Issues of Difference in the ESOL Classroom

Lisa Clark, RIFLI/Pawtucket Library Family Literacy Program


The Problem

A Muslim learner was talking about Ramadan. Another learner responded, "Musulman?! Osama bin Laden?!" The Muslims were visibly offended, but didn't know how to react.

In a conversation class at another library, we had learners from North and South Sudan come one day. Although we didn't talk about anything related to the conflict, the Southern Sudanese never came back to class.

Many learners (both Spanish and non-Spanish speaking) have told me how much they appreciate using only English in the classroom. Those who don't speak Spanish relate examples of feeling discriminated against in other programs. In a multilingual classroom, everyone has similar advantages and disadvantages this way.

There is a Liberian refugee who always talks about the war when he is asked about himself. Often, when it's his turn to present, some others will laugh at or ignore him when he talks about the war.

September 11th was the first day of classes that fall. We decided to offer class, but make it optional. Many learners came because they wanted to talk about it, but some learners didn't hear the news until they came to class. The reaction of the Colombian and Liberian learners was quite intense. They all expressed how important it was to them to feel safe here in the U.S. because of their traumatic experiences in their home countries.

A learner at another class believed that people with dark skin (African Americans) are dirty and mentioned this in class one day, despite the presence of several dark-skinned Cubans. When I asked him why he said this, he told me it was because he had an African American co-worker who showered every day. I'm not sure he believed me when I told him that most Americans shower every day, and that most of them would probably think he was dirty because he didn't.


Within the ESOL classroom, adult learners often encounter people of cultures and abilities with which they are either not familiar or not comfortable. Currently, in the Family Literacy Program at the Pawtucket Library, adult learners represent 29 countries, speak at least 18 languages (many learners speak multiple languages), range in age from 19-78, have 0-18 years of schooling before arriving in the U.S. and have been in the U.S. from 3 weeks to 30 years. Additionally, each class has a range of levels, from beginner to high intermediate and sometimes learners not literate in any language. We are privileged to have a good group of volunteers in each class who work with smaller groups of learners, usually divided by level. The volunteers themselves are also diverse, ranging in age from high school to retired and many are either immigrants themselves or from immigrant families. Since each class also includes children, as young as 3 and as old as 13, that adds another dimension to consider when planning.

These differences can often cause tension for the learners and for the teacher who wants to accommodate and assist everyone. For example, learners from countries with high expectations for formal education may not understand the experiences of learners with no formal education. Or, learners who are not members of a dominant group may feel uncomfortable in a classroom where the dominant group uses their first language often. Another example of discomfort in the classroom is when two groups of learners have historical disagreements between their countries or cultures. Learners with physical difficulties (e.g. low vision, limited mobility, attention deficits) struggle to keep up with the rest of the class. Many learners with these problems hesitate to identify themselves as having a disability or ask for accommodations, fearing that they will be discriminated against or receive too much attention.

These are uncomfortable issues and the teacher may often feel a contradiction between wanting to talk about these differences and wanting to keep the classroom a safe place for adults who have often experienced trauma both in their home countries and in the U.S. The following excerpts illustrate these divergent needs:


The ESL classroom is the first line of defense against the culture shock that newly arrived refugees experience. Buffeted by the physical and emotional trauma of forced migration, refugees are in need of a safe harbor, as well as tools for survival. (p. 1)

[The classroom] should provide a less stressful and safer environment for the newly arrived refugee. It is a place where competition is minimized and cooperative learning is maximized. It is a place where non-threatening activities occur... (p. 9)

An ESL classroom that reinforces the notion of it being a "safe harbor" provides an atmosphere that is relaxed, low-anxiety, fun, carefully paced, respectful of differences, and encouraging to all learners. (p. 10)

Mental Health and the ESL Classroom: a Guide for Teachers Working with Refugees, produced by the International Institute of Boston (http://www.refugeesusa.org/help_ref/esl_manual.pdf)

When everyone began to speak about cultural diversity... [t]he idea that the classroom should always be a "safe," harmonious place was challenged. It was hard for individuals to fully grasp the idea that recognition of difference might also require of us a willingness to see the classroom change, to allow for shifts in relations between learners. A lot of people panicked. What they saw happening was not the comforting "melting pot" idea of cultural diversity, the rainbow coalition where we would all be grouped together in our difference, but everyone wearing the same have-a-nice-day smile. (pp.30-31) hooks, bell. Teaching to Transgress. New York: Routledge, 1994

While the first example is directed specifically toward refugees, most, if not all, participants in adult ESOL programs have similar experiences and needs. They should be able to come to class without fear. Likewise, although bell hooks writes from the perspective of a university professor, adult educators also recognize that the differences represented in our classrooms can be difficult to accommodate. [See Appendix B for more by bell hooks.] Additionally, the teacher may feel that these issues are off-topic, since the learners are there to learn English, or too subjective for a teacher who is careful to respect all opinions and beliefs.

My ongoing thoughts about this issue converged with my participation in the Vision, Literacy, and Practice workshop at Bristol Community College led by Janet Isserlis and Maria Elena Gonzalez in November. I was interested in attending this workshop because I am always looking for ways to accommodate learners of different abilities in the classroom. A question that was brought up briefly in the workshop series was that most potential adult English learners with disabilities stay home and do not pursue adult education. This can be attributed to many reasons, but two important factors are differences in cultural approaches to disabilities and lack of knowledge about adult learners' rights to receive the same education as others. I wanted to address this in my classes, but my past experiences with learners' reactions and stereotypes made it intimidating. I was afraid that if I broached these difficult subjects in class, that learner insensitivity (due to, again, cultural assumptions or lack of "sensitive" vocabulary) might cause more tension.


poster illustrating challenges to people with vision problems

My purpose in participating in this practitioner research was to examine intentionally our encounters with differences, stereotypes, and misunderstanding in our classes. This included 1) using and teaching sensitive/appropriate vocabulary with beginners, especially in a mixed-level class and 2) anticipating difficulties and preparing the class to respond appropriately (e.g. knowing that a learner will talk about his refugee experience when we study cultural differences).

The preparation incorporated:

  • several months of observation and intentional awareness to prepare myself and develop realistic expectations of how learners perceive and respond to differences
  • a lesson using the Jazz Chant "I'd Rather Not Say" to empower learners to opt out of difficult or personal situations (Carolyn Graham, Jazz Chants (I'd rather not say, and more)
  • )
  • Civil Rights discussions to help learners understand their own rights and identify discrimination
  • lessons and discussions on cultural differences

    This process culminated in a project on disabilities and health conditions where we studied specific situations that I knew were experienced by some learners in the program. I wanted to give them the vocabulary they need to talk about their own problems and to help others. I also wanted them to discuss the differences they encounter and to handle them sensitively in a new language. Finally, I wanted to see if this was an issue that was important to the learners, or if they had never requested this lesson because they weren't interested in it.

    The Preparation

    I. Observations

    It didn't take long to encounter our first episode of stereotyping in class. Martin Luther King, Jr. Day was the second week of the semester. Somehow during a discussion about him and civil rights, the word "Jewish" came up and not all the learners knew this word. We talked about it a little to help everyone understand. One woman said, "Oh, I know. They are smart people." I paused for a moment, then asked, "Well, this is a large group of people. Can we say that everybody in one group is the same?" Then we talked briefly about the word "stereotype" and how we can have positive and negative stereotypes, but that neither one is accurate.

    The third week of class we introduced the jazz chant "I'd Rather Not Say" as a family activity. The children prepared it beforehand to perform it for the adults. With the adults, we talked first about "personal questions" and how some questions are not asked by most Americans. Some groups also talked about questions that are illegal. Then they learned the words in the chant and practiced it with the kids. This was by far the most successful jazz chant activity I have ever done. It was used by learners repeatedly throughout the semester and always in the right context (though sometimes to get out of answering a question about grammar). Learners felt empowered by these four words in the classroom.

    One class in particular kept coming back to the topic of civil rights and discrimination. People pointed out how structural change (school desegregation for example) does not mean attitude change (there is still racism and segregation in the U.S.). Related to the discussion about discrimination, a learner asked me about the Ku Klux Klan, "They're Catholic, right?" This led to a discussion about how, first of all, that the KKK is not Catholic, but why they might think so, and talking about how people can say that they follow a certain religion or have a certain faith, but we can't put them all together in one group. I asked if they could think of another example and one person pointed out that not all Muslims belong to the Taliban.

    Another example of conflict caused by difference happened during a needs assessment about work. One learner in a group is very driven to learn English to get a better job and to get more education here, while another learner is perfectly happy to be a machine operator, a job he had in his home country and in the U.S. She wanted to convince him to have a different career goal and he was determined to stick with his job situation. The tutor finally had to end the assessment activity because they couldn¹t get past this difference.

    As the semester got going and I got to know the learners' needs, I had to deal with the dilemma of having learners whose needs and language ability seemed so far away from these larger issues. The beginners were working on simple vocabulary and sentence structure (subject pronouns, "to be") and literacy learners were working on writing their name or practicing for the dictation portion of the citizenship test. There were also many more learners than in the past who were comfortable with conversation and not at all with reading and writing. I needed to know how to provide the basics, while taking the lessons to the next level. I was committed to making it useful to everyone, to accommodate their wider societal needs and specific language needs.

    In the midst of all thinking about all these conflicts, I started to be more aware of how well people from different groups were working together. Although the uncomfortable situations were the ones I noticed, I realized how infrequent they were; that most of the time everything ran smoothly and people got along and treated each other well. Mixed in with the bad moments, there were also good moments when I saw the effects of diversity and inclusion.

    One fun example of this happened during a family project when people drew or wrote about their life histories. As usual, we explained the project, showed an example, and provided the glue, markers, paper, and other supplies. One of the tutors, a Canadian of Chinese heritage, was helping pass out materials when he found a box of "multicultural markers" (click on washable markers) - markers in eight different skin colors. He was really surprised and pleased to find this product and showed the box to several different people, tutors and learners, in the room. This individual has a wide variety of experience with diverse cultures, languages, and multicultural literature‹a model of someone who understands differences. His excitement about something that I took for granted was encouraging to me. I could see how important it was to him that Crayola realizes that people come in different shades, despite being well beyond markers in his personal experiences.

    Additionally, the children's teacher and I had many discussions about the learners' backgrounds and the issues of difference that we were encountering. Her eagerness to learn about the learners and the effects of their life experiences gave me a good venue for talking about my research and for being excited about addressing difference, rather than avoiding it for fear of someone being offended. In her semester report she wrote, "I love learning from the children too. I learned how to write numbers in Arabic, and I learned the Colombian version of 'London Bridge.'" I know the kids appreciated this respect and interest in their backgrounds and skills.

    Also, as the semester went on, the disparities in level within groups started to settle out. One group in particular had a really difficult combination of learners. Some were well-educated and more comfortable with grammar and writing but hesitant to speak and the others were not well-educated but had learned English on the go and were comfortable with speaking, but not at all with writing or grammar. After some unsettling moments when I thought the good speakers were going to forever dominate the group, I could see that everyone realized that each person in the group had different strengths and weaknesses and they worked together to help each other with those.

    Being extra-conscious of differences and student interactions through this research project helped me to see the benefits and to balance them against the difficulties. We're not the "have-a-nice-day rainbow coalition," but a group of people intentionally working at exploring our differences and wanting to learn to be sensitive to others. And, with any topic, the learners' interest made the language relevant, useful, and memorable.

    The Project

    The main topic for part of February and all of March was health. Lessons included vocabulary for the parts of the body, then how to describe problems, calling a doctor's office, explaining symptoms to a healthcare practitioner, and the U.S. healthcare system. On the computer they practiced sequencing events in health-related stories and creating dialogues using an interactive Internet site. Some learners also created picture dictionaries of health vocabulary while practicing using a Google Images search. These lessons were learner-requested and non-threatening. They were also preparation for a series of lessons and a project in which we were going to talk about disabilities.

    We began by reading Woza Friday, a basic adult reader from Peppercorn Press. This story uses body part vocabulary to compare how the narrator feels on Monday and Friday. ("On Monday, when I wake up, my head is sore, my tongue is thick...But on Friday when I wake up, my eyes are bright, my heart is light..."). We talked about experiences that are common to all, then transitioned to more serious health problems. Adults were able to identify body part problems, but not even the advanced learners had the right vocabulary. The kids weren't able to come up with the disabilities as quickly, but knew the English words.

    I had two good opportunities in this lesson to address the idea of sensitivity when talking about these difficult topics. In one class, an adult found "dumb" in his computer dictionary and when he offered it, some people laughed. I stopped the class and said, "Let's talk about being sensitive," then we talked about how "dumb" can mean two things. While it does mean "not able to talk," it also means "stupid." There is another word, with only one meaning [mute] that might be better. In another class, a sixth-grade boy suggested "crippled" and I asked, "What do you think about that word?" and he said, "It's negative." We talked briefly about negative words, then I opened the discussion back up with "What's a different word for crippled?" and we came up with: "disabled, handicapped, person with a disability."

    Then, adults in small, leveled groups worked on the idea of disabilities in general, beginners learning basic vocabulary (blind, deaf, wheelchair) and more advanced learners discussing the ideas of perspective and equal rights. We noticed that all the learners were very interested in learning the vocabulary for disabilities, including the beginners. Children did obstacle courses to imagine having different disabilities. They all went through the same course, but were "handicapped" in various ways‹blindfolded, on one leg, with socks over their hands, etc.

    These vocabulary lessons also led to a break-through with one learner in particular. Since she started in January, a couple of tutors and I noticed that she was having difficulty with oral interaction. She didn't seem to be able to pick up on other learners' names or to repeat new words. She would often write words and letters that were completely different from the ones being said. Since I also speak her first language, I tried several times after class to talk to her about these difficulties. Each time she had an excuse, "I don't know the English alphabet" or "I'm tired today." While these are valid reasons for difficulty, I knew that it was something beyond that. Finally, during the lesson on disabilities, she said to the tutor she was working with, "This is me. I have hearing problems."

    After the introductory lessons, the adults and children were divided into multi-level groups and each group was assigned a specific topic‹vision problems, hearing problems, mobility problems, mental difficulties, or asthma. Older children participated in these groups and younger children did related age-appropriate activities. Each group was given several jobs to do and the learners chose which task they wanted to do (research, design, writing a personal experience). Then they combined the research (from the Internet and books we provided) on their condition with magazine pictures, clip art and other graphics provided to create an informative poster. Finally, each group taught the rest of the class about their subject. We ended the unit by reviewing new words and structures related to health.

    Some learners expressed a desire to continue working on this topic and so each class was divided into health and work groups for the next week. This allowed them to ask more questions and do some more reading on the topic. Although no one had ever said in the past that they wanted to learn about disabilities, I was relieved to realize that these lessons were important and relevant to them.

    The following are excerpts from learner assessments at the end of the unit. There has been some editing for clarity.

    What did you learn in this lesson?

    how to prevent osteoporosis
    how to prevent asthma attacks
    the blind people can use the Braille alphabet to read
    causes and effects and possible solutions

    How can you use this information?

    for my parents when I go to see the doctor with them
    to explain to doctor if that happened to me
    to help myself with my asthma
    for help my children and family and friends
    sometimes people don't know they are depressed but we learned the many symptoms.
    Can better describe symptoms to a doctor
    Can help me in many situations with persons has this problems

    What did you like?

    I liked this lesson because I can help other people who are here.
    to learn more about the disabled people
    I think all the lesson is very important. I like all lesson because in my life is practical.
    I have more knowledge and can help any person.

    What was difficult or boring for you?

    to pronounce the word "inhaler"
    I can't talk good.
    Nothing, this is very important for all health conditions and body parts
    Really this project was very important to me.
    Know the body part problems is very difficult but interesting to know about the people with each problem.

    This continuing interest plus several other experiences really encouraged me in this experiment. First, many of the learners had never learned the English words to describe problems that they experience. Post-traumatic stress disorder was a new idea for almost all the learners. As our classes include learners who probably have PTSD in some form, it was good for them to hear and think about this problem. The beginner learner with a hearing impairment now has the words to describe her difficulty and has experienced acceptance when she discusses it. Now learners have both the words to describe their own difficulties and to understand when others have a problem.

    Finally, I was reassured that everyone was comfortable and interested doing the lessons and projects, especially since the topic was not initiated by the learners. After some hurtful incidents in the past from lack of sensitivity, I was really impressed by learners' openness and approach toward the material and their classmates. I found that this topic can be addressed in a safe classroom without compromising that security. Talking openly about differences worked better than avoiding these topics. I also saw how important it is that teachers be transparent and language- and learner-centered in their purpose for this lesson, so that learners do not misunderstand or feel that they are being forced to change their beliefs or culture (this change is voluntary).

    Appendix A

    A major difficulty I encountered when preparing for this lesson was the lack of resources on this topic. The first time I teach a topic, I usually explore several different textbooks or other resources to see how they approach the subject and to make sure I don¹t leave anything out. There were absolutely zero resources in all the ESOL books I have and I couldn¹t find anything specifically relevant on the Internet either. Also, ESOL-appropriate resources about discrimination did not include information about disabilities. We were able to find a few good kids' books, but they were not suitable for adults. I even had trouble finding pictures of people with disabilities. I had to find pictures in Microsoft¹s Digital Gallery or other online ClipArt sources and adapt everything. It was also difficult to find appropriate pictures in magazines, too for the students to use in their posters. Health insurance magazines were the best source, but health magazines mostly had pictures of "healthy" people.

    Due to this difficulty, I am including the worksheets I used in class in this write-up to save other teachers some of the trouble. They can be used in part or in whole as you see fit. I would make some changes if I use them again; I didn't have time to come up with the perfect worksheets and certainly see some room for improvement.


    The introductory vocabulary lesson: Body Part Problems

    Examples of worksheets given to specialized groups: (where links appear, a Word document can be downloaded)

    Eye Problem

    Osteoporosis

    Asthma

    Mobility Problems

    Ear Problem

    Mental Difficulties

    Review activities:

    Cloze passage (fill in the blanks): Eye ___________

    Vision Problems

    Crossword: Health Conditions Review

    Examples of posters created by learners: (illustrating this page:, depicting mental difficulties, mobility difficulties, and Vision)

    poster illustratingmental health  issues

    Appendix B

    Excerpts from Teaching to Transgress, by bell hooks

    "When we entered racist, desegregated, white schools we left a world where teachers believed that to educate black children rightly would require a political commitment. Now, we were mainly taught by white teachers whose lessons reinforced racist stereotypes. For black children, education was no longer about the practice of freedom. Realizing this, I lost my love of school." pp. 3-4

    "When everyone began to speak about cultural diversity...it was thrilling to think that the vision of justice and democracy that was at the very heart of civil rights movement would be realized in the academy...exposing certain truths and biases in the classroom often created chaos and confusion. The idea that the classroom should always be a "safe," harmonious place was challenged. It was hard for individuals to fully grasp the idea that recognition of difference might also require of us a willingness to see the classroom change, to allow for shifts in relations between learners. A lot of people panicked. What they saw happening was not the comforting "melting pot" idea of cultural diversity, the rainbow coalition where we would all be grouped together in our difference, but everyone wearing the same have-a-nice-day smile." pp.30-31

    "Working with a critical pedagogy based on my understanding of Freire's teaching, I enter the classroom with the assumption that we must build "community" in order to create a climate of openness and intellectual rigor. Rather than focusing on issues of safety, I think that a feeling of community creates a sense that there is shared commitment and a common good that binds us. What we all ideally share is the desire to learn‹to receive actively knowledge that enhances our intellectual development and our capacity to live more fully in the world. " p. 40

    "In the transformed classroom there is often a much greater need to explain philosophy, strategy, intent than in the "norm" setting." (p. 42)

    "...there can be, and usually is, some degree of pain involved in giving up old ways of thinking and knowing and learning new approaches. I respect that pain. And I include recognition of it now when I teach, that is to say, I teach about shifting paradigms and talk about the discomfort it can cause...Often when learners return from breaks I ask them to share with us how ideas that they have learned or worked on in the classroom impacted on their experience outside. This gives them both the opportunity to know that difficult experiences may be common and practice at integrating theory and practice: ways of knowing with habits of being. " p. 43

    "Often a spirit of tokenism prevails in [classrooms that are predominately white]. This is why it is so crucial that "whiteness" be studied, understood, discussed‹so that everyone learns that affirmation of multiculturalism, and an unbiased inclusive perspective, can and should be present whether or not people of color are present. Transforming these classrooms is as great a challenge as learning how to teach well in the setting of diversity. Often, if there is one lone person of color in the classroom she or he is objectified by others and forced to assume the role of "native informant."p. 43

    hooks, bell. Teaching to Transgress. New York: Routledge, 1994


    poster illustrating mobility issues

    to research projects, 2003/4


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