A Breath of Fresh Air in Senegal: Case Study- SEEDS Basketball Academy English Classes

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.
--------------------------------------------
Read more about the SEEDS Basketball Academy.
Also make sure to check out the official trailer of "Elevate."