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Three first-year TESOL master’s candidates volunteer to design and teach a weekly curriculum for immigrant community leaders—Spanish- and Vietnamese-speaking senior citizens—focused on English needs and leadership development. Beyond language improvement, participants build unity, confidence, and a stronger ability to advocate for themselves, families, and the broader community. Project context highlights persistent socioeconomic and poverty disparities affecting underserved Southern California communities.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supporting-community-leadership-development-through-esl-classes-a-changemaking-initiative/598168/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/supporting-community-leadership-development-through-esl-classes-a-changemaking-initiative/598168.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Who volunteered to design and teach the ESL curriculum, and how often did classes meet?","Question",{"text":111,"@type":112},"Three first-year TESOL master’s candidates volunteered to design and teach a weekly curriculum for the program participants.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What was the primary purpose of the leadership-focused ESL classes?",{"text":116,"@type":112},"The program aimed to develop leadership skills and provide linguistic resources so participants could advocate for themselves and their communities.",{"name":118,"@type":109,"acceptedAnswer":119},"What kinds of outcomes did participants gain beyond improving English?",{"text":120,"@type":112},"Participants reported finding their voices through discussions and oral/written work, developing class unity, gaining confidence to act for the common good, and learning language for advocacy areas such as housing rights and health/nutrition.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},598168,1792086414,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Supporting Community Leadership Development Through ESL Classes:  \nA Changemaking Initiative  \nThis article describes the process of teaching English as a second language to members of an underprivileged local community. This initiative was developed as a result of a collaboration between a community center and a university. Three 1st-year TESOL master’s candidates volunteered to design and teach curriculum to immigrant community members on a weekly basis to meet their needs in ESL and in areas such as health, education, community, housing, leadership, and autonomy. The class consisted of Spanish-and Vietnamese-speaking senior citizens who were community leaders, and who needed the language, skills, and knowledge to be more effective in their leadership roles. A key goal was to create empowerment opportunities for these students to become changemakers and to advocate for themselves, their families, and their communities. In addition to improving their English, student outcomes included finding their voices in their 2nd language through discussions and through oral and written work, developing a sense of unity among class members, and gaining confidence to take action for the common good.  \nAddressing Community Needs  \nThe participants in this project came from a diverse community where  \nthe scope of cultural multiplicity varies as much as the socioeconom  \nic levels. The community in which this ESL class was taught is among the most diverse communities in Southern California, where there are more than 20 linguistically and culturally diverse groups, including Mexican and Vietnamese immigrants. These groups have significantly higher levels of poverty, with a median income of $29,422 per year, compared to other segments ofthe community, with a median income of $108,652 per year. This disparity produces tension and creates the illusion that the community asa whole is thriving, but behind the scenes there are many needs that are yet to be met (Pahanish, 2017) . The ESL initiative was in collaboration with  \nThe CATESOL Journal 31.1 • 2019 • 151  \nBayside Community Center, which follows a mission to empower its diverse community, to work with the distressed, immigrant, and impoverished population, creating opportunities for leadership and promoting community action.  \nDuring meetings facilitated by the community center and the university, community members expressed the need for ESL classes. A faculty member recruited three graduate students to run the program. The participants consisted of a group ranging between 12 and 18 community leaders of Mexican and Vietnamese descent. The group comprised both men and women between the ages of 40 through 81. As a result of a small grant awarded by the university, the initiative evolved into focusing on developing leadership skills with the ultimate purpose of providing linguistic resources for participants to advocate for themselves and their community.  \nObjectives  \nProgram Objectives  \nThe program had two primary goals: (a) to provide community members with linguistic skills to address some of their basic daily needs, and (b) to provide community members with language for specific purposes with a focus on leadership skills. Below are specific objectives for both the community members and the teacher candidates who participated in this project.  \nParticipant Objectives  \nSome of the objectives for the community members were:  \n1. To attend classes on the university campus as part of the “Open University” initiative that aimed to provide course access to community members—this program offered community members the opportunity to select and attend classes at no cost and have the choice to participate or complete requirements;  \n2. To acquire basic- and intermediate-level–proficiency language skills in English for listening, speaking, and writing;  \n3. To acquire English language with a focus on leadership and advocacy; and  \n4. To acquire basic computer and research skills to access informa","cbCaitqZ5cxKtegd","https://ap.wps.com/l/cbCaitqZ5cxKtegd","pdf",132000,13,"English","# Supporting Community Leadership Development Through ESL Classes\n## Addressing Community Needs\n## Objectives\n### Program Objectives\n### Participant Objectives\n### Teacher Candidates Objectives","[{\"question\":\"Who volunteered to design and teach the ESL curriculum, and how often did classes meet?\",\"answer\":\"Three first-year TESOL master’s candidates volunteered to design and teach a weekly curriculum for the program participants.\"},{\"question\":\"What was the primary purpose of the leadership-focused ESL classes?\",\"answer\":\"The program aimed to develop leadership skills and provide linguistic resources so participants could advocate for themselves and their communities.\"},{\"question\":\"What kinds of outcomes did participants gain beyond improving English?\",\"answer\":\"Participants reported finding their voices through discussions and oral/written work, developing class unity, gaining confidence to act for the common good, and learning language for advocacy areas such as housing rights and health/nutrition.\"}]","Supporting Community Leadership Development Through ESL Classes - A Changemaking Initiative | PDF",33]