More than a Classroom: Learners Voices Kathryn Zaleski University of Arizona, MA Candidate Language, Reading and Culture; Peace Corps Fellow What are Iskashitaa Refugee Harvesting Network’s roles and objectives in teaching English as a Second Language to adult refugees in the Tucson community? How can we create a classroom environment that builds their language acquisition while promoting self-sufficiency? To inquire into these questions, interviews were conducted with adult refugee students who attend the classes, anecdotal records were kept of the ESL teachers’ weekly reflections and classroom observations were performed. Iskashitaa’s ESL classes should provide a space for English language acquisition, assisting in the acculturation process through introducing material that is based on life- skills, with the teachers serving as a cultural broker, advocate and friend and finally, introducing the adult refugees to the community through volunteer activities with Iskashitaa. There is a need for more inquiry and discussion about the pre-literate refugee population, especially in effective teaching strategies, curriculum ideas and a better understanding of literacy practices within the home. These are matters that merit a larger discussion by people who work in education and with refugees, as feedback would be beneficial from all who work with refugees and can recommend what they have observed, experienced and envision to help in the language acquisition, self-sufficiency and acculturation process for refugees.  English language acquisition  Assist in acculturation process through introducing material that is based on real life-skills in the United States  Teachers serve as cultural brokers, advocates and friends  Intercultural and intracultural exchange  Connecting refugees to community through Iskashitaa’s events, like harvesting, food workshops and community events “Students expressed a need to learn material that would help them navigate the American system and enjoyed class the most when using materials that they encountered in the outside world, like coupons, grocery store advertisements and utility bills” (ESL Teacher). Need for the Inquiry Questions Methodology Conclusions Iskashitaa Refugee Harvesting Network Programming  Where do Iskashitaa’s classes fit in the spectrum of ESL classes offered in Tucson?  What is Iskashitaa’s role and our objectives in teaching ESL to adult refugees?  How can we create a classroom environment that promotes language acquisition while promoting self- sufficiency? Pima Adult Education Classes Literacy Volunteers Tucson, Pima Libraries Iskashitaa, Somali-Bantu, TIARC Harvesting/Food Preservation Community Events ESL Classes Sewing/Crafts Circle Iskashitaa Working Collaboratively Together Four ESL Teachers – University of Arizona Honors College Students Weekly reflections and lesson plans Anecdotal record kept Bi-weekly meetings Eight Adult Refugee Students Interviewed Observed ESL Classes Field Notes Future Thoughts  More networking and links between ESL providers and classes in Tucson  Undergraduates continue to work with Iskashitaa ESL classes to gain cross- cultural experience and learn about refugee experience  Refugees continue coming to our classes and participate in events and activities to share their culture, experiences and increase self-sufficiency  Learn more about refugees’ backgrounds: including education background (formal and informal), experiences, linguistic and cultural backgrounds, skills and Funds of Knowledge they bring to class  Continue to receive input from students to find out what they want to learn, what their needs are, create learning and personal goals  Embrace the students as resources  Consider students’ perspectives, how do they see themselves fitting into this ‘American’ system?  Consider Indigenous models of education  Relook at what it means to be ‘literate’ – “Various roads to literacy and unique literacy practices in families: survival, playing-at-literacy, environmental print, technology, family literacy traditions. Dependent upon the family’s traditions, backgrounds and experiences” (Goodman, 1997)