Category: ESL

After kabul evacuation, “Abdul” restarts his career

Posted on by Joanne Walby

Photos from Creative Commons

When Abdul (name changed) came to the U.S. early in 2022, he started working in the first job he could find: delivery driver. It was a far cry from his professional career in Afghanistan where he was an environmental and construction engineer for many years.

Professional engineers can break into the local job market through professional re-training to be construction schedulers.

ReWA director of Family Support programs, Gizachew Manahle said the Day 1 housing program supports immigrant and refugees who are un- or under-employed and on the verge of homelessness.

“For many immigrants who have higher education and worked professionally, moving to the U.S. often means ‘starting over’. They end up in a survival job which puts them at high risk of losing housing. Also, when a person’s education and training aren’t put to use, it can be very demoralizing. And, their new community isn’t benefiting from their skills either.”

In his new job Abdul worked long hours every day, rarely saw his six children. Even with food stamps, he could barely earn enough to cover rent. He came to ReWA for help. ReWA’s Day 1 program provides case management support and short-term rent and tuition assistance to help them achieve economic and housing stability.

A teacher’s assistant is the first step in becoming an accredited teacher.

Abdul met with his career coach and made a career plan. He learned that with his engineering expertise, he could finish a six-month certification course and start work as a construction scheduler—a well-paid professional position that would return him to the career he had dedicated much of his life to.

But the training was full time. With tuition and rental assistance from ReWA’s day 1 program Abdul was able to focus on his studies, and invest in his future for his family.

When Abdul finished his certification, his career coach helped he update his resume, create a LinkedIn profile, and attend some job networking events. Within a month of finishing his certification Abdul was hired as a construction scheduler and earning a salary that would support his family.

Because the program uses a whole-family approach, his Day 1 case manager helped Abdul identify meant to pay utility bills while also enrolling in his wife in English classes and assisting her with a survival job search.

Manahle said the Day 1 program has helped over 161 families to remove major barriers to housing stability. He said this is done by addressing issues in housing, employment and social emotional wellbeing. Day1 participants  end up in jobs ranging from logistics coordinator, truck driver, preschool teacher, medical assistant, quality assurance associate, research coordinator, constructions scheduler, drafter, phlebotomist, IT assistant and a car mechanic.

Many local colleges offer short-term training programs, such as phlebotomists, to jump start a career in health care.


Yana Dareva-Morrison, ReWA Career Coach and Business Developer, who works closely with Day 1 participants, said, “When people come to us, we aim to create a trusting relationship so they can get guidance and clarity about their career path. This helps them navigate the U.S. job market—from the initial job search, to the interview, and finally the salary negotiation stage—we help them step confidently into that process.”

If you want to learn more email Day 1 case manager, Mohammed Beena at mohammad@rewa.org.

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New Life Skills curriculum

Posted on by Joanne Walby

“Life Skills” help refugees navigate a new culture

For most Americans, paying their utility bill online is pretty routine.

But what if you are a refugee who doesn’t speak English, doesn’t have a bank account, and has never used a computer?

Daily life can be overwhelming. 

To help manage these tasks, ReWA developed the Life Skills curriculum , which covers everything from what is culturally appropriate “small talk” with your neighbor, to making a doctor’s appointment, to paying bills online. The purpose of the curriculum is to help newcomers to the U.S. learn the complex systems many people who grew up here take for granted.

ReWA staff collaborated to create a curriculum for refugees in the Puget Sound, but it is applicable across the country.

An idea long overdue

This project brought together the collective experience of ReWA English teachers and case managers—many of whom moved to the U.S. from other countries. ReWA’s ESL Coordinator, Yuliya Matyushkina, described how ReWA developed the curriculum.

“We gathered together several case managers—many of whom came to the U.S. as refugees themselves—and English teachers and together we brainstormed a list of topics. Then we divided into teams to write and edit and we ended up with nine lesson modules.”  

The nine modules are: Communication in U.S. Culture, Digital Literacy, Education, Financial Literacy, Food and Nutrition, Health, Housing, Transportation, and Workplace Communication. The lessons are offered in two levels: Beginner and Low Intermediate, so can be used in a classroom that has students of different levels.

The nine modules are: Communication in U.S. Culture, Digital Literacy, Education, Financial Literacy, Food and Nutrition, Health, Housing, Transportation, and Workplace Communication.

Many of ReWA’s case managers came to the U.S. as immigrants and refugees. Now they use their wealth of knowledge to help others.

In the classroom

One ReWA ESL teacher, Inga Link, said, “It’s easy to use—and a lot of classroom conversations grow out of the lessons. Just the other day, I taught from the financial literacy module.” She said students brought in the mail they received from their bank so they could learn the difference between bank statements and bank notices. “Other students asked about identify theft and how they can keep themselves safe.”   

ReWA is offering limited in-person classroom where students learn from the new Life Skills curriculum.

ReWA program manager, Gizachew Manahle, said the curriculum was funded by the Washington State Office of Refugee and Immigrant Assistance. Manahle himself emigrated from Ethiopia years before and is glad ReWA can offer this resource to their clients, as well as the wider community.

“I wish I had this curriculum when I came here. The systems in the US are very complex, even for the people born here. With this life skills curriculum new arrivals can learn to respond to everyday challenges. And with greater cultural and economic integration, they develop a greater sense of community”.

With the influx of 3,000 Afghan refugees, ReWA is translating the curriculum into Dari and Pashto languages.

With the influx of 3,000 Afghan refugees, ReWA is translating the curriculum into Dari and Pashto languages.

Manahle said, “So far, we have shared the curriculum with dozens of other organizations and colleges across the state, and we hope it will be used nation-wide.”

The Life Skills Curriculum is available online for free download.

Access the Life Skills Curriculum here

Raising 6 kids and learning English

Posted on by Lisa McCormick

Right before the start of the pandemic, a Somali couple, Sara and Abdi, and their six children moved to Seattle.

ESL volunteer and teacher with students smiling at camera in their classroom

When Sara first arrived, she was able to read and write and speak a little English but had almost no computer literacy. Her husband could not read or write in Somali or English. It was clear that Sara wanted to study English, but her life was very full taking care of their six children, ages one to fourteen.

Her priority was her role as a mother and homemaker and it was difficult for her to fit ESL classes into her life.

Her priority was her role as a mother and homemaker and it was difficult for her to fit ESL classes into her life.

Sara and her husband had started coming to class at ReWA shortly before the pandemic started. When English classes went online, Abdi came to pick up homework packets so they could keep studying at home.

Sara was too busy caring for her six children for remote ESL class, but her husband, Abdi, was eager to participate via video chat. He began practicing English with a ReWA volunteer, Linda, once a week and sometimes Sara would join in briefly. 

In May of 2020, Abdi told me that his three kids in Elementary school had not received homework or computers from their school. I talked with one of his older daughters, found out the name of the 5th grade daughter’s teacher and contacted her. I explained that the parents do not use computers or email and asked if I could help by picking up materials or a computer on loan and bringing it to the family. I also shared the family’s address (with permission from Abdi) so they could receive homework. Not long after that, the kids got homework in the mail!

When Seattle Public Schools started official online classes in the Fall, they suddenly had five of their children at home all day, all doing classes on their school-provided laptops. Their apartment was small so they were often all in the same room.

Abdi’s work hours increased, so he stopped his weekly conversation practice sessions with Linda, the ReWA ESL volunteer.

Early in the pandemics, ReWA teachers mailed packets and connected with students by cell phone apps.

While he was at work during the day, Sara was home, trying to keep the younger children busy and assisting the older ones as they struggled with online classes and technology issues.

I kept in touch with her via WhatsApp and video chat. We did some lessons this way and her kids came in and out. Sometimes the connection was bad and we’d get cut off. She said she wanted to do Zoom classes, but needed a laptop.

At the end of February, she got one of ReWA’s laptops on loan. After a short tutorial from ReWA staff, Sara was able to use Zoom on her “new” computer. She quickly learned basic computer literacy skills, as well as Zoom class skills such as how to mute and unmute her audio.

Our first Zoom class at 1pm was chaotic. Sara was trying to answer questions from her children, take care of her youngest, cook and use Zoom all with constant interruptions. I asked her if a later 3pm class would be easier and she said “Yes!”

Not long after that, I started a new class that meets twice a week, from 3- 4pm. Sara’s kids were mostly done with online school for the day, so she made plans for them to be outside.

ReWA received 75 laptops from King County last year to share with adult learners.

It did not happen overnight, but I noticed the day when she was able to get through a full class without interruptions or distractions. She was completely engaged and focused. When there was a pause in the class, she suggested “Exercise!”, which is what students called our daily in-person class activity of following directions. I set aside my planned lesson and we did “exercise” on Zoom. I gave directions, like “Please stand up/sit down”  “Please show me your pencil”  “Please put your hand on your head”, watching the students on my screen and modeling the action if they didn’t understand. There was a lot of laughter!

From that point on, Sara was often the first student to show up for class and was ready to learn. She had paper and pencil ready and held her paper up to the screen so I could see her in-class writing. After class, she took a photo of her paper and sent it to me via WhatsApp.

Even throughout Ramadan, when some students are too tired from fasting to study, Sara continued to show up with enthusiasm and became one of my most consistent, dedicated students. She welcomed new students to our class, always texted if she was going to be late or miss a class and improved her English Speaking and Listening skills.

Sara worked hard to learn the computer skills necessary for Zoom ESL classes. She found a way to care for her children though a pandemic, with quarantine and online school and also prioritize her own education and language acquisition.  She became a leader for other ESL students and she learned how to be a student in a remote classroom. She worked hard to improve her English. When Sara first arrived, her ESL skill level was 1-B, almost a complete beginner. 

Now, after a few months of Zoom classes, she is almost ready to move up to Level 2!

*note: student names have been changed

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Refugees connect with “TalkTime”

Posted on by Joanne Walby

It’s 5pm on Wednesday and faces start to appear on the computer screen. The COVID-19 pandemic has increased social isolation for almost everyone, so Refugee Women’s Alliance (ReWA) has moved ESL classes online. Since February 2021, a group of volunteers and ESL teachers have launched a new weekly online conversation circle called “Talk Time”. It gives refugee-students—many of whom are home much of the day—a chance to gather, learn, and be part of a community, albeit online.

As a dozen English-language-learners wave and greet each other, snippets of background conversation can be heard in Somali, Burmese, Arabic, Amharic, along with the occasional gurgle of babies or shouts from toddlers. Most of the attendees are women. Many of them are mothers.

Volunteers Lead Conversation

One TalkTime volunteer facilitator is Subha. She moved back to the US from South Africa after 23 years away and wanted to help others adjust to life in their new country. “One woman in TalkTime said she had never set foot in a classroom in her life. She grew up in Afghanistan under the Taliban. So for her, coming to TalkTime almost makes her giddy.”

Other refugees who come to ReWA never got beyond a few years in school, so adjusting to life in the US has many challenges for them. At ReWA, they are paired with a case manager who speaks their native language to help them access food, housing and ensure their basic needs are met. At the same time, they can also attend English class.

Marie Kjeldgaard is an English teacher at ReWA. “Our students are so motivated. That’s why I love teaching.”

Learning goes both ways

One Talk Time attendee explained about the education system in her home country. “Where I come from in Eritrea, you don’t start school until you are 10 years old and then you only go for 3-4 years. Here in the US you can learn anytime.” Another student left school at age 11, and now was taking ownership of her own learning and took pride in something as simple as having her own notebook to write in.

ReWA’s ESL Coordinator, Yuliya Matyushkina explained that TalkTime differs from online class time because it’s informal. Sessions are 60 minutes twice a week and hosted by 2-3 volunteers who are provided with a list of topics and vocabulary words to use to stimulate conversation.

Yuliya added, “Also, since we never know who will show up to TalkTime, or what their English level will be, an ESL teacher is there to kick-off the session with an icebreaker question, like ‘Did you go outside today?’ This way, the teacher can quickly assess the students’ language levels and then assign them to break-out groups for the rest of the hour.” With the click of the button in Zoom, the attendees are distributed into small groups led by a facilitator, which makes conversation easier.

Amanda, a volunteer facilitator, said she is impressed by the students’ sense of responsibility. “Just learning how to read a bus schedule or how to make change [in coins]—these things take a lot of grit and determination. But once learned, they help one become independent. That is what is so rewarding about volunteering with TalkTime.”

[box] If you want to volunteer for TalkTime, email yuliya@rewa.org or visit: rewa.org/volunteer [/box]

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Volunteer Appreciation

Posted on by Joanne Walby

Vacuuming children. Is that a mistake in English vocabulary or a practical solution to messy kids?

Angela is a stay-at home mom of three, metal artist (pictured here in her workshop). She has been volunteering as a teacher’s aide at ReWA for eight years. When asked for an anecdote from the classroom, she recalled this line.

“We were discussing New Year’s resolutions and one student said he ‘was resolved to vacuum his children.’ We all cracked up–it wasn’t the right word exactly, but we understood—especially the parents among us.”

Angela said she used to volunteer at a film festival, but I decided, “”If I’m going to invest my time, I should spend it on something more meaningful to me.” When the covid-19 pandemic cancelled ReWA’s in-person ESL classes last spring, several volunteers stepped up to contact students weekly for conversation practice.

Another ESL volunteer, Annie, is a theater wardrobe coordinator who also wanted to get involved in the community. She started with ReWA in 2019 and has been calling six to eight students each week for conversation practice and homework help.

“Some are also studying for the citizenship exam and learning about the structure of the U.S. Congress. When the insurrection happened in January, we had talked about how history is still impacting current events. For students from countries with a history of colonialism, they understand this very well.”

She said some students are also curious about indigenous people in America, so she did some research and shared the Native Land App which helps people learn about local history by identifying the indigenous groups living in the area.

Both volunteers agree: they miss the classroom interactions. But these one-on-one conversations allow them to get to know the students better.

During the pandemic, ReWA ESL teachers have used zoom classrooms, phone apps and calls to stay connected with students.

Angela said, “One student from the Central African Republic used to be very shy in class and rarely spoke. But now we talk on the phone every week and she is becoming more comfortable trying out new English words.”

Many of ReWA’s ESL students arrived as refugees, fleeing violence. Some have lost family and friends, so even simple questions about their families and where they come from can bring painful memories to the surface. Angela said she has learned to ask more general questions and go from there. She said she admires these incredibly resilient people and their desire to learn and work hard to support their families.

Annie said, “Volunteering with ReWA this past year gave me a real measure of connection and I’m really grateful for that.”

Angela recalled a poignant moment in the conversation about New Year’s resolutions, “One student said, ‘This year I want to have a home.’” She sighed. “Thinking back, it has been a difficult year, but for me, it has also been very rewarding.”

[box] To learn more about volunteering with ReWA, visit our Volunteer page. [/box]

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