Case Study: SEEDS English Class
CNEPS- Thies, Senegal
June 30, 2012
By: Kathleen Barclay, Peace
Corps Volunteer
The SEEDS English class was an initiative spearheaded by
Peace Corps volunteer Kathleen Barclay, to teach ESOL classes to students of the
SEEDS Basketball Academy in Thies, Senegal improving their English skills and preparing
them for upcoming opportunities to study and play basketball in the United
States. Class was held every Sunday from
11:00 AM- 12:30 PM in a provided classroom space of CNEPS commencing April 22, 2012
and concluding June 24, 2012. Comprehensively,
more than 50 hours of the volunteer’s time was donated including total
classroom teaching time of 15 hours and preparatory time of 35 hours. Approximately
15-20 SEEDS students were present each class, which varied according to students
who were required to attend basketball games. Students consisted of younger boys ages 15 to
19 whom had been selected as hopefuls to receive an invitation by scholarship to
study and play at preparatory schools in the United States. Students’ long term goals were aimed at continuing
to play basketball for top universities and eventually the National Basketball
Association (NBA). Intending to act as
preparatory and all-inclusive for the TOEFL exam, classes emphasized grammar,
proper speech and conversational skills, as well as sentence structure and writing
dexterity. I conducted research and
prepared class lessons according to students’ needs and provided necessary class supplies.
Classes covered topics students expressed an interest in
including American pop culture and history, the NBA and relevant basketball
terminology, Senegalese current affairs, and others. Students chose American names and designed name
cards they utilized every class. Each
student was also assigned a folder where their homework and other class
assignments were kept. I collected
students’ folders after each class for safe keeping. Students were encouraged to work collectively
in groups, develop effective communication and public speaking skills, as well
as maintain a professional work atmosphere.
Each class students were given assignments, in the form of homework, to
write on topics ranging from career ambitions to personal heroes. Group exercises, working in pairs, and
individual tasks were all implemented throughout classes.
Successes
I visibly saw growth throughout the entirety of these classes,
especially among students’ public speaking and cognitive abilities. Students spoke fluently and eloquently utilizing
vocabulary and grammar gained from attending class. Students were more likely to communicate with
each other outside the classroom in English and were not fearful of speaking in
English in front of their colleagues in class. Understanding of American culture grew with
the assistance of three guest speakers Colin Vandergraaf (United States Embassy
Fellows), Rose Donatien (IFESH), and Lisa Floran (Peace Corps) who spoke about
their experiences in the United States and their home states. Also, students regularly
were given the opportunity to borrow magazines and films to read, watch during
the upcoming week. Finally, comprehension
and cognitive abilities were enlightened through group exercises and lectures
emphasizing critical thinking and “brain storming.” During a lightening round review session held
the final class, students proved their learning comprehension by defining vocabulary
and concepts they had learned throughout the entire three months of class.
Future Improvements
It was extremely hard to keep attendance since students
would sometimes be required to leave half-way through class to attend a
game. Sundays were suggested to be the
least hectic day for students, but it would be beneficial for them to have a
set time each week that is solely used for English class time that they can
consistently commit to attend. It is recommended
that students agree on a set day and time each week, with the support of their
coaches, and abide by that arrangement.
Students, however, did seem to keep interested in the class and
attendance was not an issue otherwise.
The major issue with attendance was class normally had to start late
because students were consistently tardy. Also, a lack of supplies made it more difficult to teach and I often purchased basic materials
for students including folders, pens, and chalk. The classroom was furnished with a
chalkboard, white board, desks and chairs.
Students were required to bring their own notebooks and pens. Some students (approximately 4) had their own English/French dictionaries. As their teacher, it was difficult to keep
students engaged with a lack of teaching materials and resources. A projector and
copier would both be incredibly useful for future
classes. However, SAT/ACT study guide
books and French/English dictionaries were supplied for each student thanks to donations
I received from the United States Embassy in Dakar. These materials were given to the director of
the academy to retain until next fall, when classes recommence.
Conclusion
The SEEDS English program was considered quite successful
and the director of the academy has requested the program’s continuance this
upcoming school year, 2012/2013. I plan
to implement the same strategies mentioned above to ensure student participation
and substantial academic success, as well as research possible improvement to
the program. Goals include actively monitoring
and evaluating students’ academic progress and needs, maintaining detailed
records of class lessons, and creating an open-office hour time where students
can receive one-on-one tutoring for student specific questions.
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Read more about the SEEDS Basketball Academy.
Also make sure to check out the official trailer of "Elevate."
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Read more about the SEEDS Basketball Academy.
Also make sure to check out the official trailer of "Elevate."
Group shot at the beginning of classes, April 2012.
Final class group shot, June 2012.
Colin Vandergraaf teaching the class about basketball terminology.