Exploring Banking and Homebuying in a Beginning ESOL Class
Spring 1998
by Sarah Emilio
The Northeast Mental Health Center
Community Action Program, Haverhill, MA
I Need to Pay a Bill: First Steps in Learning About Homebuying
When one of our students came to class asking what a money order was and how to fill one out, I found the perfect segue into a banking and homebuying component within our conversational English curriculum. We began the curriculum with an overview of basic banking to empower the students as banking consumers. Students were introduced to basic banking products and services so that they would be more confident when choosing and using a bank, and more prepared to be financially responsible when they become homebuyers. The lessons were adapted from A Basic Banking Curriculum for ESOL Students written by Maura Grossman, an ESOL teacher at the Framingham Adult ESOL Program.
A Classroom Becomes A Bank
We created interactive activities to introduce basic banking vocabulary and terminology. First, pictures of the basic banking vocabulary were pasted on index cards (i.e. ATM, Deposit Slip, Security Guard, etc.) and the students were encouraged to either state the English equivalent for the image or, if the vocabulary was not known, to describe the image. Next, the vocabulary words were written on another set of index cards and students had to pair the vocabulary with the image. Having learned the basic vocabulary, students were then led through the many application forms used in banking. Finally, the classroom was creatively transformed into a bank and the class was led through a role-playing activity in which students could do basic banking transactions in a non-threatening environment. After much role-playing practice, we went on a field trip to a bank to actually open a savings and checking account.
From Budgeting to Planning to Buy a Home
After giving the students a taste for banking, budgeting and balancing their money, we moved on to homebuying. Because the class was only a 15-week course, time constraints and English capabilities confined us to use only a smattering of what could have been covered. The class will resume in September where we will be continuing with this curriculum and getting into the more technical aspects of both banking and homebuying. The class is very excited about this because the curriculum is useful and is something that affects their lives on a daily basis.
Adapting the Curriculum to Beginning Students
I found the curriculum in How to Buy a Home in the United States extremely advanced for my class. Not only was the vocabulary far beyond their comprehension at the present time but the mathematical concepts created a whole new twist in the teaching and understanding of the material. Most of my class had a sixth-grade education level so that the mathematical concepts (percentages, decimals and fractions) were well beyond their grasp. Thus, the curriculum was modified to the bare basics so that the majority of the class could reach an understanding of the basics. For the most part, we worked from Unit 1: Lesson 1 and 4 (described above in the banking curriculum); Unit 2: Lesson 1; and Unit 4 Lesson 2.
First Lesson: Do You Want to Buy a Home?
We began the homebuying curriculum on page one of the curriculum, "Do you Want to Buy a Home?" First, I asked the class to describe what they saw in the picture as I wrote the vocabulary on the board. I tried to solicit as much description as possible in order to build vocabulary. Having passed out 11 x 14 drawing paper, I asked the group to make two separate pictures, one of what their living arrangements are in the United States and the other of their home in their native country. When they had finished, the class was instructed to discuss their pictures and describe how the two sets are different or similar. During their presentations, many of the questions asked on page one of Unit 1 were answered. To conclude, I posed the question, "Which living arrangement do you prefer and why?"
After having finished these activities, the group was ready to continue with the book where we read and answered the questions to "This Apartment is Too Small!" Instead of writing a letter to the Castillo's, we discussed the advantages and disadvantages of buying a home.
The Foamboard Dream House
Moving onto Unit 2: Lesson 1, the group began to brainstorm what their dream house would include. All new vocabulary words were written on the board for review. Next, the class was given foamboards and stickers from a home planning kit bought at Staples. The class began to lay out the floor plans for their dream home. The students really enjoyed this activity and even went further in their planning process by referring to magazines for home decorating ideas. Many students cut out pictures from these magazines to help others visualize what their dream home would actually look like. After their projects were finished, I asked the students to explain why their dream home looked the way it did and what features did the dream home have to include and why.
Having shared their ideas on the dream home, we began to read and answer the questions to "Deciding What You Want," (pp. 22-27). After reading this unit, the class felt that they wanted to return to their projects to "renovate" their homes. When the "remodeling" was complete, the class discussed their additions with the new vocabulary, i.e., an air conditioning unit or a stucco exterior. It was delightful to see that my adult learners took such joy in completing this project. In fact, all of my students proudly took their projects home to be displayed. What a great visual reminder of their dream, their ultimate goal!
Supplemental Materials used along with the curriculum
Banking:
Unit 10 -- "Money and Banking"
Molinsky, Steven J. Foundations, Prentice Hall Regents, 1997
Housing:
The FannieMae Foundation, National Immigration Forum:
New Americans Guide: How to Become a Citizen -- How to Become a Homeowner (Spanish)
Unit 4 -- "Housing and Furniture"
Molinsky, Steven J. Foundations, Prentice Hall Regents, 1997
