the paragraph, she translated each sentence into Spanish, so I knew she understood. The Questions were a little hard for her, so I helped her find the answers in the text

2. Next we went over our favorite verbs: to be, to go, and to have. These are all things she is very familiar with. We then conjugated the past tense of all forms of the verb, alongside the present tense. I drew very specific pictures and wrote PASADO and PRESENTE next to both conjugations. We then went back to the questions and saw which were in the past, and which were in the present.

3. We then practiced constructing simple sentences that I made up on the spot in present tense, and then changed them to past tense. Examples:

a. I was hungry, I am hungry

b. Maria is in CT; Maria was in PR.

c. I have short hair; I had long hair.

d. Now I have class, and this morning I also had class.

4. Secondary Materials: pg. 115 in Inglés Para Latinos – “!Apuesto que sí puedes!” It’s a good simple activity to review “to be” in the present tense. Then Translate into the past tense.

Last week I was in Puerto Rico! I went with my old roommate Melina and twelve of her friends who are all international students. We slept each night at Melina’s family’s beautiful house in Ponce. She has a pool! During our week, we went to the mountains, the beach, San Juan and spent time in Ponce. I did go to la Guancha, but it was Sunday night and it was very quiet. I also was there during the day time. It is beautiful there. I spoke a lot of Spanish to Melina, her father, and other people that I met. Every night, we drank Don Q. It was a fantastic week. I am so lucky to have a friend who lives in such a great place!

Questions:

1. Where did the person in the story go?

2. How does the speaker know Melina?

3. What does Melina have at her house?

4. What is your favorite part of Puerto Rico

5. Do you still have friends in Puerto Rico?

6. Do you like Don Q?

Sample Lesson Plan #2

Objective: SWBAT order food in restaurants

1. Introduction to New Material:

* We talked about going out to eat, and what kinds of restaurants we each like to go to.

* I told her about my favorite restaurant and why I like it, and then asked her to tell me about hers.

* We talked about the pros and cons of going out to eat. Easy vs. Expensive, etc.

2. Guided Practice:

* We read through a worksheet I found with restaurant vocabulary words, such as: menu/order/waiter/waitress/appetizer/entrée/dessert/side, etc. The worksheet introduced each word in a sentence, so we read through all the sentences, and then went over each of them again to make sure that she understood what each word meant.

* We read a dialogue on the same worksheet, between a waiter and a customer ordering food. Following the dialogue were fill-in-the blank questions to answer using the new vocabulary, based on the reading.

3. Activity:

* After using this secondary source worksheet, we looked at a real restaurant menu from It’s Only Natural online. We read through the menu, noting where we saw new vocab words. We talked about what we would order, and roleplayed a conversation with a waiter.

4. Assessment:

* At the end of the lesson, I gave her a worksheet to fill out with blanks in dialogue for some of the new restaurant vocab. (Worksheet is attached)

* Following this class session, we actually went out to lunch at It’s Only Natural, so we were able to actually put all of our practice to use. Guillermina ordered her food, although I had to help when the waiter

5. Materials needed:

a. First worksheet with introduction to vocab and dialogue (I photocopied this from a book in the ESL closet, so please contact me for it)

b. Real restaurant menu

c. Second worksheet with fill-in-the blanks in dialogue. (Found this online, )

Reflection:

Answering the questions about the dialogue immediately following reading the dialogue helped her to pick out what was important in the dialogue, and how to use the new vocabulary we learned in a conversation. It was helpful to see what she understood and what she didn’t. This worked well because it had a real life practical application once we were done, when we actually went out to a restaurant.

Assessment and WesESL

Introduction:

Since Wes ESL is focused on one-on-one tutoring, formal assessment, such as a written grammar test, may not be appropriate or useful. However, assessment is still an important tool for both tutor and student. It helps the tutor focus the lessons on areas that are most helpful for the student and serves as a marker of progress. The best way to start is to assess what is known rather than what is unknown. This gives the tutor concrete information about the level of the student and also shows the student how much ze is already capable of. From there the tutor can work to determine what to focus on next. It is also good to strike a balance between positive recognition of what the student understands and what has been accomplished and identification of what still needs to be learned.

Even if assessment is not in the form a formal exam it should still be deliberate on the part of the tutor and should rely on a range of evidence. Grammatical competence is not the only or even the most important measure of ability or level.  In the case of Wes ESL, most students are not studying for any test and are primarily interested in improving their ability to communicate successfully in English. This includes the ability to think and connect ideas in English. Communication should be the focus of lessons and of assessment. Of course grammar is important in communication and should also be incorporated; one important step in learning a new language, for example, is the switch from speaking only in the present simple tense to using more complex grammar forms. The range of evidence that can be used to evaluate a student's level comes from their abilities in listening, speaking, reading, and writing. Not all students will be at the same level in all areas, which is why it is so important to pay attention to all four.

Some assessment in a one-on-one tutoring atmosphere can be solely observational; the tutor will be able to pick up a lot about hir students ability just through interacting with ze. However, it will also be helpful for tutors to have a toolbox for assessing their students and some format by which to evaluate what they have found. Tutors in this program have no training in ESL and may not know where to begin. Assessment can seem like a big task, but it is actually a useful way to get started and create an important baseline for future lessons.

Getting Started:

• In the first lesson the tutor should pay careful attention to hir student's English and afterwards make a list of what ze noticed. This can be useful as they plan out assessment activities for the next class. Assessment is important to evaluate level, but to a certain extent it also needs to be tailored to the general level of the student first.

• For students in the early stages of learning English, start with lots of visual, non-verbal aids and work towards basic communication.

• The tutor should plan activities for the beginning of lessons that ze wants to use to assess hir student. Activities should assess listening, reading, speaking, and writing. They should also be activities that have assessable results and that can be replicated to measure progress later on.

Assessment Ideas:

• Listening-

1. Look for the ability to understand and respond verbally or non-verbally. How does the student respond when ze doesn’t understand?

2. Try to test the student’s understanding of sequence in stories or complex questions, etc.

3. See if the student can recognize and adapt to different situations and contexts

• Speaking-

1. Ask questions and look for appropriate answers. Does any of the student’s speech seem scripted?

2. Play games to test exchanges in different formats and contexts.

3. Pay attention to level of grammatical complexity. What grammar forms does the student actively avoid?

4. Notice what range of vocabulary the student is comfortable using.

• Reading:

1. Ask the student to bring in something they are comfortable reading in English and discuss it. For the next class find a reading on the same level or a little harder and test their comprehension.

2. Look for (and encourage) strategies the student uses to understand unfamiliar words.

3. Have the student read aloud and pay attention to pronunciation.

• Writing:

1. Start with whatever level of writing the student is comfortable with. Pay attention to sentence structure, content, and how ideas are connected.

2. Create writing assignments that are very structured for beginning ESL students, and give more open, creative assignments for more advanced students.

3. Test the student’s ability to self-correct. Have the student read their writing aloud as part of the correction process. Ask the student to identify words or grammar ze is not sure about.

4. Don’t focus on spelling, but see if the student’s spelling makes sense phonetically.

5. Experiment with different writing formats and audiences.

Next Steps:

Assessment is only useful if it is used in the class to determine lesson plan content and mark progress. For some students and tutors a basic initial assessment that gives them an idea of where to go will be enough. Written work etc can be used to mark progress throughout the semester. Other tutors might prefer to use assessment to assign levels to their students (see additional resources below), and then reassess the students at various points. Others might want even more extensive documentation of progress.

Some tutors might even want to use a more formal form of assessment. Some students respond better to or are more motivated by something that appears more official. Also, a more formal grammar test might be useful for tutors who do not feel capable of assessing the grammar level of their students alone. Wes ESL might consider investing in a few testing booklets to give tutors this option (see options for ESL test below). Most formal assessment is not even applicable to our program because it is costly or requires training to administer and score. Even if a test is used as assessment, the ideas above can be useful for tracking progress. Also, many ESL tests are designed to be somewhat standardized, so if a tutor does decide to use one ze should pay attention to the strengths and weaknesses of the exam. It is also important use other measures to assess aspects of the student’s ability to communicate in English that may not be conveyed in a written test.

These ideas for assessment are not only applicable in the beginning of classes, they can be incorporated into lesson plans throughout the semester. Or tutors can structure classes by planning some type of final project to work towards. This not only provides continuity to the classes but produces something that at the end of the semester shows how much the student accomplishes. Final projects should be something that the student is interested in and motivated to work on. Ideas include writing biographies or fictional stories, creating a blog, compiling and translating favorite recipes, or exchanging letters. Alternatively a final project could be as simple as assembling a portfolio of all the work that was done that semester.

Additional Resources

• find detailed explanations of different ability levels. Scroll down to ‘An Unabridged Version of the ILR Scale’ and click on listening, speaking, reading, or writing.

• an overview of commercial and alternative adult ESL assessment.

• a (printable) multiple choice test which assesses whether the student is able to read simple sentences, fill in the gaps with an appropriate verb, and differentiate between past, present and future Verbs.

• useful chart for monitoring student’s grammar skills.

• practice TOEFL tests

• quiz that requires identifying what is wrong with the sentence. Site contains other quizzes as well.

Possible options for ESL Tests

• Language Proficiency Test Series (LPTS), , LPTS Administrator's Sample Set- $32 (designed for K-12)

• English As a Second Language Oral Assessment: (ESLOA) by Joye J. Coy, - $16

Student Centered Learning and WesESL

This section provides a basic explanation of Paulo Freire’s theory of a student centered approach to education. It then explains how WesESL tutors can use his theory to design lessons and to organize the classroom in a way that facilitates a more productive learning environment for their student.

What is student centered learning?

Student centered learning is an approach to education that tries to focus on the needs and interests of each student as they exist in their own time and space. This approach hopes to empower students by allowing them to begin to truly engage with both the material they are learning, rather than simply memorizing it, and, by beginning to question, with the very world in which they live. This revolutionary approach to education is based on Paulo Freire’s theories of education as espoused in “The Pedagogy of the Oppressed.” In his book, Freire critiques traditional methods of teaching, which he refers to as the “banking” method, “where the teacher is the possessor of knowledge and it is the job of the teacher to turn them [the students] into ‘containers,’ into ‘receptacles’ to be filled’ by the teacher (Freire 53). According to Freire, this method inhibits the students’ creativity and therefore stops them from asking difficult questions and challenging systematic oppression (Freire 54).

Freire proposes an alternative model of education in which both parties are simultaneously the student and the teacher (Freire 53). He hopes that

Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow (Freire 61).

Ultimately, Freire hopes that this new approach to education will empower students by pushing them to become an active force in their own education, and thereby making them conscious (Freire 60).

How can student centered learning be applied to WesESL?

In his essay, Freire claims that “banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings,” while a student centered learning approach “take the people’s historicity as their starting point” (Freire 65). Therefore, in keeping with Freire’s insights into education, WesESL tries to take the students’ reality as “their starting point” when designing lessons. People are most engaged when a topic is relevant to their own lives. Various studies have found that “adult education is most effective when it is experience-centered , related to learners’ real needs, and directed by learners themselves,” all of which are emphasized in a student-centered approach (Auerbach 14). Therefore, WesESL encourages tutors to create lesson plans based on the interests and needs of their particular student.

Students needs vary. Whether your student is studying for hir citizenship exam, hir GEDs, or preparing for a new child, the goal of a student centered learning approach is to make the lessons relevant to them. In order to do this, a certain amount of flexibility is necessary. Student centered learning takes into account that not everyone learns in the same way and that there is not a single way to learn or to acquire knowledge. When creating a curriculum or lesson plan, it shouldn’t “be developed before the educator ever comes in contact with the class,” as is done in the traditional classroom, “but rather has to be built on the particular conditions, concerns, and contributions of specific groups of participants at a particular point in time” (Auerbach 13). Ultimately, the lessons should seem relevant to the student and connect to their real life needs and activities.

In order to create these relevant lessons, in addition to being flexible, a tutor needs to be attentive to hir students and listen for topics that interest them. A tutor cannot just ask what a student is interested in learning, since this will generally elicit a vague statement and might even be seen as a sign of incompetence on the part of the tutor who is expected, based on traditional methods of education that may have been internalized by the student, to have a plan (Auerbach 42). Rather, a tutor needs to learn how to listen and pay attention for relevant topics.

Beyond listening, tutors also need to create activities to draw out their student and to serve as a catalyst for the student to share what is on hir mind (Auerbach 43). There are many such activities. For example, tutors can ask students to write a short personal history, to describe a picture of hir family, to draw a map of the student’s neighborhood and then discuss it, or to create comparisons between the student’s original country and the United States (Auerbach 43-44). WesESL also has a book called “The Wesleyan Workers Experience” that contains short biographies of former WesESL students and short activities related to these stories. This can be a wonderful resource, since students often know the writers, and can serve as an introductory activity for the student to write their own biography. Another idea is for students to keep a journal in which they note all the times they use English and all the situations where they were frustrated by their lack of linguistic skills. This journal can help tutors to focus on what vocabulary would be most helpful to the student and can help to illustrate how useful English is to the student.

Traditional teaching methods often focus on quantities assessments, such as written exams, which measure if the student has mastered a pre-determined set of knowledge. Since in this new approach, the content of the class is constantly changing in order to match to student’s interests, these types of assessments are not as useful. Rather, evaluations should be built into the class. Conversations, short writing exercises, and listening activities are all opportunities, beyond the traditional test, for the tutor to evaluate and re-evaluate the student’s mastery of English.

It is also very important that tutors establish an environment of trust where their students feel comfortable sharing. Ultimately, it is the role of the tutor to create an environment where “students feel comfortable in sharing what’s important to them, by providing structures for getting at their concerns, by re-presenting issues in a form that will facilitate dialogue, by helping to structure exploration of the issues, by modeling and presenting choices for learning activities, and by sharing his or her own experiences, knowledge, ideas , and opinions (Auerbach 20). One way for a tutor to begin to establish this trust that is needed to create a positive and productive learning atmosphere is for the tutor to start by sharing something personal about hirself or by beginning an activity speaking in the impersonal before relating the category to the student’s own life (Auerbach 44).

Ultimately, in this new approach, the curriculum is constantly evolving and changing. Rather than beginning with a set curriculum, “the curriculum emerges as a result of an ongoing, collaborative investigation of critical themes in students’ lives…a participatory approach provides the teacher with a structures process for developing context-specific curriculum, involving students at every step of the way” (Auerbach 13).Tutors need to be prepared to alter their curriculum and to listen to their student in order to discover topics that are important and that interest the student hirself. Trying to create a class based upon student centered learning methods is not easy and requires that tutors let go of some of their control, but in the end, it offers the opportunity to create a class that is relevant to the student and in which the student is fully engaged.

Works Cited

Auerbach, Elsa Robert. Making Meaning, Making Change: Participatory Curriculum Development for Adult ESL Literacy. Illinois: Centered for Applied Linguistics, 1992.

Freire, Paulo. Pedagogy of the Oppressed. Translated by Myra Bergman Ramos. New York: Continuum, 1998.

WesESL’s Guide To English Grammar

Contents:

Fundamental English Grammar Points

Parts of Speech

Parts of Sentances

Regular vs. Irregular Verbs

Grammar Critical for Speaking and Being Understood

Tenses

Subject vs. Object Pronouns: She vs. Her, He vs., Him, They vs. Them

Pluralizing Nouns

Prepositions

Auxiliary Verbs

Tricky Concepts

Non-Count Nouns

To Do vs. to Make

Phrasal Verbs

Appendix

A. Verbs Never Used in Progressive Form

B. List of Prepositions

C. Verb and Preposition Pairs

D. Common Non-count Nouns

E. Phrasal Verbs: Meanings of “to hold”

F. Commonly Used Irregular Verbs

Fundamental English Grammar Points

Though English is largely illogical, irregular and confusing, there are some basic guiding principles that structure the English language. Understanding this framework is often helpful to students who have never learned formal grammar, so that they have a sense of organization and coherence in the language.

Parts of Speech

In any language, the fundamental categories of words are Nouns, Pronouns, Verbs, Adjectives and Adverbs. MadLibs are a great way to practice identifying different parts of speech.

Parts of Sentences

The basic parts of a sentence are the Subject, Verb, and Predicate. The predicate can often be broken down into several parts: the direct object, and the indirect object.

Regular vs. Irregular Verbs

Many verbs in English follow a set of rules which determine their past tense form. To make a regular verb past tense, simply add “ed” to the end of the infinitive. For example, “walk” becomes “walked.”

Unfortunately, many of the most commonly used English verbs are irregular, and do not follow this rule. A list of common irregular verbs is section F in the appendix.

Grammar Critical for Speaking and Being Understood

Tenses: Though there are many tenses in English, the ones most often used are the Present, Simple Past, Simple Future, Present Progressive, Past Progressive.

The Present Tense is used to state something that is done habitually, to describe someone or something, or a current action or state of being.

Ex (something done habitually):

I walk to the bus every morning.

They visit their family every Christmas.

Ex (description):

He is a nice man.

That rock is pretty.

We are English students.

Ex (current action or state of being):

I am angry.

She likes her coffee with milk.

We love our grandparents.

The Simple Past is used to describe an action which has already happened, and is finished happening. For regular verbs, his tense is formed by adding “ed” to the end of the infinitive. Money verbs are, however, irregular.

Ex (simple past)

He hugged his father.

They waved goodbye.

We were not paying attention.

The Simple Future describes something that has not happened yet, but will happen. This tense is always formed by the word “will” + the infinitive of the verb.

Ex (future):

Dad will make dinner tonight.

She will be a senior next year.

We will visit our family next summer.

The Present Progressive is used to describe a continuous action in the present, also to indicate the future. The present progressive is formed by using the conjugated form of “to be” in the present tense and the infinitive of the verb + “ing.”

Ex (continuous action in the present):

I am learning English.

We are having a lesson.

Ex (indicates future)

We are going to the store after work.

He is taking the bus tomorrow morning.

The Past Progressive, also called the imperfect, describes a continuous action in the past. It is formed using the simple past of the verb “to be” with the infinitive of the verb + “ing”.

Ex: (continuous action in the past)

We were walking (past progressive) to work when we saw (simple past) the dog.

A note about progressives: some verbs are not ever used in a progressive form. See section A of the appendix for a list.

Subject vs. Object Pronouns: She vs. Her, He vs., Him, They vs. Them

She, He, and They are subject pronouns, and are used to replace the subject of a sentence. Her, Him, and Them are object pronouns, and are used to replace the object of a sentence. It and You can be both a subject and an object pronoun.

Therefore:

Gloria gave the book to Maria ( becomes ( She gave the book to her.

Gloria is the subject, and Maria is the object, or who the action is being done TO.

To determine which noun is a subject, ask the question: “Who or What is doing the action?”

To determine which noun is the object, ask: “Who or what is the action being done to, with, or for?”

Pluralizing nouns

To make a noun plural, simply add an “s” to the end. In some cases, an “es” is needed to maintain the correct pronunciation of the word.

Prepositions

Prepositions describe one object or thing in relation to another. They are used in prepositional phrases, which contain the preposition and the object of the preposition. In the sentence “the book is on the table,” “book” is the subject. “on the table” is the prepositional phrase, “on is the preposition, and “the table” is the object of the preposition. A list of prepositions is section B in the appendix.

Some verbs require specific prepositions. A list of verb and preposition pairs is section C in the appendix.

Auxiliary Verbs

Modal Auxiliaries are “helping verbs” which are used with the simple form of another verb to modify its meaning, usually to indicate necessity of or ability to do something. Can, could, may, might, should, had better, ought to, have to, have got to, must, will, and would are all modal auxiliaries which are followed by the simple form of the principle verb. The auxiliary verb is conjugated while the principle verb is not.

Ex. (modal auxiliary verb)

I should do my homework.

She might come to the basketball game.

You must take out the garbage.

Auxiliary verbs are also used when posing questions. These verbs are To Be, To Do, and Will.

Ex:

Are you coming to the dance?

Are is the auxiliary verb, and coming is the main verb.

Will you be at home tonight?

Will is the auxiliary verb and be is the main verb.

Did you take out the trash?

Did is the auxiliary verb and take is the main verb.

Unlike with modal auxiliaries, both the auxiliary and the main verb are conjugated.

Tricky Concepts

Non-count Nouns require the article some instead of a or an, and have no plural form. These are often groups of things made up of many individual parts. Examples are furniture, mail, money, fruit, and jewelry. A list of non-count nouns is section D in the appendix.

To do and To make have very similar meanings, and in Spanish are the same word (hacer). In many cases, there is no logical explanation for which verb to use, although there are some guiding principles.

To do is usually used to talk about tasks or activities, which usually do not involve producing anything material. Examples include:

To do:

Homework

Dishes

A job

The ironing

Housework

It is also used for generalized terms which include

To do:

Nothing

Something

Anything

There are also certain expressions which use to do, though there is no real rational reason for it. These include:

To do:

Good

Harm

One’s best

A favor

Business.

To make is usually used to indicate the creation of something tangible. These include

To make:

Food

Drink

A mess

Artwork

There are also specific expressions which use the verb to make for which there is no rational explanation. These include

To make:

Plans

Arrangements

A phone call

A decision

A mistake

An exception

Money

An excuse

An effort

Noise

Phrasal Verbs are verbs which have different meanings depending on the preposition that follows them. Since they take on meaning depending on the “phrase” in which they are used, they are called “phrasal verbs.” A good example is “to hold.” A list is of the different meanings of “to hold” is section E in the appendix.

Appendix to Grammar Fundamentals

Useful Lists of Words

A. Verbs never used in progressive form[1]:

Hear Belong

See Need

Believe Want

Understand Prefer

Know Like

Be Love

Exist Hate

Own Forget

Possess Remember

B. List of Prepositions[2]

|about |Beside |in back of |out of |

|above |between |in case of |outside |

|according to |beyond |in front of |over past |

|across |by |in place of |regarding |

|after |by means of |inside |since |

|against |concerning |in spite of |through |

|along |despite |instead of |throughout |

|along with |down |into |to |

|among |during |like |toward |

|around |except |near |under |

|as |except for |next to |underneath |

|at |excepting |of |until |

|because of |for |off |up |

|before |from |on |upon |

|behind |in |onto |up to |

|below |in addition to |on top of |with |

|beneath | |out |within |

| | | |without |

C. Verb and Preposition Pairs[3]

|Verb |Preposition |Verb |Preposition |

|account |for |catch |up with (?) |

|accuse (someone) |of |come |from |

|adapt |to |comment |on |

|add  |to |communicate |with |

|adjust |to |compare |with |

|agree |on (something) |complain  |about |

|agree |to (something) |compliment (someone) |on |

|agree |with (someone) |congratulate |on |

|apologize  |for (something)  |concentrate |on |

|apologize  |to (someone) |consent  |to |

|apply |for |consist |of |

|approve |of |convince (someone) |of (something)  |

|argue |with (someone) |deal  |with |

|argue |about (something) |decide |between |

|arrive |at |decide |on |

|ask |for |depend |on |

|become |of |(dis)approve |of |

|believe |in |dream |about, of |

|belong |to |excuse (someone) |for |

|blame (someone) |for (something)  |explain (something) |to |

|blame (something) |on (something)  |feel  |like |

|borrow |from |forget |about |

|care |about |forgive (someone) |for |

|care |for |get |along with |

|catch |up with (?) |get |back from |

|recover |from |get rid |of |

|refer |to |get |through with |

|wish |for |get used |to |

|work |for |happen |to |

|worry |about |have confidence |in |

|have influence |over |relate |to |

|have an opportunity |for |rely |on |

|have patience  |with |remind (someone) |of |

|have a reason |for |search |for |

|hear |about |see |about |

|hear |from |send |for |

|hear  |of |separate  |from |

|insist |on |show |up at |

|introduce |to |speak |about |

|invite (someone)  |to |spend (money) |on |

|keep |for, from |stop |from |

|keep |on |substitute |for |

|laugh |about |subtract |from |

|laugh |at |succeed |in |

|learn  |about |suspect (someone) |of |

|listen |for |take advantage |of |

|listen |to |take care |of |

|look |at |talk |about |

|look |for |talk |over |

|look forward |to |talk |to |

|object |to |thank (someone) |for |

|participate  |in |think |about |

|pay |for |think |of |

|plan |on |throw |away |

|prefer |to |vote |for |

|prepare |for |wait |for |

|prevent |from |warn |about |

|provide |for |waste (money) |on |

|provide (someone) |with | | |

D. Common Non-count Nouns[4]

|Clothing |Scenery |Corn |

|Equipment |Stuff |Dirt |

|Fruit |Traffic |Dust |

|Postage |Homework |Flour |

|Change |Housework |Grass |

|Cash |Advice |Hair |

|Money |Information |Pepper |

|Makeup |Poetry |Rice |

|Mail |Names of languages |Salt |

|Machinery |Grammar |Sand |

|Jewelry |Slang |Sugar |

|Hardware |Vocabulary |Wheat |

|Garbage |Furniture |Rice |

|Food | | |

E. Phrasal Verbs: Meanings of “to hold”

|I do hold off doing things |I delay doing things |

|hold on to |cling to |

|held them back |stopped them |

|holding to the old-fashioned belief |maintaining the old-fashioned belief |

|hold on |wait |

|hold down their jobs |continue to keep their jobs |

|held off making any comments |refrained from making any comments |

|hold out a helping hand |offer a hand |

|held out promises |offered promises |

|feelings were not being held in any longer |feelings were not being suppressed any longer |

|holding out much hope |offering much hope |

|holding back my feelings |suppressing my feelings |

|hold to my plan |stick to my plan |

|our spirits held up very well |our spirits remained high |

|hold on for just a bit longer |wait for just a bit longer |

F. Commonly Used Irregular Verbs

Infinitive Simple past Past Participle

|arise |arose |arisen |

|awake |awakened / awoke |awakened / awoken |

|be |was, were |been |

|bear |bore |born / borne |

|beat |beat |beaten / beat |

|become |became |become |

|begin |began |begun |

|bend |bent |bent |

|bet |bet / betted [?] |bet / betted [?] |

|bind |bound |bound |

|bite |bit |bitten |

|bleed |bled |bled |

|blow |blew |blown |

|break |broke |broken |

|bring |brought |brought |

|build |built |built |

|burn |burned / burnt [?] |burned / burnt [?] |

|burst |burst |burst |

|buy |bought |bought |

|catch |caught |caught |

|choose |chose |chosen |

|cling |clung |clung |

|clothe |clothed / clad [?] |clothed / clad [?] |

|come |came |come |

|cost |cost |cost |

|cut |cut |cut |

|daydream |daydreamed / daydreamt [?] |daydreamed / daydreamt [?] |

|dig |dug |dug |

|dive (jump head-first) |dove / dived |dived |

|dive (scuba diving) |dived / dove |dived |

|do |did |done |

|draw |drew |drawn |

|dream |dreamed / dreamt [?] |dreamed / dreamt [?] |

|drink |drank |drunk |

|drive |drove |driven |

|eat |ate |eaten |

|fall |fell |fallen |

|feed |fed |fed |

|feel |felt |felt |

|fight |fought |fought |

|find |found |found |

|fit (tailor, change size) |fitted / fit [?] |fitted / fit [?] |

|fit (be right size) |fit / fitted [?] |fit / fitted [?] |

|fly |flew |flown |

|forbid |forbade |forbidden |

|forget |forgot |forgotten / forgot [?] |

|forgive |forgave |forgiven |

|freeze |froze |frozen |

|get |got |gotten / got [?] |

|give |gave |given |

|go |went |gone |

|grind |ground |ground |

|grow |grew |grown |

|hang |hung |hung |

|have |had |had |

|hear |heard |heard |

|hide |hid |hidden |

|hit |hit |hit |

|hold |held |held |

|hurt |hurt |hurt |

|keep |kept |kept |

|kneel |knelt / kneeled |knelt / kneeled |

|know |knew |known |

|lay |laid |laid |

|lead |led |led |

|lean |leaned / leant [?] |leaned / leant [?] |

|leap |leaped / leapt [?] |leaped / leapt [?] |

|learn |learned / learnt [?] |learned / learnt [?] |

|leave |left |left |

|lend |lent |lent |

|let |let |let |

|lie |lay |lain |

|lie (not tell truth) REGULAR |lied |lied |

|light |lit / lighted |lit / lighted |

|lose |lost |lost |

|make |made |made |

|mean |meant |meant |

|meet |met |met |

|mislead |misled |misled |

|misspeak |misspoke |misspoken |

|mistake |mistook |mistaken |

|misunderstand |misunderstood |misunderstood |

|outdo |outdid |outdone |

|outrun |outran |outrun |

|overcome |overcame |overcome |

|overdo |overdid |overdone |

|overhear |overheard |overheard |

|override |overrode |overridden |

|oversee |oversaw |overseen |

|overshoot |overshot |overshot |

|oversleep |overslept |overslept |

|overtake |overtook |overtaken |

|overthrow |overthrew |overthrown |

|partake |partook |partaken |

|pay |paid |paid |

|plead |pleaded / pled |pleaded / pled |

|prove |proved |proven / proved |

|put |put |put |

|quit |quit / quitted [?] |quit / quitted [?] |

|read |read (sounds like "red") |read (sounds like "red") |

|rebuild |rebuilt |rebuilt |

|redo |redid |redone |

|rewind |rewound |rewound |

|ride |rode |ridden |

|ring |rang |rung |

|rise |rose |risen |

|run |ran |run |

|saw |sawed |sawed / sawn |

|say |said |said |

|see |saw |seen |

|seek |sought |sought |

|sell |sold |sold |

|send |sent |sent |

|set |set |set |

|sew |sewed |sewn / sewed |

|shake |shook |shaken |

|shave |shaved |shaved / shaven |

|shit |shit / shat / shitted |shit/ shat / shitted |

|shoot |shot |shot |

|show |showed |shown / showed |

|shrink |shrank / shrunk |shrunk |

|shut |shut |shut |

|sing |sang |sung |

|sink |sank / sunk |sunk |

|sit |sat |sat |

|sleep |slept |slept |

|slide |slid |slid |

|smell |smelled / smelt [?] |smelled / smelt [?] |

|sneak |sneaked / snuck |sneaked / snuck |

|speak |spoke |spoken |

|speed |sped / speeded |sped / speeded |

|spend |spent |spent |

|spin |spun |spun |

|spit |spit / spat |spit / spat |

|split |split |split |

|spread |spread |spread |

|spring |sprang / sprung |sprung |

|stand |stood |stood |

|steal |stole |stolen |

|stick |stuck |stuck |

|sting |stung |stung |

|stink |stunk / stank |stunk |

|string |strung |strung |

|strive |strove / strived |striven / strived |

|swear |swore |sworn |

|sweat |sweat / sweated |sweat / sweated |

|sweep |swept |swept |

|swim |swam |swum |

|swing |swung |swung |

|take |took |taken |

|teach |taught |taught |

|tear |tore |torn |

|tell |told |told |

|think |thought |thought |

|throw |threw |thrown |

|undergo |underwent |undergone |

|understand |understood |understood |

|undertake |undertook |undertaken |

|undo |undid |undone |

|uphold |upheld |upheld |

|wake |woke / waked |woken / waked |

|wear |wore |worn |

|wed |wed / wedded |wed / wedded |

|weep |wept |wept |

|wind |wound |wound |

|withdraw |withdrew |withdrawn |

|withhold |withheld |withheld |

|withstand |withstood |withstood |

|write |wrote |written |

IMMIGRATION AND CITIZENSHIP

In order to form successful relationships with the Wesleyan employees we are working with, it is important for us to have an idea of the experiences they have had with immigration, residence, and for some of them, naturalization.

Immigration to the United States

To begin, here is a brief overview of the different periods of immigration to the United States:

1500-1800 Mercantile Period: dominated by Europeans, colonization of the “New World” spread of mercantile capitalism. Europeans leaving scarce opportunities in Europe. Involuntary migration of Africans into slavery.

1800-1925 Industrial Period: economic development of Europe, spread of industrialization to former colonies in the New World. This stream was also greatly dominated by Europeans, of all immigrants to the U.S. during this period, 88% were from Europe, 8% the Americas, and 3% from Asia.

1925-1965 period of limited migration: outbreak of WWI stopped emigration from Europe, US passed restrictive immigration laws, Great Depression, WWII, all slowed immigration.

Finally, the period of immigration to which our “tutees” pertain to:

1965-present post-industrial migration: US changed immigration policy with the Immigration and Nationality Act amendments of 1965, removed national-origins quotas thus opening up the US to immigration from other parts of the world. Mostly non-white, non-Europeans have dominated this period, as European standards of living are comparable with the US, so there is little reason to leave. Mostly brought people from densely populated countries at the earliest stages of industrialization. With this there has been a flow of unskilled and semi-skilled labor from Mexico, the Caribbean, and South America—which has set the situation for different modes of integration into US society and economy.

Immigrant Status, Legal Residence, and Naturalization

Here we have included a brief overview of some of the terms, requirements, and procedures for immigration to and legal residence in the United States. More specific information, laws, and forms can be found on the U.S. Citizenship and Immigration Services website: .

U.S. immigration legislation in the Immigration and Nationality Act (INA) stipulates that an alien may obtain permanent resident status only through the course of the following proceedings:

* immigration through a family member

* immigration through employment

* immigration through investment

* immigration through the Diversity Lottery

* immigration through "The Registry" provisions of the Immigration and Nationality

Act

In order to obtain a visa and green card to come into the United States legally, a prospective immigrant must go through many procedures and often wait a considerable amount of time before their case is considered. (These bureaucratic hoops and long waits are significant causes of illegal immigration to the United States).

A United States Permanent Resident Card, also known as a green card, is an identification card demonstrating the permanent resident status of an alien in the U.S. The green card serves as a proof that its holder, a Lawful Permanent Resident (LPR), has been officially granted immigration benefits, which include permission to reside and take employment in the USA. The holder must maintain his permanent resident status, and can be removed if certain conditions of such status are not met.

One way to achieve the status of a Lawful Permanent Resident is through political asylum. Political asylum (or right of asylum) is a judicial notion, under which a person persecuted for political opinions or religious beliefs in their own country may be protected by another sovereign authority. The United States honors the right of asylum of individuals as specified by international and federal law. A specified number of legally defined refugees, who apply for refugee status overseas and then asylum after arriving in the U.S., are admitted annually. LPR can be removed, however, if it is deemed that the political refugee no longer faces the threat of persecution or physical harm in their home country.

A Lawful Permanent Resident can apply for United States citizenship, or naturalization, after five years (or after three years if married to a U.S. citizen, or four years if LPR received through political asylum). Citizens are entitled to more rights than permanent residents (who are still classified as aliens in this respect). Some of these rights include: the right to vote; the right to be elected in federal and state elections; the ability to bring family members to the United States; and eligibility for federal government jobs.

All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. - XIV Amendment to the U.S. Constitution

Naturalization

Naturalization is the process by which U.S. citizenship is conferred upon a foreign citizen or national after ze fulfills the requirements established by Congress in the Immigration and Nationality Act (INA). The general requirements for administrative naturalization include:

* a period of continuous residence and physical presence in the United States;

* residence in a particular USCIS District prior to filing;

* an ability to read, write, and speak English;

* a knowledge and understanding of U.S. history and government;

* good moral character;

* attachment to the principles of the U.S. Constitution; and,

* favorable disposition toward the United States.

It is quite possible that your tutee will be in the process of applying for citizenship and may want assistance in preparing for the citizenship exam. The next section provides an overview of the exam as well as tips and resources to help structure your lessons around citizenship exam preparation.

The Naturalization Exam

Naturalization Exam

The exam tests an applicant’s knowledge and understanding of U.S. history and government, and ability to read, write and speak English.[5] Eligible applicants for U.S. Citizenship must take and pass the Naturalization Exam to be considered for U.S. Citizenship.[6]

Recent Changes to the Exam

The U.S. Citizenship and Immigration Services (USCIS) recently completed a multi-year redesign of the naturalization test, after a number of tests in the past decade revealed concerns with the test’s content, and how it was being administered and scored. A panel of adult education experts affiliated with Teachers of English to Speakers of Other Languages (TESOL), U.S. history and government scholars, expert test development contractors, and other external stakeholders provided input into the redesign.

The major aim of the redesign process was to ensure that naturalization applicants have uniform, consistent testing experiences nationwide, and that the civics test can effectively assess whether applicants have a meaningful understanding of U.S. government and history.

The redesigned test was publicly introduced on September 27, 2007, and applicants will begin taking the revised test on October 1, 2008, according to following guidelines:

• If an applicant applies before October 1, 2008 and is scheduled for his or her naturalization interview before October 1, 2008, he or she will take the older test.

• If an applicant applies before October 1, 2008 and is scheduled for his or her naturalization interview after October 1, 2008, he or she can choose to take the older test or the redesigned test.

• If an applicant applies after October 1, 2008, he or she will take the redesigned version.

• If an applicant is scheduled for his or her naturalization interview after October 1, 2009, regardless of when he or she applied, he or she will take the redesigned version.[7]

**Since the change-over date for the new exam is only a few months away from the time that this guide was written (May 2008), this guide will focus mostly on preparation for the redesigned test, so that it continues to be relevant into the future.**

Speaking English Requirement of the Exam:

Speaking English has been a requirement for citizenship since the turn of the last century, but it was not until 1950 that strict mandates about reading and writing English became part of the requirements for Naturalization.

An examiner from the U.S. Immigration and Naturalization Service (INS) evaluates the applicants’ knowledge of US history and government by asking questions selected from a list of 100 possible questions. A short written dictation is also given. However, the ability to speak and understand English must also be fully demonstrated in an oral interview.

Content of the Exam

There are 100 possible questions on Civics (History and Government) items on the redesigned test, which fall under the following categories:

• American Government

o Principles of American Democracy

o System of Government

o Rights and Responsibilities

• American History

o Colonial Period and Independence

o The 1800s

o Recent American History and Other Important Historical Information

• Integrated Civis

o Geography

A full list of the 100 civics items from the test can be found here:

Special Considerations for Elderly Applicants:

Applicants over the age of 65 who are Permanent Residents and have resided in the U.S. as Permanent Residents for at least 20 years have different requirements for history and government knowledge. They may also be tested in the language of their choice because they are exempt form the English literacy requirements.

How to Help Your Student Prepare for Naturalization Exam[8]

Techniques to use in ESL Tutoring Session

• Using a variety of primary sources (American flag, patriotic posters, images of famous Americans) can be helpful for students at more beginning levels to understand content

• Question Division – Arrange the 100 civics questions according to theme (or using the categories in the “Content of the Exam” section above), so you can learn about them in units.

• Tape-recording – Record your friends or family members asking exam questions. Learners must have the opportunity to hear the questions from other native speakers of English with different accents and intonations, since it is unlikely that the INS examiners will sound exactly the same as the teacher.

• Flash cards – Working with your student, create a set of 100 question flash cards with the answers on the back. Although this might take a long time, it will be a useful activity and allow the student to review the material on their own.

• Role play – Pretend that one of you is the examiner and one is the applicant for citizenship. Feel free to swap roles, because it will be helpful for the student to hear the questions and answers, even if they are not answering them.

• Fill-in-the-blank – Create worksheets with some of the text deleted and replaced by blanks. For more advanced students, possible texts are the lyrics of the Star-Spangled Banner, the Pledge of Allegiance or the Preamble to the Constitution. For more beginner students, you can create your own simple sentences with facts about U.S. Civics, or take a passage out of a history textbook.

Specific Lesson Plans and Topics to use in ESL Tutoring Session

• Vocabulary Lessons

- Holidays

- U.S. Geography

- Colors and shapes (specifically: be able to describe flag)

- Months of the year

- Days of the week

- Numbers

• Grammar Lessons

- Forming questions, question words (where, when, why, who, how, how long, how many, what)

- Past tense (to talk about U.S. history)

- Comparisons and superlatives

- Possessives (I have, she has, they have)

- “To be” (I am, he/she is, they are)

Online Resources for Teaching ESL & Citizenship

Manuals: ESL for Citizenship and Preparing for Naturalization



Guides for tutors with information about ESL teaching techniques, including lesson plans and specific activities and vocabulary lists geared toward learners at various levels of English proficiency to help prepare for the U.S. Naturalization Exam. Contains a lot of practical information and materials for conducting lessons and one-on-one tutoring sessions.

English Language Civics for ESL Students



Lessons for ESL students about U.S. history and civics. Includes lessons on Statue of Liberty, Washington DC, American Bald Eagle and Gateway Arch. Each lesson is rated with a difficulty level and includes various materials such as crosswords, worksheets, videos, grammar lessons, and quizzes.

Online Resources provided by U.S. Citizenship and Immigration Services

Naturalization Exam Informational Brochure



A new brochure published by USCIS, about the redesigned Naturalization Exam.

A Guide to Naturalization



Published by USCIS. Provides information on the benefits and responsibilities of citizenship, an overview of the naturalization process, and eligibility requirements.

Naturalization Exam Civics Items



A list of 100 civics questions given on the redesigned exam.

Vocabulary List for the Reading Test



New vocabulary list for redesigned reading exam, published by USCIS.

Vocabulary List for the Writing Test



New Vocabulary list redesigned writing exam, published by USCIS.

Naturalization Self Test



Test your knowledge of the questions on the naturalization exam with this online interactive self-test provided by the USCIS.

Civics and Citizenship Study Materials (based on older test, not redesigned test)



These study materials, while initially created for the older version of test, could still be useful for applicants taking the new test, since much of the information is the same. The materials include:

Civics Flash Cards



Learn about the United States: Quick Civics Lesson Booklet

English:

Spanish:

Sample U.S. History and Government Questions and Answers

English: ,

Spanish: ,

Chinese:

Sample U.S. History and Government Questions and Answers for Elderly Applicants



The Citizen’s Almanac



A Promise of Freedom (12-minute video on the history and founding of the U.S. and important rights and responsibilities of U.S. citizenship)



Becoming a U.S. citizen (10-minute multimedia presentation providing general information on naturalization process) –



Reviews of ESL Materials

Hard-copies (belonging to WesESL)

Fundamentals of English Grammar and Intermediate Grammar

Pro: Helpful to clarify grammar points for the tutor

Con: Necessary to pair with other material

Inglés Esencial for Beginners

Pro: Great thematic organization, good variety of exercises

Con: Strongly focused on conjunctions

Inglés para Latinos

Pros: Great transliteration and instructions translated into Spanish, good for beginner students

Con: Focus less on English

Jazz Chants

Pros: Helpful for students who are uncomfortable with pronunciation and fluidity when speaking English

Con: Prefer to wrong own poems/use other songs

Oxford Picture Dictionary

Pro: Great for building vocabulary for beginning students who rely on visuals

Con: Some pages are outdated, for example the page on offices doesn’t have computer listed

Side by Side

Pro: Lots of important vocabulary and grammar

Con: Needs to be supplemented with primary sources

Wesleyan Worker Experience

Pro: Helpful for reading comprehension and a good progression towards more challenging readings

On-line materials

Dave’s ESL Café ()

Pros: Lots of lesson ideas in the “Idea Cookbook”

Cons: More geared for group lessons than one-on-one

esl-

Pro: has links to TONS of resources – grammar, vocabulary, games, online exercises, etc.

RESOURCES

On-campus:

Octavio Flores- Adjunct Associate Professor of Romance Languages & Literatures

Has worked with WesESL in the past – has offered to help create a needs assessment and offer overall support and encouragement

Daniel Long - Assistant Professor of Sociology

Advisor to the Forum, has experience teaching ESL

In the area:

Middletown Adult Education Center

Description: Offers ESL classes during daytime and evening hours in three area locations (Middletown, Old Saybrook, and Rocky Hill), a Citizenship Program with individualized instruction, and TOEFL prep

398 Main Street

Middletown CT 06457

860-343-6044



New Britain Adult Education Center

Description: Offers ESL classes at three levels (Primary, Intermediate, and Advanced) during both daytime and evening hours at four different locations in New Britain, as well as Citizenship Education classes, and a GED Diploma Program.  All classes are free to CT residents

Hartford Square Building

1 Hartford Square

New Britain, CT  06052-1161

860-225-4397



Hartford Adult and Alternative Education

Description: Offers ESOL classes at beginner, intermediate and advanced level as well as a Citizenship class during daytime and evening hours during the week and some weekends. All classes free to Hartford residents

245 Locust Street

Hartford, CT 06114

860-695-8551



see for a full listing of services in the Hartford area including ESL classes at the Hartford Public Library and the East Hartford Adult Education Center

-----------------------

[1]“Naturalization,” U.S. Citizenship and Immigration Services, , Accessed 22 April 2008.

[2] “Redesigned Naturalization Test,” U.S. Citizenship and Immigration Services, , Accessed 27 April 2008.

[3] Ibid.

[4] Some of these techniques and specific lessons were taken from the following sources: Nixon, Thomas and Fran Keenan, “Citizenship Preparation for Adult ESL Learners,” Adjunct ERIC Clearinghouse for ESL Literacy Education, (accessed 27 April 2008); Weisburd, Claudia, “ESL for Citizenship Field Book 1” and “ Preparing for Naturalization Field Book 2,” Project SHINE: Students Helping in the Naturalization of Elders, Center for Intergenerational Learning, Temple University, (accessed 27 April, 2008)

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