Orientation for New English Language Learners

Adults come to adult ESL and family literacy programs for many different reasons. They may want to learn English to communicate in their daily lives, develop skills to find a new or better job, become a U.S. permanent resident or citizen, get a high school diploma or GED certificate, advance to higher education programs (e.g., vocational training, college, university), help their children succeed in school or they may simply love to learn (Houle, 1963; NCES, 1995; Skilton-Sylvester & Carlo, 1998; TESOL, 2003, p. 6).

When program staff conduct a thorough orientation process, adult learners new to a program feel at ease and welcome in the program. An orientation process also can minimize barriers to effective participation. Administrators and staff may begin by discussing what the new adult learner wants to know about the program. (See Sample II-10 for a sample interview guide) The interview may have to be conducted in the learner's native language. Staff should consider the questions that new students may have (see Figure II-1) and discuss how to answer them.


Figure II-1: Anticipating Student Questions

  1. What will I learn in this program?
  2. How will learning in this program differ from my previous experiences?
  3. Will my records be kept confidential? (I don't want my spouse or employer to know.)
  4. How long will it take me to learn English? (how to speak, how to read, etc.)
  5. How much will I need to pay? What supplies and materials must I buy?
  6. When are the classes? What time do they begin and end?
  7. Will there be other students who speak my language?
  8. What are the rules? (turn off cell phone, no smoking, etc.)
  9. If there is an emergency while I am in class, how can my family reach me?
  10. Where is the closest bus stop? What is the bus schedule?
  11. If I drive my own car, where do I park? Do I need a parking permit?