ESOL program builds English skills through community learning

The Reston Letter serves as a classroom resource

By Ellyn Wexler, staff writer

An instructor guides students in reading about their own community in The Reston Letter to practice everyday language structures with relevant content. Photo by Isadora Guerreiro.

Adult English learners in Reston arrive from around the world, often with little or no English as they begin building basic communication skills.

At the community site where English for Speakers of Other Languages (ESOL) classes are held, director Quincy Lewis describes classrooms defined by linguistic diversity. Students speak languages including Spanish, Chinese, Vietnamese, Arabic, Korean, Urdu and Farsi.

Sessions open with a brief interactive warm-up before the day’s lesson, followed by instruction.

Teachers incorporate real-world materials known as “realia” to support learning. Marcia Tugendhat said Stacy Casey, volunteer coordinator and instructor from the Unitarian Universalist Congregation of Fairfax in Oakton, first encouraged her to bring in a local newspaper, which is now a regular classroom tool.

Instructors say peer support plays a key role as students become more comfortable using English.

“I had such a fun time using The Reston Letter this morning,” Tugendhat said, noting that repetition helps reinforce vocabulary and everyday language structures as students work with “headlines, sections and ads.”

Tugendhat, who moved from Venezuela to the United States about 50 years ago, said persistence defines the classroom experience.

“I simply love teaching these students,” she said. “They keep showing up, they keep trying, and that makes all the difference.”

The ESOL program began in August 2023 through a partnership with the Oakton congregation. Thirteen parents attended the first weekly class, and participation grew as word spread through schools and community networks.

Carmen Fonseca Londono, a parent liaison at Dogwood Elementary School, has helped connect families to the program. A native of Colombia, she said many parents initially feel uncertain about their English but gain confidence through consistent participation.

“Once they start coming, they realize they are not alone,” she said.

The program’s early growth required flexibility in finding a stable location. With no space available at Dogwood, parent liaison Andrew Sigle arranged with Lewis to use the community site.

Lewis said the ESOL program demonstrates how shared community spaces support learning and community connection. Classes now run weekly, serving adults balancing work, family responsibilities and language acquisition. The original one-class-per-week structure was intentional, allowing the program to expand gradually while maintaining a supportive environment for new learners.

Fonseca Londono said the impact extends beyond language acquisition, especially for families connected to Dogwood.

“As their English improves, they become more engaged in the school community,” she said, noting increased participation in school activities and communication with teachers.

Tugendhat said progress is visible in small but meaningful steps each week, noting that students “start recognizing words, then phrases, then they start speaking without fear.”

Sigle described the program as reflecting both need and community collaboration. “It all just came together, and it continues today,” he said.