G L O B A L G U I D E to

ENGLISH LANGUAGE
PROGRAMMING in
AMERICAN SPACES
 Global Guide to
English Language Programming
in American Spaces

© 2021 by The Bureau of Educational and Cultural Affairs, Office

of English Language Programs. This work is licensed under the
Creative Commons Attribution 4.0 License, except where noted.

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in unadapted form only, and only so long as attribution is given to the creator. This
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TABLE OF CONTENTS
Introduction.....................................................................................................................................................1
PART I: Five Approaches to English Language in American Spaces.....................................................3
Principles of Communicative English Language Teaching...................................................................3
Introduction to English Language Program Approaches .....................................................................5
Approach 1: Self-Access Learning (SAL) ................................................................................................ 10
Overview................................................................................................................................................. 10
Self-Selection: Building and Organizing an English Library ..........................................................11
Self-Monitoring: Developing Tools to Facilitate Reading............................................................... 15
Approach 2: Social Events (SOC) .............................................................................................................22
Overview..................................................................................................................................................23
Example SOC Themes.......................................................................................................................... 24
Approach 3: Special Interest Courses (SIC) ...........................................................................................27
Overview..................................................................................................................................................27
Example SIC Topics ............................................................................................................................. 29
Approach 4: Project-Based English (PBE)...............................................................................................37
Overview..................................................................................................................................................37
Example PBE Topics ............................................................................................................................40
Approach 5: Peer-to-Peer (P2P) Volunteer and Interns........................................................................43
Overview..................................................................................................................................................43
Example P2P Programs.........................................................................................................................44
PART II: Applying Approaches to Your Space......................................................................................... 47
Plan Goals for English Language Programs.......................................................................................... 47
Identify Needs & Resources .................................................................................................................... 48
Needs of Stakeholders.......................................................................................................................... 49
Resources ................................................................................................................................................ 51
Select Approaches....................................................................................................................................... 55
Get Started: Publicity & Orientation.......................................................................................................58
Notice Boards..........................................................................................................................................58
Signs........................................................................................................................................................60
 Book Displays..........................................................................................................................................61
Orientation............................................................................................................................................. 62
Social Media............................................................................................................................................63
Monitor Programs......................................................................................................................................65
Conclusion..................................................................................................................................................... 67
Appendices ..................................................................................................................................................... 68
Appendix 1. Acronyms.............................................................................................................................. 68
Appendix 2. Peer-to-Peer Volunteer Forms .......................................................................................... 69
Appendix 3. Worksheet for Planning for English Language Programs..............................................71
Appendix 4. Example Needs Assessment Survey...................................................................................73
Appendix 5. List of Full Links for URLs..................................................................................................75

Acknowledgements

Thank you to everyone who contributed to this guide. English Language Fellow Briana Rogers

developed the original content based on her work at the American Center @ That Dam in Vientiane,

Laos. The following individuals made substantial contributions to the development of this guide:

Lottie Baker, Adrienne Jones Daly, Paula Kitendaugh, Chris McDonnell, Diane Millar, Amy Rich, and

Dawn Rogier. The cover was designed by Jacquie Gardy.

INTRODUCTION
English language plays an important role in American Spaces across the world. Teaching and learn-
ing English creates an opportunity for the U.S. to foster interaction among foreign audiences about
American values and culture. For this reason, English language is the focus of one of the five core
programs that support the vision of American Spaces to connect the world with the U.S.

English communication occurs daily in all types of American Spaces: American Centers, American
Corners, and Binational Centers. English may be the means of communication in performances,
lectures, and exhibitions that take place in American Spaces. Many of the books, magazines, and
materials available at American Spaces are printed in English. Some American Spaces host formal
English language classes or tutoring sessions.

Educators with expertise in Teaching English to Speakers of Other Languages (TESOL) can help
to offer high-quality progressive programming in Spaces. However, TESOL professionals are not
always available to organize and implement English language activities in American Spaces. The
Global Guide for English Language Programming (“Global Guide”) is designed to support American
Spaces staff and volunteers to develop and implement English programs for patrons with various
language skills and needs. Standards and useful information for programming in American Spaces
can be found on the American Spaces website.

The approaches described in this guide have been used successfully in the American Center @ That
Dam in Vientiane, Laos. The ideas reflect English language programs that supported U.S. Embassy
goals specific to Vientiane’s American Center. These programs and this subsequent guide were de-
veloped by American Spaces in partnership with the State Department’s Office of English Language
Programs (OELP) and Regional English Language Officers (RELOs), who provide professional exper-
tise and program support to public diplomacy initiatives in U.S. embassies and consulates around
the world.

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Global Guide to English Language Programming in American Spaces

Not all approaches in this guide will work for all Spaces. The recommendations should be adapted
to the unique contexts, needs, and audience for each Space. American Spaces staff should consult
embassy partners, such as Regional Public Engagement Specialists (REPS) and RELOs, as they design
and modify programs to meet the needs of the Space’s audience. The Global Guide can be a resource,
and reading about the approaches used in the American Center @ That Dam can be an initial step
for Spaces embarking on new English programs.

Part I of this guide describes five approaches to English language programming, roughly in order
from most basic to most sophisticated: (1) Self-Access Learning (SAL), (2) Socials (SOC), (3) Special
Interest Courses (SIC), (4) Project-Based English (PBE), and (5) Peer-to-Peer (P2P) Volunteers and
Interns. Although each approach is discussed in a separate section, multiple approaches can be
implemented simultaneously. All approaches are founded on the same communicative language
principles, which are summarized at the beginning of Part I.

Part II of this guide provides practical steps for taking action, including procedures for selecting pro-
grams and logistical considerations when developing, publicizing, and monitoring English language
programs. The recommendations in Part II encourage staff to take stock of existing resources and
the unique context of the Space when making decisions. English language programs must be flexible
to meet the evolving needs of American foreign policy goals in the changing local context.

“English language programs are a critical tool for engaging foreign audiences, strengthening long-term
relationships, and offering desired skills to host country citizens.”
 – American Spaces Handbook (p. 14)  

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 Part I: Five Approaches to English Language in American Spaces

PART I: FIVE APPROACHES TO ENGLISH LANGUAGE IN

AMERICAN SPACES
Quality English language programs in American Spaces can have a lasting impact. Often as a result
of English programs, participants return to the Space regularly, engage in critical thinking and deep
conversation, and share their experiences to their network of family, friends, and colleagues beyond
the Space.

This guide provides options for programs that can support one another, offering participants the
opportunity to practice English language communication while building personal and profession-
al skills necessary for work in the global economy (e.g., critical thinking, teamwork, technological
abilities). In well-designed programs, participants have the potential to advance from basic programs
where they attend events to more sophisticated programs, even taking on roles to contribute to the
Space as a volunteer.

In Part I, we introduce principles of second language acquisition that support the programs we
recommend. We then summarize five approaches and describe case studies of participants who
engaged in these various programs. The introduction is followed by a closer examination of each of
the five approaches.

Principles of Communicative English Language Teaching

This guide draws on research-based principles of second language acquisition. These same prin-
ciples drive the work of the State Department’s Office of English Language Programs (OELP) and
Regional English Language Officers (RELOs). RELOs develop and implement English language pro-
grams that contribute to public diplomacy aimed at increasing understanding of the United States.
Contemporary research and practice in the field support a communicative approach to teaching
English, or communicative language teaching (CLT). For practitioners of CLT, the goal of learning a
language is to communicate with other people, both through oral and written modes. The following
interrelated features are the foundation of the approaches discussed in this guide.

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Global Guide to English Language Programming in American Spaces

• Language Use: Communicating in English leads to English proficiency. Learners benefit

from opportunities to practice English in authentic, real-life contexts. Programs at American
Spaces promote English use through communicative activities in which learners use English
to understand or express meaning, in both oral and written modes.
• Motivation: High levels of motivation are associated with successful learning in general, and
with languages in particular. Individuals who want to use English are more likely to persist
in learning when they face challenges. American Spaces can motivate audiences to use
English by offering social events and relevant courses that require English use. Events can
encourage patrons to learn English by showcasing how English can lead to opportunities for
study abroad, exchange experiences, or career advancement. In addition, Spaces can increase
motivation by helping patrons make individual goals and measure their own progress.
• Comprehensible Input: Language acquisition occurs when learners receive “comprehensible
input,” or when they can understand the message in the new language. Learners may not
comprehend 100% of the English they hear, but they should be able to understand the
basic message. English programs in American Spaces are designed to support learners’
comprehension through methods such as holding events on topics that are familiar to
patrons, offering texts and materials at a variety of levels, and utilizing multimedia and
images to support text. English programs may also use patrons’ first language as necessary to
support their participation.
• Interaction: Language use occurs through interaction with others. Learners are more likely
to interact with others using English when they are in a non-threatening, comfortable
community. American Spaces can facilitate this sense of community by hosting social events
that incorporate group discussion and collaboration. Project-based English courses give
learners opportunities to work in groups and hold extended conversations on engaging
topics. In Peer-to-Peer Volunteer programs, experienced patrons model English language
use for new patrons. Forming a close-knit community at your Space will help learners feel
comfortable and confident using English.
• Continuity: Language growth occurs over time and requires regular, sustained use.
American Spaces can support learners in establishing routines for using language. Social
events and courses can be scheduled on a recurring basis. The library can provide milestones
and goals to motivate learners to continue engaging in English language material.

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 Part I: Five Approaches to English Language in American Spaces

Introduction to English Language Program Approaches

Five program approaches are described: Self-Access Learning (SAL), Socials (SOC), Special Interest
Courses (SIC), Project-Based English (PBE), and Peer-to-Peer (P2P) Volunteers and Interns. These
approaches are listed in order of most basic to more sophisticated; SAL and SOC require relatively
fewer resources and expertise than SIC and PBE. The latter approaches also tend to work best with
participants who bring existing English language skills and are familiar with American Spaces. Table
1 summarizes each approach.

Table 1. Overview of Approaches

Approach (Abbreviation) Short Description Audience

Self-Access Learning (SAL) Texts, materials, and multi- All

media resources in English,
curated for participants to
access easily

Socials (SOC) One-time events; designed All; varies depending on

to be fun, relaxed, and casual. event
Examples are holiday cele-
brations and guest speaker
lectures.

Special Interest Courses (SIC) Short courses or workshops, Intermediate or advanced

designed to help participants English language and literacy
develop professional and skills; interest or experience
business skills. Courses deliv- in professional jobs; young
ered in English with some na- professionals and motivated
tive language as appropriate. students
Sample topics: career plan-
ning, interview skills, using
computer programming.

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Global Guide to English Language Programming in American Spaces

Approach (Abbreviation) Short Description Audience

Project-Based English (PBE) Courses with regular meet- Various English language
ings, designed to help partic- levels; mostly university stu-
ipants improve their English dents, with some high-per-
language communication forming high school students
skills. Courses should be or young professionals
differentiated by English
language levels and allow for
progression. Curriculum is
theme-based, with topics of
interest to participants.
Peer-to-Peer (P2P) Volunteers P2P volunteers use English to Alumni of programs or ad-
and Interns tutor or mentor participants vanced English speakers with
with more beginning levels interest and/or experience
of English. Volunteers may be with U.S. culture; participants
alumni from other programs. new to the Space can benefit
Volunteer opportunities can by learning from more expe-
include leadership organi- rienced participants.
zations designed to build
community in the American
Space.

We next summarize participant case studies to demonstrate various paths of learning and en-
gagement that can occur from English language programs in Spaces. As a result of participating in
various English programs at Vientiane’s American Center (AC) in Laos, each of these individuals
undertook leadership or professional activities that embodied American democratic values. They
started at different levels of English and their paths were unique, but all engaged in multiple ac-
tivities over an extended period of time. Their involvement led them to accomplish personal and
professional goals that supported the broader mission of the U.S. Embassy to develop leadership
potential in youth. The names are pseudonyms, but the stories are based on individuals documented
in a program evaluation conducted in 2019–2020 (Sen, 2020).

Source: Sen, Shourya. (January 2020). American Center @ That Dam Impact Evaluation. U.S.
Embassy Vientiane.

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 Part I: Five Approaches to English Language in American Spaces

Dara
“It’s easy to make friends in
classes at the AC because of all
the group work and activities.
We’re also all there learning
about things that are so new, like
critical thinking, teamwork, or
interviewing, so people ask each
other questions and help each
other out.” – Dara

Dara started attending Amer-

ican Center programs as a
high-achieving university stu-
dent. She had recently applied
for an exchange program and
had a goal of earning a presti-
gious Academic Fellowship as part
of the Young Southeast Asian Leaders Initiative (YSEALI). Dara enrolled in a PBE course. She reflect-
ed that the course expanded her learning goals from simply building language skills to building her
community. Dara later completed various SICs, which she said were helpful to her eventual work in
non-governmental organizations. During her time at the American Center, Dara took on leadership
roles in the Center’s Community Club for P2P volunteers.

Dara was successful in her pursuit of a youth leadership fellowship, and she now advocates for
exchange programs to others in her community. She conducted workshops in her home province of
Pakse about exchange opportunities and plans to develop her own Community Club based on her
experiences at the American Center. Armed with the English language and interpersonal skills that
she gained, Dara plans to earn a Masters’ degree abroad in economics.

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Global Guide to English Language Programming in American Spaces

Khamla
“Before coming to the AC, I just
had dreams about what I wanted
to do. But after coming to the
AC, I realized that you only find
what you really like through ex-
perience. AC classes motivated us
to think about which jobs fit our
experiences and personalities and
also made us seek out more and
more experience.” – Khamla

Khamla first came to the

American Center as a recent
high school graduate. The reg-
ular SOC event, “Name That
Tune” trivia game, attracted
her to the Center. She found the
gatherings to be a fun and relaxing way to use English. After attending various SOC events for about
nine months, Khamla enrolled in SICs on critical thinking and interpersonal skills. Through these
classes, she discovered a passion for writing. As part of a Career Planning SIC, Khamla identified
journalism as a career path. She continued to hone her skills related to journalism and was selected
to participate in the ASEAN Youth Social Journalism Contest. This opportunity gave her a chance to
network with other budding journalists. With the support of the American Center, she completed
a journalism project on promoting transparency in Lao government which involved disseminating
information on civic engagement. Khamla eventually completed all 15 SICs that were available at
the American Center and continues to pursue her goal of becoming a professional journalist.

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 Part I: Five Approaches to English Language in American Spaces

Akamu
“The AC is one of the most im-
portant places for me. The things
I learned there have changed my
life, and it’s the place where I’ve
spent most of my time other than
my house.” – Akamu

Akamu came to the American

Center in high school to take
English classes. After a year
of regular participation at
the American Center, Akamu
became a founding member of
the Center’s Community Club,
a networking group for active
patrons and P2P tutors. As with
Khamla, he discovered a love for
journalism and entered an international journalism contest in which he completed a citizen jour-
nalism project on disaster alert in Laos. After graduating high school, Akamu continued his involve-
ment at the American Center by becoming a P2P tutor and then vice president of the Community
Club. He organized the first Community Club social media campaign and workshop on the topic of
mental health. As a young adult with improved English skills, Akamu also started taking SICs, de-
veloping skills that helped him win an international contest in data science. He was later selected by
the Erasmus program as the first Lao student to study law as an exchange student in Luxembourg.

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Global Guide to English Language Programming in American Spaces

The following sections describe each of the five approaches in greater detail with considerations for
implementation.

Approach 1: Self-Access Learning (SAL)

“Free books on TOEFL, IELTS, and information about U.S. education helped me achieve my dream of
studying abroad.” – Patron at Hanoi American Center

Overview
Self-Access Learning (SAL) occurs when learners choose resources to use for English practice. SAL
requires learners to reflect on their goals for language learning and then select texts, activities,
or other media that would help them improve their language proficiency. It is a form of learning
that promotes student autonomy, which can support lifelong language learning and confidence in
English use.

SAL in English language takes many forms. Learners might engage in SAL to prepare for an exam,
either a high-stakes standardized one (e.g., Test of English as a Foreign Language [TOEFL]) or local,
classroom-based ones given in their high school or university classes. Test preparation books with
practice exercises and answer keys are helpful for these learners. Other English learners might uti-
lize SAL to learn English for a specific purpose, often to prepare for professional tasks. These learn-
ers are often adults with well-defined, concrete language goals. They may seek out practical materi-
als that include vocabulary and grammatical structures that are specific to particular occupations.

Reading for pleasure can also be a form of SAL. Extensive Reading (ER) is a well-established the-
ory in language education that promotes regular, sustained reading for enjoyment. Research has
demonstrated that frequent reading at an easy level improves second-language fluency and speed,
and learners are more likely to read when they are interested in the content. In ER, students read a
large volume of material that is enjoyable and easy for them to understand. They may not under-
stand every word in the text, but they should use context or images to make meaning of the text,
only rarely interrupting their reading to consult a dictionary. When reading for pleasure, learners
encounter a large amount of vocabulary and language structures, even though their focus is on the
content of the reading material rather than the language. A resource to learn more about extensive

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 Part I: Five Approaches to English Language in American Spaces

reading is The Extensive Reading Foundation.

Its website offers guides on developing ER pro-
grams, available in multiple languages.

Because many English learners engage primarily

in intensive reading at school, or reading assigned
texts to answer comprehension questions,
American Spaces can provide opportunities for
ER. Patrons are likely to engage in ER when they
can self-select texts that are clearly displayed
and easily accessible. American Spaces offer
resources on a variety of topics that are often
difficult to find in non-English-speaking com-
munities. In the following section, we describe
how staff can obtain and organize a broad range
of English-language texts and media resources
to encourage SAL.

Self-Selection: Building and Organizing an English Library

A first step in developing a SAL environment is to obtain a range of English language materials and
then organize them in logical, inviting ways for patrons. While the majority of resources in Spaces
are in English, many Spaces devote a section of the library to English learning resources. The place-
ment of English materials will depend on the physical constraints of the specific Space. Resources
should match the interests and goals of the patrons who visit the space. Therefore, well-stocked
Spaces contain both language learning texts, such as dictionaries, study guides, and grammar text-
books, as well as authentic texts, such as novels, magazines, and newspapers. To ensure that the
Space offers materials that are interesting to patrons, staff can regularly survey patrons about the
reasons they visit the English language portion of the library and the kinds of materials they would
like to use.

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Global Guide to English Language Programming in American Spaces

Building a robust English language library is an ongoing task. The Regional Public Engagement
Specialist (REPS) or the Regional English Language Officer (RELO) can provide recommendations
for appropriate material to order. Another source to explore is the eShop section for English learn-
ing, which contains text collections designed for American Spaces. The Office of English Language
Programs (OELP) has also produced a list of English language materials that is updated every several
years.

The following are some text types to consider when stocking the English language section of the
Space library.

• Grammar textbooks
• Language skill practice books (reading, writing, listening, speaking)
• Test preparation books
• Dictionaries and thesauri
• English coursebooks (Consider selecting those that are distributed by American publishers
or that are popular in the community.)
• Graded readers (These are abridged versions of full-text novels or texts written at a
simplified level. They are also sometimes called “leveled readers.”)
• Young adult (YA) novels
• Children’s illustrated books (Many children’s books contain complex language, but
illustrations make the books more understandable.)
• Novels or fiction stories that are relatable to patrons
• Graphic novels and comic books
• Non-fiction texts, such as histories, biographies, and informational texts
• Magazines and newspapers (Consider subscriptions of popular American publications as
well as publications with simplified language designed for English learners or adolescent
readers.)
• Travel guides
• Books about methods of teaching English (TESOL)

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 Part I: Five Approaches to English Language in American Spaces

Staff at Spaces can use these categories to organize texts for patrons to find the resources they need
easily. For instance, texts can be color-coded by text type, using some or all of the categories includ-
ed here. A colored sticker can be placed on the spine of the material and a poster can display the key
for patrons.

A robust SAL section will include non-text materials to encourage patrons to visit the English
language library often. Table 2 describes non-text resources to consider including in the English
language section of the library.

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Global Guide to English Language Programming in American Spaces

Table 2. Non-Text Resources for an English Language Library

Resource Explanation

Audiovisual Media • Patrons practice listening skills.

(e.g., DVDs, CDs, • Repeated listening to the same material builds fluency.
audio books) & • If possible, offer subtitles, lyrics, or text transcripts of the
Equipment (e.g., listening materials.
headphones, DVD
player, computers)

English Language • Patrons can estimate their English language level on different
Proficiency Tests skills.
• An estimated level can help them choose appropriate materials.
• All SAL test results are limited in validity and should be used as
estimates only.
• A number of free assessments can be found online.

Computers • Patrons can access English language websites quickly and easily.
with Internet • Use the bookmark feature on internet browsers to save popular
Connection English language sites.
• Regularly check the bookmarked sites to make sure they are
updated.

eLibraryUSA • A collection of university-level research databases, electronic

magazines, newspapers, and documentary films.
• All American Spaces have access to this resource, but it is
restricted to account-holders.
• It connects patrons to universities and provides them with
research tools.

Games • Board games can facilitate English language communication

among patrons.
• Games can also be in the form of puzzles (e.g., crossword, word
search) that can be played individually.
• Consider bookmarking sites to play English language games for
practice online.
• Ensure patrons will not disturb others who need a quiet
atmosphere (e.g., separate spaces or certain times for games).
• Activate: Board Games is a free resource from OELP, available
online or in hard copy, that can be purchased by the embassy
from Global Publishing Solutions (GPS).

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 Part I: Five Approaches to English Language in American Spaces

Resource Explanation

Furniture • Comfortable chairs or couches will encourage patrons to spend

extended time engaging with materials.
• Some Spaces dedicate furniture to a “language lounge” or a “chat
couch.”
• Arrange tables and chairs strategically for group chats.
• Consider marking some tables for independent learning or for
study with groups.

Comment Box • A comment box can allow patrons to give their feedback and
make recommendations on websites, texts, or other materials.
• Patrons can respond in either English or their native language(s).
• Ensure that responses are confidential.
• Consider posting comments (removing names) and responses
on a bulletin board for visitors to see to show you value patrons’
input.

Signs & Handouts • Signs can help orient patrons to the resources.
• Consider creating handouts or maps for patrons when they enter
the Space. Handouts can provide more detail than posters and
can include contact information for patrons when they have a
question. (See more detail in Part II about posters.)

Self-Monitoring: Developing Tools to Facilitate Reading

SAL is most effective when learners are able to monitor their reading independently. Patrons
self-assess if materials are appropriate and comprehensible, and they check their own understand-
ing. Readers may be able to decode words on a page but not understand the message of the text. If
patrons are able to self-monitor their reading progress, then they will be more motivated to con-
tinue reading. Self-monitoring consists of learning strategies that can be taught. American Spaces
staff can host short workshops or tutorial sessions that focus on these reading skills. To encourage
ongoing monitoring in SAL, staff can also include the following tools for patrons.

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Global Guide to English Language Programming in American Spaces

Language Self-Assessments. Patrons can estimate their language level by referring to “can-do” state-
ments. Can-do statements convey the functions that a speaker is able to accomplish in the target
language at particular levels. Standardized language proficiency assessment systems often use can-
do statements to describe different levels. The American Center @ That Dam in Vientiane, Laos,
created indicators for patrons, displayed in Table 3. This Self-Assessment English Can-Do Chart
(Can-Do Chart) can be used or adapted by other Spaces. Alternatively, Spaces can explore other
performance descriptions from international assessment systems that are available as open-access
online. Consider making a can-do proficiency table easily accessible for patrons (e.g., printing it on a
handout or poster).

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 Part I: Five Approaches to English Language in American Spaces

Table 3. Self-Assessment English Can-Do Chart

I CAN…

 introduce myself.
 say basic information (name/age/telephone #) about myself.
Level 1
 answer simple yes/no questions.
 ask and answer simple what, where, and when questions.

 ask and answer simple questions.

 write simple messages including times, dates, and places.
Level 2  talk about my day-to-day life using simple sentences.
 complete forms requiring simple personal information.
 talk about my likes/dislikes and hobbies using short sentences.
 give general information about my daily routines.

 understand basic instructions and directions.

 explain simple plans.
 talk about my day and what I did.
Level 3  interact with others in everyday situations.
 ask and answer questions on everyday topics.
 have a conversation without many pauses on everyday topics.
 read and understand short simple passages.

 ask and answer short simple questions about the past.

 write a short narrative.
 discuss common topics using slightly more-complicated sentence
Level 4 structures (using because, but, etc.).
 follow and join in on a conversation on a subject I am familiar
with.
 describe past events and activities.
 express opinions and preferences and give simple reasons.

 express my thoughts and feelings on areas I am familiar with.

 follow presentations on familiar topics and pick out main points.
 write connected text that flows together.
 maintain conversation but might need time to think through
Level 5
responses.
 use language to do tasks that require multiple steps.
 understand main ideas in a short text/story/article.
 give a presentation on areas I have had time to prepare for.
 compare and contrast content I am familiar with.

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Global Guide to English Language Programming in American Spaces

I CAN…

 express opinions and justifications with some fluency.

 give advice and ask for help.
 give short presentations with little preparation.
 summarize short stories or discussions I have had.
Level 6
 contribute to an ongoing discussion by following what has been
said and jumping into the conversation.
 ask for clarification or elaboration during discussion.
 write a story or essay with descriptions or arguments that others
can easily follow.

Informal diagnostic assessments can help patrons estimate their English language level on particular
skills (e.g., grammar, vocabulary, reading comprehension). These assessments do not give a compre-
hensive result of a learner’s proficiency level, but they can be used as a rough approximation to guide
text selection. Assessments can be found on various sites online.

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 Part I: Five Approaches to English Language in American Spaces

Patrons can also estimate their reading level by counting how many unfamiliar words they encoun-
ter when reading the first page of a text. Research suggests that readers generally should correctly
read at least 95% of words to understand the text. If the number of unfamiliar words is more than
5% of the total words on the first page, then the text is most likely too challenging for the patron. A
poster or handout with step-by-step directions could encourage patrons to use this counting meth-
od when assessing if a book is too difficult.

Tracking & Recording Reading Progress. Readers can be motivated when they make goals for reading
and keep records on how they are accomplishing these goals. Charts are commonly used for readers
to track their reading progress. Patrons could maintain individual, personal charts stored in a cen-
tral location in the American Space library, or they could record the texts they read on a large group
poster along with other patrons. Comparing with peers can be motivating for some readers. The
following are ways patrons might track their reading progress:

• Goals Chart: Patrons write a specific,

desired outcome for their language
learning. They might use the Can-Do
Chart (Table 3) for ideas of functions
they want to accomplish in English.
Then they identify daily activities that
will help them progress to this outcome.
Completing each activity turns into
a small goal that leads to their larger
goal. For example, a desired outcome
based on the can-do statements in
Level 3 might be: I will be able to give
street directions in English. A daily goal Figure 1
to support this outcome might be: I will
watch and complete the quiz on Voice of
America (VOA), Lesson 8. Figure 1 is an
example of a Goals Chart.

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Global Guide to English Language Programming in American Spaces

• Reflection Chart: This chart encourages patrons to reflect on their process when they
finish reading. Example questions on this chart are: Did I understand everything I read? Did I
work as hard as I could have? Did I ask questions when I needed help? A reflection chart could
be a poster displayed for all patrons, or it could be printed on a bookmark or handout for
individuals to use on their own. Patrons could record their responses in a daily log. Figure 2
is an example of a Reflection Chart.
• Milestone Marks: Patrons determine a
“milestone,” a target number of books
or pages to read in a time period (e.g.,
monthly). The kind of milestone would
depend on the reading level and goals
of the patrons. American Spaces can
support patrons by providing a prize for
those who reach their milestone. The
American Space could also display a
chart with names of patrons who have
reached their milestones.
• Online Reading Trackers: Several
internet sites offer ways for readers Figure 2
to track their progress. An example is
MReader, which requires the Space to register. Participants can record their reading progress
on the website, and the Space administrators can review participants’ progress. Another way
to track reading progress electronically is through a shared spreadsheet that is managed by
an American Spaces staff or volunteer.
• Competitions: The American Space staff organize a friendly competition in which patrons
compete for a prize based on amount read. These competitions could be within the
American Space (e.g., different groups of students) or among several American Spaces (e.g.,
all American Corners in a given region). The parameters of the competition would depend
on the goals and levels of the patrons.

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 Part I: Five Approaches to English Language in American Spaces

Reflection and Responses. Readers demonstrate deeper comprehension of texts when they have the
opportunity to reflect on and respond to their reading. The following are ways that an American
Space can encourage this reflection:

• Self-Monitoring Bookmark: Patrons

periodically pause in their reading to ask
themselves comprehension questions.
Example questions are: Can I explain
what I just read to a friend? What parts
are confusing so far? What do I predict
will happen next? A bookmark with the
questions may function as a reminder
for patrons to monitor their reading.
The American Space might also display
a chart with these questions in the
library. Figure 3 is an example of a Self-
Monitoring Bookmark.
• Reader Response Journals: Patrons
summarize and respond to texts they
read in a journal. The American Space Figure 3
could provide a list of open-ended
response questions and/or examples of responses to texts. Examples of response questions
are: What was your favorite part of this text and why? To which character(s) did you relate the
most? Why do you think the author wrote this text? The library might also reserve a space for
patrons to store their Reader Response journals.
• Book Clubs: Small groups of patrons read the same book and meet periodically to discuss
the book. An American Space can lead an organized book club that meets regularly with a
facilitator (e.g., book of the month). Book clubs could also be formed organically, with small
groups of patrons committing to meet to talk about a book. The American Space could
provide general guiding questions for patrons to use in their book club meetings.

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Global Guide to English Language Programming in American Spaces

• Book Reviews: Patrons write their opinions about texts they read. The American Space can
display strong reviews in the library for other patrons to read and consider when making
their book selection. Displaying only high-quality, edited reviews may encourage patrons to
put effort in their work.

Approach 2: Social Events (SOC)

“I realized that I could relax and talk about my favorite songs and learn English through that.”
– Participant from American Center @ That Dam in Vientiane, Laos

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 Part I: Five Approaches to English Language in American Spaces

Overview
Social events, or Socials (SOC), are designed to attract new and existing patrons. They are fun,
interactive events that provide insight into American life, values, and culture. In contrast to a course
that meets regularly over a series of weeks or months, Socials are held on a single day or evening,
usually lasting about one or two hours. They therefore require minimal commitment from patrons.
Spaces may require patrons to register in advance for logistical reasons (e.g., seating, refreshments),
but they should not require extensive preparation or pre-requisite work from participants. Socials
can be used to welcome new patrons and draw in individuals who may not otherwise be interested
in American culture or English language learning.

Topics at social events range from serious discussions on historical or political issues to light-heart-
ed activities, such as trivia contests, board game nights, or sing-alongs to American music. Social
events will vary at each American Space depending on patrons’ interests and backgrounds. Ideally,
the content in Socials is delivered primarily in English, but native language interpreters or text
translations can support the programming to enable participation from patrons at beginning En-
glish levels. The Office of American Spaces and the Office of English Language Programs (OELP)
have developed kits and resources that can be used to support social events. Specific resources
include:

• English Club Manuals = Reading and viewing material to guide English Club discussions and
activities on themes related to America. Produced by OELP.
• Celebrate! Holidays in the U.S.A. = Downloadable book that summarizes U.S. holidays with
images. Produced by OELP.
• Movie Kits = Viewing guides for selected American movies that include a summary and
discussion questions. Produced by the Office of American Spaces.
• Posters = Downloadable images about themes related to U.S. culture.

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Global Guide to English Language Programming in American Spaces

Example SOC Themes

One way to promote Socials is to dedicate each month to a specific topic. Focusing on the same
topic throughout a period of time will facilitate deeper engagement of the topic among participants.
Not only will the Socials that occur during that month all relate, but staff can also highlight library
materials related to the topic. If the Space has a social media presence, then staff can use the plat-
form to encourage virtual follow-up conversations from Socials.

Table 4 demonstrates an example of how a Space can create an annual plan of Socials that incor-
porate public diplomacy themes and English language learning. The ideas in the table align with
topics that are celebrated in American calendars (e.g., the topic of environment is scheduled for
April, which coincides with Earth Day). Additional ideas can be found on the websites of the Office
of American Spaces and the Office of English Language Programs. Staff can also utilize social media
professional networks, including subscribing to the American Spaces newsletter and joining the
American Spaces and American English Facebook groups. The REPS, RELO, or embassy contact can
help with these and other resources.

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 Part I: Five Approaches to English Language in American Spaces

Table 4. Social Event Timeline

Month Theme Sample Resources*

January Rule of Law: What is Citizenship? First Amendment Rights (Toolkit

Explore what it means to be citizens from American Spaces)
and the rights of individuals in the U.S. Individual Responsibilities and
Constitution. Citizenship (Chapter from Language
& Civil Society journal, OELP)

February Black History in America: Making Changes Black History Month Resource Tool-
Learn about African Americans who kit (Toolkit from American Spaces)
made changes in their society and the Black History Month Smithsonian
challenges they faced. Package (Materials from American
Spaces)
National Museum of African Ameri-
can History & Culture Program Pack-
age (Materials from the Smithsonian
and American Spaces)

March Women’s History: Trailblazing Women Women’s History Month Resource

Discuss the impact women made in Toolkit (Toolkit from American
areas such as art, science, technology, Spaces)
and politics. Women’s History Month (Materials
from the Smithsonian and American
Spaces)

April Environment: Going Green Environment and Sustainability

Discover ways to protect our environ- (Toolkit from American Spaces)
ment and share with others about saving Air Quality Awareness Week Resourc-
our planet. es (Materials from American Spaces)
Earth Day (Materials from the
Smithsonian and American Spaces)

May Civil Engagement: Getting to Know Our Language & Civil Society: Civic Edu-
Community   cation (Journal, OELP)
Explore the diversity within your com- Building a Civil Society: Breaking
munity and help your neighborhood. Down Stereotypes (Chapter from
Language & Civil Society journal,
OELP)

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Global Guide to English Language Programming in American Spaces

Month Theme Sample Resources*

June Travel & Tourism: Road Trip USA 50 States (Articles from
Discover the sights and sounds of ShareAmerica) 
America. American English Teacher’s Corner:
Travel and Tourism (Classroom activ-
ities from OELP)
Picture US (Materials from OELP)

July Health: Talking about Health Global Health (Toolkit from Ameri-
Learn how to talk about nutrition, exer- can Spaces)
cise, and maintaining a healthy lifestyle. World AIDS Day (Materials from the
Smithsonian and American Spaces)

August Music: Name That Tune Sing Out Loud Traditional Songs
Listen to songs and learn what they (Song audios with lyrics and activities
reveal about culture. from OELP)
New Ideas for Teaching English Using
Songs and Music and Using Songs in
Listening and Speaking Classes
(Activities for music in English classes
from OELP)
Using Music, Chants, and Movement
(Activities from OELP)

September Education: Study Skills Higher Education in the U.S. (Toolkit

Develop study skills that will make you a from American Spaces) 
better student.

October Hispanic Heritage Hispanic Heritage Month (Toolkit

Learn about the achievements of the from American Spaces)
Hispanic community in the United Hispanic Heritage Resources (Recom-
States. mended links from American Spaces)  

November Native American Heritage: Indigenous Native American Heritage Month

Cultures in the U.S. (Toolkit from American Spaces)
Learn about the diverse cultures and tra- Reel Injun Discussion Guide (Docu-
ditions of American Indian and Alaskan mentary on Native Americans in film,
Native people. Guide from American Spaces) 

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 Part I: Five Approaches to English Language in American Spaces

Month Theme Sample Resources*

December Art and Culture: Art Movement Celebrating American Culture and
Talk about art throughout the United Heritage (Materials from the Smith-
States and explore the stories behind art. sonian and American Spaces)
Arts and Culture from the Nation-
al Endowment for the Humanities
(Links to activities from OELP)  

*Please note that the links in this table may have changed or become obsolete since this guide was
published. Full links are provided in Appendix 5.

Approach 3: Special Interest Courses (SIC)

“Especially working in government, even when work isn’t that hard, people are hard. So, I came to learn
about soft skills.” – Participant from American Center @ That Dam in Vientiane, Laos

Overview
Special Interest Courses (SICs) provide training for specific skills that are valued in professional or
educational contexts. The content of SICs often is applicable across disciplines. For example, an SIC
on the topic of professional communication skills can be useful to an engineer who needs to present
to her colleagues at an international conference, as well as to a human resources officer who gives a
presentation on new policies to new employees.

The content of SICs can also be focused on English for Specific Purposes (ESP). Particular fields
require technical vocabulary and nuanced language functions that are not common in everyday
language and in general academic English curricula. Examples of ESP can be found in the fields
of tourism, medicine, and law enforcement (e.g., English for tourism, English for medicine). SICs
can help meet these needs. For SICs on ESP, the participants will all share a common occupation.
Because SIC participants share common interests or careers, SICs can also be a vehicle for Spaces to
connect with target audiences that are part of the post’s public diplomacy goals.

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Global Guide to English Language Programming in American Spaces

As implemented in the American Center @ That Dam, each SIC spanned 3–4 weeks and required
regular participant attendance. The courses were divided into 3–5 modules, and each module con-
sisted of about six 60-minute sessions. After completing a module, participants received a mini-cer-
tificate of attendance. Those that complete all modules received a final certificate of completion.

Figure 4 illustrates the relationship among the terms course, module, and session. SICs in other Spac-
es may follow different formats, but all SICs should consist of multiple sessions over time.

One way to design SICs is to utilize Massive

Open Online Courses, or MOOCs. These are
existing courses that are available to the public
and include resources, reading material, and
videos. American Spaces staff can use the ma-
terial in MOOCs to structure sessions, or they
can simply guide participants to complete the
MOOCs independently. Rather than developing
lesson plans or curricula, SIC facilitators can
simply lead regular discussions with partici-
pants about their independent experiences with
the MOOC materials. Using MOOCs enables
staff who do not have TESOL expertise to lead Figure 4
SICs. The Office of English Language Programs
(OELP) has developed a model of “MOOC
Camps,” in which a facilitator guides regular, in-person discussions for MOOC participants. More
information is on the OELP website, including a short guide for facilitators.

Websites that include relevant MOOCs are the Online Professional English Network Program,
Coursera, and edX.

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Example SIC Topics

The following are four sample courses on the topics of professional communication, interpersonal
skills, career development, and social innovation. Each example includes a course description, par-
ticipant learning objectives, target audience, and summary of module topics. Each SIC description
also includes a link to a recommended U.S. government curriculum, MOOC, or website that can be
used to structure the activities in the SIC. Additional resources can be found on the websites of the
State Department’s Office of American Spaces and the Office of English Language Programs (OELP).

These sample SICs are only outlines intended to inspire ideas for SICs; there are many other poten-
tial topics for SICs. For instance, the American Center in Vientiane, Laos, also developed SICs on
professional writing, study skills, and Microsoft Office applications. When developing SICs, consider

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Global Guide to English Language Programming in American Spaces

surveying existing patrons and post public diplomacy staff to ascertain topics that would appeal to
different audiences. Collaborate with your REPS or RELO to identify existing MOOCs on topics of
interest.

Professional Communication Skills for Leaders SIC

Course Description: This course equips entry- and mid-level businesspeople with the skills and
confidence to participate in professional conferences held in English. The modules help participants
navigate the steps involved in participating in a conference, from writing presentation proposals, to
delivering lectures, to conducting informal networking with new colleagues.

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 Part I: Five Approaches to English Language in American Spaces

Learning Objectives: Participants will

• introduce themselves and discuss about their work in professional settings.
• understand how to navigate learning opportunities in professional conferences.
• draft and revise abstracts.
• give short presentations related to their profession using PowerPoint slides.

Target Audience: Business professionals and leaders; intermediate to advanced proficiency; may be
specialized for particular career fields

Modules (4 total):
• Module 1. Professional Introductions: This module focuses on meeting new colleagues at
conferences and meetings. Participants learn to introduce themselves orally and in writing,
practice tips to make a favorable first impression, and engage in active listening. This
module can also introduce the concept of an “elevator pitch.”
• Module 2. Conference as Professional Development: This module demonstrates how
conferences can be used for professional development. Participants develop their opinions
regarding conferences, evaluate online conference information, and create personal action
plans tailored to their career goals.
• Module 3. Conference Abstracts: This module introduces the concept of abstracts for
conferences. Participants learn about the structure and components of abstracts and then
draft and revise abstracts about their own work.
• Module 4. Presentation Slides for Conferences: This module explores components of
a quality conference presentation, using tools such as PowerPoint or Google Slides.
Participants develop their own presentation and hone the design and formatting techniques
that are effective for their audience. The module concludes with participants delivering their
completed slide presentations.

Recommended Resource:
• Lower Mekong Initiative Professional Communication Skills for Leaders: Core Curriculum,
1st ed.

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Global Guide to English Language Programming in American Spaces

Interpersonal Skills (Soft Skills) in the Workplace SIC

Course Description: Participants identify and practice interpersonal skills. The course shows how
these skills promote harmonious and effective group work in a range of workplace settings. The
content is relevant for participants from a variety of careers because many work tasks involve collab-
oration. Interpersonal skills are sometimes called “soft skills,” in contrast to “hard skills,” or job-spe-
cific knowledge or capabilities.

Learning Objectives: Participants will

• identify interpersonal skills important in the workplace.
• describe successful characteristics of each skill.
• apply interpersonal skills in a workplace environment.

Target Audience: Business professionals; intermediate to advanced proficiency; may be specialized

for particular career fields

Modules (5 total):
• Module 1. Communication: This module focuses on communication and what it takes to be
an effective communicator. Participants will work toward developing better communication
skills.
• Module 2. Teamwork: This module focuses on teamwork. Participants will identify
characteristics of a successful team. They will assess their own personality traits and how
their personality works in a group. Participants will explore ways to build and maintain
teams, monitor team development, and respond to conflict.
• Module 3. Critical Thinking and Problem Solving: This module focuses on critical thinking
skills for a variety of problems. Participants learn processes and approaches to solve various
problems.
• Module 4. Leadership and Networking: This module focuses on leadership and networking.
Participants discuss characteristics and competencies of a good leader and then explore
ways in which they can employ them to become successful themselves. They also learn
networking techniques.

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• Module 5. Conflict Management and Negotiation: This module focuses on ways to manage
conflict among colleagues with different opinions. Participants engage in conflict resolution
techniques that elicit input from all stakeholders.

Recommended Resource:
• Curriculum: U.S. Department of Labor, Skills to Pay the Bills: Mastering Soft Skills for
Workplace Success.

Career Development SIC

Course Description: Participants explore potential career paths and attain practical skills necessary
for applying for jobs. The course includes hands-on practice that is directly applicable to participants’
career development. Young professionals and university students will leave this course with the es-
sential skills, resources, and materials to build a competitive application for the job of their dreams.

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Global Guide to English Language Programming in American Spaces

Learning Objectives: Participants will

• produce a resume and cover letter in English.
• write networking emails.
• ask and answer common questions in mock interviews.

Target Audience: University students, young professionals, and professionals in a career transition;
may be specialized for particular career fields

Modules (3 total):
• Module 1. Career Planning and Resume Writing: This module helps participants plan goals
for personal career development. Sessions in this module are workshops with time devoted
for participants to identify opportunities and then draft, edit, and revise an application
package for a job. The sessions include time and space for participants to give and receive
feedback from peers.
• Module 2. Cover Letter and Email Writing: This module focuses on writing formal letters,
including both the content and formatting of letters to potential employers. Participants
learn how to write effective cover letters that highlight their relevant skills and experiences.
They also learn email etiquette and how to write important networking emails such as
connection emails, follow-ups, and thank-you letters.
• Module 3. Interview Skills: This module focuses on interview skills. Participants learn
useful techniques and tips to prepare for an interview, and then apply these techniques in
mock interviews. They learn strategies to answer common interview questions. By acting as
interviewer and interviewee, participants will have a better understanding of the qualities
that employers seek in a candidate.

Recommended Resources:
• MOOC: “English for Career Development,” a course created by the University of
Pennsylvania and funded by the U.S. Department of State Bureau of Educational and
Cultural Affairs (ECA), OELP. Course available on the Online Professional English Network
(OPEN) Program.

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 Part I: Five Approaches to English Language in American Spaces

• Materials: American Spaces “Resume Writing,” developed by the Office of American Spaces
and included within the Economic Prosperity & Entrepreneurship Thematic Resources.
• MOOCs & Resources: Professional Development courses and videos produced for the Young
African Leaders Initiative (YALI)

Social Innovation SIC

Course Description: Participants are introduced to the concept of “social innovation,” or the ap-
plication of business approaches to achieve social or environmental change. Participants explore
different approaches to social innovation and review real case studies of entrepreneurs. They leave
this SIC prepared with basic tools to influence and initiate social change through business.

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Global Guide to English Language Programming in American Spaces

Learning Objectives: Participants will

• define features of design thinking.
• understand how to consume media critically.
• draft and present a business plan.
• discuss common challenges to entrepreneurship.

Target Audience: Professionals and university students from any field; may be specialized for partic-
ular career fields

Modules (4 total):
• Module 1. Design Thinking: This module introduces design thinking, an iterative, human-
centered approach to product development. Participants explore examples of design
thinking from Silicon Valley-style start-up businesses to large Fortune 500 companies. They
consider how they can apply these techniques to their communities.
• Module 2. Media in Life: This module focuses on popular media and its influence on
social issues. For this module, media refers to both social media, such as Facebook, and
traditional media, such as television, radio, and print. Participants learn how to consume
media critically to make informed decisions, as well as how to produce or utilize media that
supports innovation and social change.
• Module 3. Social Entrepreneurship: This module provides an opportunity for participants to
imagine starting their own business or developing an invention. Participants examine basic
business concepts and real-life case studies. Some of the sessions are workshops that allow
participants time to create a mock business plan that they present to their peers at the end
of the module.
• Module 4. Developing Our Communities: This module considers the concepts of
“community” and “development.” Participants encounter common values and objectives
of economic development, and then they formulate their own social values and objectives.
They examine challenges to the implementation of policy that attempts to promote values
in a development context. This module can build towards a final project and incorporate
journal entries.

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 Part I: Five Approaches to English Language in American Spaces

Recommended Resources:
• MOOC: “English for Business and Entrepreneurship,” a course created by the University of
Pennsylvania and funded by ECA, OELP.
• MOOC: “English for Media Literacy,” developed by OELP in partnership with FHI 360.
• Materials: “Start Your Own Business,” developed by American Spaces.
• Materials: “Dream It. Design It. Do It.,” developed by American Spaces.

Approach 4: Project-Based English (PBE)

“PBE made me feel that the community is in people’s hands. If they want to change something, they can do
it — they can work towards that.” – Participant from American Center @ That Dam in Vientiane, Laos

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Global Guide to English Language Programming in American Spaces

Overview
In Project-Based English (PBE) courses, participants create meaningful products that require col-
laboration in English. Class time is devoted to group work in which participants engage in activities
that contribute to a final product. The topic in PBE should be relevant to students’ lives and have a
connection to the community and world. Participants take ownership of their learning because they
design their own projects. In the process of creating their projects, participants use English to find
information, express ideas, and negotiate with each other. In PBE, students do not learn grammar or
vocabulary in isolation, but use English communicatively.

PBE can be characterized by 7 Ps:

• Project = Every course requires students to engage in an ongoing project that culminates
in a final product. The project is the entire learning process in which students gather
information, negotiate with each other, draft and revise materials, present their final
products, and finally reflect on the process. These steps all require students to communicate
(in English) with each other. Using English to accomplish a shared goal is a more authentic
and motivating way for students to use English than completing textbook exercises.
• Product = At the completion of a PBE course, participants will create a final product. A
product requires many steps and cannot be completed in one setting. Some examples of
final products are oral presentations, performances, book reviews, brochures, newsletters,
and podcasts. Often, a product is multimedia (e.g., combination of audio, visual, and/or
written elements). Unlike a traditional grammar-based English class, students do not just
complete page numbers, but they create something new to share with others.
• Practice = PBE includes opportunities for students to practice English language. Using
English results in creating an end product rather than completing a page in a workbook. The
teacher of the PBE course does not lecture but instead facilitates activities. The facilitator
introduces the project, provides ideas for participant groups, and encourages them to “try
out” new English phrases in a safe environment.
• Participatory = The success of PBE is dependent on participation. Student-centered instruc-
tion means that learners drive the sessions. The topics for PBE should be related to partici-
pants’ interests and inspire them to ask questions and find more information. Participants
take ownership by planning their projects and deciding how to complete their projects.

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• Proof = A final product can be “proof” of learning. This proof is evident not only to the
learners themselves but also to visitors and officials. Many of the final products can be
displayed for others to view (e.g., poster, infographic, manual). The proof of learning may
entice others to register for PBE courses.
• Peer = PBE relies heavily on group work. Participants collaborate to complete the
project. Peer interaction is important because participants are able to share their unique
perspectives, making for a stronger end product. Group work also requires communication
and gives participants another opportunity to use English communicatively. Further, PBE
offers a venue for participants to improve their teamwork skills.
• Pride = Participants and Spaces will be able to take pride in the results. Participants
showcase what they know and learned. Participants may come to Spaces with negative
experiences learning English. A product can be a tangible sign of accomplishment.

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Global Guide to English Language Programming in American Spaces

PBE contributes to the objectives of American Spaces to share about America by engaging partici-
pants in projects that expose them to American cultural and educational values. Participants im-
prove English by working on projects that involve engaging with the values. While students at any
level can participate in PBE, the courses are most effective for English users who are at an interme-
diate or advanced level (e.g., levels 4–5 in the Can-Do Chart; see Table 3). If beginning-level students
wish to participate, then they might be paired with a more advanced partner.

Example PBE Topics

The following curriculum provides a brief introduction to four sample PBE modules, their final
products, and the language and skills that participants learn. This curriculum was piloted in the
American Center @ That Dam in Vientiane, Laos. The modules move from basic topics that are per-
sonally relevant to participants to abstract themes that require more advanced language skills (e.g.,
giving opinions, justifying conclusions). Each module addresses both technical skills (e.g., making
videos) and interpersonal skills (e.g., teamwork), all while eliciting English language use from partic-
ipants. In the American Center @ That Dam, each module consisted of about 24 sessions that lasted
90 minutes each. The PBE courses were 12 weeks long, with two sessions per week. The schedule
of sessions can be flexible to meet the needs of the Space and its patrons. Participants received a
certificate of attendance at the completion of each module. As with certificates for SICs, provide
at least two weeks’ advance notice to the U.S. Embassy or Consulate for requests for signatures on
certificates.

The following table (Table 5) is meant as a guide and may inspire other projects that are relevant to
the Space’s audience.

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Table 5. Sample PBE Topics for Modules

Module Description

Participants explore their own culture, including their family structure, interests,
education, and values. They talk about their daily routines. Participants exchange
information with each other and realize that exploring similarities and differences
in daily life routines promotes cross-cultural understanding. They also learn tech-
nological tools to create videos and work together to share their daily life through
video format.

It may be possible to collaborate with other classes (e.g., other Spaces) for partici-
A Day in
pants to share their videos to a real audience.
My Life
Final Product: Short video about participants’ daily life

Skills Employed: Completing forms; giving personal information; producing videos;

using PowerPoint slides; searching online

Language Usage: Vocabulary related to school, jobs, family; simple present tense
verbs to describe habitual actions

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Global Guide to English Language Programming in American Spaces

Module Description

Participants consider their country from a visitor’s perspective. They research

about their country’s history and influential people. They identify important places,
including natural parks, museums, and monuments, as well as important dates and
festivals. Using the information they learn, participants will create an interactive
guide in English for visitors to their country.
Visit My
Final Product: Interactive map with video presentations about points of interest
Country
Skills Employed: Producing videos; researching information; designing interactive
maps

Language Usage: Vocabulary related to describing places, weather, and events; lan-
guage functions of giving recommendations and advice

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Module Description

Participants are introduced to American folktales as a means to discover American

culture, values, and history. They listen to and read a variety of folktales and then
investigate folktales from their own country. Participants select a folktale and repro-
duce it in English using storytelling techniques. By the end of the module, partici-
pants learn more about their culture and are equipped with storytelling skills.
Folktale
Final Product: Audio recording of a podcast or radio show on folktales
Radio
Skills Employed: Storytelling; creating infographics; presenting on an audio record-
ing

Language Usage: Vocabulary related to storytelling; summarizing; telling events in a

sequence; past tense to describe events

Participants imagine an ideal world. They collaborate and think deeply about the
things people value in life. Through the process, they develop ways to talk about
their values, feelings, ideas, and opinions during presentations and discussions on
topics that are relevant to the project.
Utopian
Project Final Product: Students create a utopian society and give a presentation on it

Skills Employed: Critical thinking; presentation skills; web design

Language Usage: Giving opinions; expressing feelings; using hypothetical language

Approach 5: Peer-to-Peer (P2P) Volunteers and Interns

“P2P gave me real experience that you can never take from a class. Now I even got a job because of P2P.” 
– Volunteer from American Center @ That Dam in Vientiane, Laos

Overview
Peer-to-Peer (P2P) volunteer programs promote community and foster strong peer relations through
shared learning in English. Volunteers or interns offer individualized assistance to patrons, a particular
need among Spaces with limited staff. Patrons at all levels of English can benefit from P2P programs.
Advanced English speakers who serve as peer tutors gain practical experience that they can reference
when applying for scholarships, jobs, or admission to educational institutions. Beginning English
speakers who participate as tutees learn from peers in a friendly, non-threatening environment, and
they benefit from personalized assistance in utilizing the SAL resources in the American Space library.

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Global Guide to English Language Programming in American Spaces

Example P2P Programs

P2P volunteers or interns are regular visitors to the American Space or alumni of English courses.
They can serve in a variety of roles, depending on the needs of the Space. We recommend that the
Space develop a record-keeping system for volunteers to document their involvement. Some exam-
ples of P2P programs are:
• Administration: Volunteers or interns assist with the daily logistics of the American Space.
Examples are manning the front desk, monitoring the library and SAL resources, and serving
as an “ambassador” who promotes programming. Administrative duties should require the
volunteer to interact with others in English.
• Tutoring: Advanced English participants tutor beginning-level students on English. The
tutoring could be related to a course offered at the American Space, or it could be related to
the tutee’s specific English language needs (e.g., help on English homework assignments).
Beginning-level participants might benefit from tutoring sessions to prepare them to enroll
in English programs in the American Space.

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 Part I: Five Approaches to English Language in American Spaces

• Course Facilitators: Advanced English participants can take on the role of facilitator for
courses. Alumni who performed well in courses may be interested in returning to the course
as a facilitator or an assistant. They may refer to the MOOC Camp model referenced in the
SIC section and described on the ECA website.
• Clubs: Regular patrons may join a club to organize their volunteer efforts. As an example,
the Community Club at the American Center @ That Dam in Vientiane, Laos, consisted of
a group of active participants who conducted workshops, led social media campaigns, and
coordinated events related to the Space’s monthly themes. Clubs can be a way for patrons to
take on leadership responsibilities and implement innovative ideas.

Volunteer programs are best implemented when roles and expectations are clearly explained to par-
ticipants. We recommend that prospective volunteers or interns complete an application in which
they explain their motivation to volunteer, document their experience in the American Space, and
demonstrate their level of English. Staff may also interview candidates to learn more about them.
Once selected, volunteers or interns should sign a commitment form which acknowledges that they
understand the expectations. Appendix 2 includes a sample commitment form based on the tem-
plate provided in the American Center @ That Dam’s Peer-to-Peer Handbook. This form should be
customized to the needs of the Space.

The American Space can provide training for new volunteers. The content of the training will vary
depending on the type of P2P programming. For instance, a P2P tutor would require training on
topics such as giving constructive feedback, making instructions clear, practicing active listening,
and utilizing SAL resources. Alternatively, a volunteer Space administrative assistant would require
training on greeting new patrons, answering common questions, and navigating the resources.

Volunteers and interns should be expected to record their hours of service in a log, either electronic
or hard copy. A log can be an opportunity for volunteers to report on their specific tasks and reflect
on the process. We also recommend that the Space facilitate regular feedback sessions with the
volunteers to provide a forum for them to ask questions. Spaces with multiple volunteers might also
host a Community Club in which volunteers meet and share ideas with one another.

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Global Guide to English Language Programming in American Spaces

Part I described five approaches to English language learning in American Spaces: SAL, SOC, SIC,
PBE, and P2P. These approaches can be implemented simultaneously and target different kinds of
audiences. As demonstrated by the case participants at the American Center @ That Dam, patrons
engage in various programs depending on their English level and their motivations. The approaches
discussed in this guide are intended to serve as examples. Each Space will have different resources,
audiences, and goals for English language programs. It is important to plan strategically for English
programs. Part II offers practical considerations for American Space partners in developing English
language programs.

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 Part II: Applying Approaches to Your Space

PART II: APPLYING APPROACHES TO YOUR SPACE

Part II describes the practical considerations for implementing English language programs. We
provide recommendations based on experiences of the staff, volunteers, and participants in
the American Center @ That Dam in Vientiane, Laos. These are meant to inspire and motivate you
to plan for programs that are uniquely tailored to the audience at your Space and the priorities of
the U.S. Embassy or Consulate. Appendix 3 is a worksheet that includes a step-by-step guide for
developing your English programs. As you read this section, consider how you can collaborate with
your U.S. Embassy contacts to develop your English language programs.

Plan Goals for English Language Programs

A first step in planning for English language programs is to articulate clear purposes for offering
English language programs. Why does your Space provide English programs? How do English pro-
grams contribute to the larger goals of the U.S. Embassy and/or Consulate? What specific actions
can staff at your Space do to meet these goals?

To answer these questions, develop a strategic plan for your Space’s English language program. A
strategic plan describes the goals of your Space, the steps to accomplish these goals, and an action
plan with a timeline.

Goals are the core of a strategic plan. It is important for American Space partners to develop them
in coordination with the U.S. Embassy. Effective goals are tightly connected to the larger vision
and mission of the U.S. Embassy and American Spaces globally. Consider the vision and mission of
your Space. A vision statement imagines the future impacts, while a mission statement describes the
present charge of the program. Your Space’s vision and/or mission statements should be tied to the
U.S. foreign policy goals of the embassy and the global mission of American Spaces, found in the
handbook on the website.

Your goal statements will demonstrate how English language programs will contribute to the
mission. Limit the number of English goals to no more than five statements to ensure your plan is
attainable. Your goals may be related to an area of focus that is connected to the embassy’s priori-
ties or the interests of the patrons who visit your Space. After you establish your goals, identify 3–5

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Global Guide to English Language Programming in American Spaces

actions to accomplish these goals. These actions

are called objectives. They are usually specific
and time-bound. Strong objectives begin with
action verbs and are measurable. Figure 5 is an
example of a hypothetical goal for an English
language program at an American Space.

Work with embassy contacts throughout this

process. They will help you identify current
vision and mission statements related to the
priorities in the country. They can also advise on
your goals and objectives for English language
programs. This collaboration will ensure that Figure 5
the priorities of both partners are reflected in
plans and goals. As you craft your strategic plan,
keep in mind that the process should be fluid. You will need to adjust your strategic plan. You may
also change the goals and objectives as you obtain new resources or receive different patron audi-
ences. Refer to your goals frequently as you conduct activities in your Space. Dedicate a regular time
to revisit the goals and objectives to ensure they continue to be relevant in your context.

Once you have identified your goals and objectives, create an action plan for accomplishing the ob-
jectives. Action plans consist of sequential tasks that are usually assigned to specific individuals and
given a deadline for completion. To draft an action plan, consider the resources on which you can
draw and the specific needs of your patrons and other stakeholders. The following section addresses
this.

Identify Needs & Resources

Take inventory of your stakeholders’ needs and the resources you have on hand at your Space. Stake-
holders are groups of people who have an interest in your Space, such as your Space’s patrons and
officials at the embassy or consulate. Resources can be personnel, physical space, technology, mate-
rials, or other tools that will help you accomplish your program goals. Knowing your Space’s specific

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 Part II: Applying Approaches to Your Space

needs and the resources you bring will help you determine how you can accomplish your goals. In
the process of assessing needs and resources, you may need to adjust the objectives you established
in the first section. It is also important to continuously assess the context of your Space; stakehold-
ers’ goals will shift over time and new resources will become available. Following are some ideas to
help you identify needs and resources at your Space.

Needs of Stakeholders
English language programs at your Space should address the needs of both American embassy or
consulate officials and local audiences who use your Space. The American Space should contribute
to the country strategy of your American embassy or consulate. It is important to understand post’s
current foreign policy priorities and the role that your American Space plays in supporting these
priorities. Discuss regularly with your contact at the U.S. Embassy or Consulate about the goals as
they relate to the Space in your country. Here are some questions you might address in your conver-
sations:

• What are the overall strategic priorities for the U.S. Mission in your country?
• Are there segments of the population in the country that the U.S. Mission would like to
engage (e.g., university students, English teachers, professionals in technology, etc.)?
• How have American Spaces and English language programs supported U.S. Mission
priorities in the past?
• How can American Spaces and English language programs support current goals?

At the same time, your English programs should be responsive to the needs of your audience. While
you may have an instinct about your patrons’ needs, you may not have a full understanding of all
patrons’ goals. There also may be potential audiences that would support American public diploma-
cy goals. Here are some questions you might ask about your patrons:

• Who are current patrons? Are there new audiences that we wish to engage in the future?
• How do patrons view the American Space currently?
• What are patrons’ goals for learning English? What are their current estimated levels?
• What topics are of interest to patrons?

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Global Guide to English Language Programming in American Spaces

• How do patrons rate the quality and usefulness of previous English programs they attended
at the Space?
• When is it convenient for patrons to visit the American Space?

One way to learn about the needs in your Space is simply to ask stakeholders about their interests,
motivations, and needs regarding English language programs. When talking to patrons, the ques-
tions you ask can be in the local language if that is more understandable. The goal is to learn opin-
ions about English language, not to teach English.

To conduct a needs analysis, first make a list of the stakeholder groups that you plan to ask (e.g., U.S.
Embassy officials, frequent patrons, students at the local universities). Then, determine the informa-
tion you would like to learn from each group. The questions posed in this section are a good place
to start. Next, think about the best method to obtain this information. The following are example
methods for learning about the perspectives of others: surveys, focus groups, and individual inter-
views. We describe each briefly.

Surveys. A survey will enable you to gather information from a large group of individuals, such as a
large population of current patrons. Multiple-choice or Likert-type (i.e., rating on a scale) items are
quick to analyze. Open-ended items require more time to analyze but will yield more individual-
ized and nuanced responses. Surveys can be developed and administered electronically using online
survey software, many of which offer a free version of surveys. You can disseminate the survey by
sending a link through email or posting on social media. A benefit of online surveys is that the soft-
ware tabulates the responses and analyzes results for you. However, online surveys will not reach
participants who do not have access to the internet. For these populations, you will need to use pa-
per-and-pencil surveys and tabulate responses manually. Appendix 4 includes sample survey items
used in a needs analysis survey of patrons at the American Center @ That Dam in Vientiane, Laos.

Focus Groups. A focus group consists of 4–6 participants who share a common interest or back-
ground. The number of individuals in a focus group can vary, but the goal is to hold a conver-
sation in which all participants contribute. Focus groups work best to obtain in-depth opinions
about a specific aspect of your Space. For instance, you could hold a focus group to learn students’

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 Part II: Applying Approaches to Your Space

perspectives about a pilot SIC or PBE course that they recently finished. Alternatively, a focus group
could be used to help you plan for future events. A focus group of patrons could advise you on topics
to include on the Socials calendar. A focus group of patrons might also help you determine the kinds
of English-language texts to order for your library’s English SAL section.

Unlike a survey, a focus group allows you to follow up on individuals’ responses. You can ask, “Why
do you think that?” or “Tell me more about that.” Focus groups also facilitate group discussion and
sharing of ideas. Individuals in a focus group may get ideas from their peers in the course of a con-
versation. To conduct a focus group, prepare several open-ended questions about a particular topic.
Your goal is to ask questions that elicit long responses rather than simple “yes” or “no” responses.
Hold the focus group in a quiet, private location and make sure you respect the time commitment
of volunteers who participate in your focus group. Before asking participants questions for the focus
group, explain to them the purpose of the group and tell them how you plan to use their responses
to improve English language programming at your Space.

Individual Interviews. Individual interviews are one-on-one conversations with stakeholders. As

with focus groups, interviews allow you to learn detailed information and perspectives about specif-
ic aspects. Interviews might be informal and ongoing. For instance, American Space partners should
communicate regularly with staff at the Public Affairs Section (PAS) in the U.S. Embassy or Consul-
ate. You could also conduct interviews with patrons to learn about their experiences at the Space.
During these conversations, be strategic about asking for opinions and viewpoints from the inter-
viewee. Plan an agenda of topics to discuss to avoid becoming distracted. Ask open-ended questions
and take notes of responses. If you audio-record responses or share comments directly with others,
make sure you ask permission and obtain consent from the person you interview.

Resources
All American Spaces benefit from resources at the local embassy or consulate. The PAS designates
a locally employed staff member or an American officer to support your Space. This individual can
connect you with material and personnel resources that are appropriate for your context. Depend-
ing on the location of your Space, you may also coordinate with individuals in the following posi-
tions. The staff from your post’s PAS will be able to advise on contacting these people.

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Global Guide to English Language Programming in American Spaces

You may also identify specific resources that you currently lack but can obtain through your Ameri-
can embassy or consulate.
• Regional Public Engagement Specialist (REPS): The REPS are American foreign service
officers who oversee and provide guidance to American Spaces. REPS are strategically
stationed at 23 embassies around the world. Your REPS oversees American Spaces in your
country, but may be located at an embassy in a neighboring country.
• Regional English Language Officer (RELO): RELOs develop and implement English
language programs for teachers and learners to support and promote key mission goals and
contribute to public diplomacy activities aimed at increasing understanding of the United
States. They are an embassy’s professional adviser on English language programs and work
directly with national and local educational institutions and ministries of education. RELOs

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 Part II: Applying Approaches to Your Space

are strategically stationed at embassies around the world. Your RELO advises on strategic
planning for English language programs in your country, but may be located at an embassy
in a neighboring country. You can locate your nearest RELO on the American English
website.
• EducationUSA Regional Educational Advising Coordinator (REAC) and Advisers: REACs
are based in 15 locations around the world and lead regional networks of advisers, based
in over 175 countries. Advisers provide guidance to students about U.S. accredited higher
education institutions. They have information about scholarship programs, studying abroad,
and the application process. REACs or Advisers can serve as a resource for patrons interested
in U.S. universities. They may host special events about U.S. education, provide material for
the library, or contribute to an SIC about studying in America.
• Alumni: Alumni are local students or professionals who have participated in U.S. State
Department exchange programs and have returned to their home country. Example
exchange programs are the International Visitor Leadership Program (IVLP), the Future
Leaders Exchange Program (FLEX), and the Fulbright Teaching Excellence and Achievement
Program (TEA). Alumni from exchanges are encouraged to share their experiences and
mentor others. They can assist with facilitating courses, speak as a guest for class sessions,
present at social events, or serve as a volunteer to mentor or tutor patrons. Contact your
post PAS to learn about alumni from these programs.
• English Language Fellow (EL Fellow): EL Fellows are American TESOL professionals
working on 10-month teaching assignments, designed and managed by the RELO at post.
EL Fellows are usually based at a host university, where they teach English, offer teacher
training, and support special projects related to English. EL Fellows may be available to assist
with designing and implementing programs, both English teaching and teacher training. If
you draw on an EL Fellow as a resource, ensure your RELO is aware.
• English Language Specialist (EL Specialist): EL Specialists are highly qualified American
TESOL professionals working on short-term projects, designed and managed by the RELO
at post. As with EL Fellows, EL Specialists usually work with a host university, or sometimes
a government institution. EL Specialists tend to have more expertise and experience than EL
Fellows, and their projects are specific and usually last only a few months. If you draw on an
EL Specialist as a resource, ensure your RELO is aware.

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Global Guide to English Language Programming in American Spaces

• Fulbright English Teaching Assistant (ETA): ETAs are American teachers who work in
schools and universities for 10-month projects, designed and managed by the Fulbright
Commission. ETAs tend to have less teaching experience and expertise than EL Fellows or
EL Specialists. They may be available to facilitate courses, assist with social events, or help
with cultural activities. ETAs may require mentoring or support from a more experienced
TESOL professional, such as an EL Fellow or an EL Specialist.

When contacting staff at U.S. embassies or consulates about programming at American Spaces,
remember that cultural norms of communicating with the U.S. post may be different from local
cultures. These tips can help you avoid misunderstandings or delays in communication.

 Take initiative. You know your Space best. The REPS depends on you to advocate for
programs at your Space. If you identify a particular need, take action and ask for support.
Your embassy contacts may not be able to provide the precise resources you request, but
they may brainstorm ideas with you to obtain what you need.
 Be clear. Before asking for support, have a clear, specific objective. Identify the resources
that you need and express the reasons why these resources are important. Emphasize the
potential impacts that will occur as a result of obtaining the resources. If the resources are
time-sensitive, tell the deadlines you have.
 Be direct. Many staff at U.S. Embassies are busy and manage multiple portfolios. They will
appreciate a short, concise explanation. In your request, you can offer to provide more
details or clarification.
 Be inclusive. When making an email request to an embassy staff, copy (cc) others who are
involved. The REPS who oversees your Space should be cc’ed on important communication.
Sending one email to multiple people instead of separate emails to individuals makes
processes transparent and efficient.

In addition to personnel, identify other resources you have at your Space. For instance, identify the
material and web-based resources you have available through the U.S. Embassy. Consider physical
resources, such as the room(s), furniture, equipment, and materials. Think about the resources you
have in the local community or through other organizations that support English language learning.

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Select Approaches
Select the English language approaches your Space will utilize based on the goals of the Space, the
needs of the stakeholders, and the resources you have available. Consider one or more of the five
approaches described in Part I: SAL, SOC, SIC, PBE, and P2P. Each of these approaches reaches a dif-
ferent audience and requires different kinds of materials, personnel, and time commitments. Effec-
tive English programs at American Spaces often include multiple programs to target different kinds
of patrons. Table 6 summarizes some of the implementation considerations of each approach.

Table 6. Implementation Considerations for English Language Approaches

Component SAL SOC SIC PBE P2P

Participants Any level; Any level; Advanced; Intermediate Advanced

good for good for good for or advanced; (for volun-
new patrons new patrons patrons with good for teers); any
or patrons or patrons specific skill teenagers level (for
unable to unable to needs and young recipients of
commit commit adults P2P)
to regular to regular
schedule schedule

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Global Guide to English Language Programming in American Spaces

Component SAL SOC SIC PBE P2P

Personnel Organize Coordinate Facilitate Lead groups; Recruit

Roles library; an- and wel- discussions explain volunteers;
swer ques- come special based on procedures; provide
tions; model guests; host content; model proj- orientation
reading and moder- identify ects and agree-
habits ate events; resources for ment; train
publicize SIC topics and oversee
events volunteers

Level of Low Low Medium to Medium to Low (higher

TESOL high (low- high if tutoring
Expertise er if using for English)
Needed MOOCs)

Potential Any American Skill-build- Cultural Leadership;

Areas of culture; cur- ing; career awareness; teamwork;
Focus rent events; develop- critical responsibil-
community ment; re- thinking; ity; teacher
building search skills; community training
teacher building
training

Materials & Variety of Depends on Computers Computers Log to

Technology texts; signs; content of with inter- with inter- record
comput- SOC event; net; tables net; tables activities
ers with large space and chairs; and chairs; (electronic
internet & for visitors space for space for or paper);
eLibraryUSA discussion discussion quiet place
for tutoring

Selected American American MOOC PBE curric-

Online Spaces Spaces Pro- Camp ula when
Resources eShop; gramming guides; available
OELP-rec- Kits; OELP OELP OPEN
ommended English MOOCs
web resourc- Clubs;
es posters

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 Part II: Applying Approaches to Your Space

Component SAL SOC SIC PBE P2P

Frequency Ongoing Varies; 1–2 1–2 hour 1–2 hour Ongoing;

events per sessions that sessions that depends on
month take place take place P2P role
1–2 times 1–2 times
a week for a week for
about 12 about 12
weeks weeks

Certificates Not nec- Not nec- Recom- Recom- Not nec-

essary, but essary, but mended for mended for essary, but
optional for optional for completion completion optional
individual attendance of SICs of PBE mod- for regular
goals ules volunteers

Another tool to help guide the kinds of English

programs to offer is the flow chart in Figure 6.

The flow chart can guide your decisions about

the kinds of programs you offer in your Space.
Table 7 is an example organizer for logistic con-
siderations. This table is also found in Appendix
3. Ensure that you delegate appropriate resourc-
es and schedule events to be convenient for au-
diences that your programs target. For instance,
adolescents in school may only be available in
the late afternoons and evenings, whereas work-
ing adults may prefer to visit midday during a Figure 6
lunch break. Consider listing all events occur-
ring at the Space on a shared calendar to ensure
that English programs do not conflict with other
events.

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Table 7. Planning for Logistics for English Programs

Name of Target Leaders Location & Start & End Days &
Program Audience Equipment Dates Times

1. SIC on Recent grad- ETA or P2P Meet in back Publicize in Participants

English for uates from volunteer corner with January; complete
Business university who already tables and course runs MOOC
(15–20) completed chairs Feb.–March activities in-
SIC dependently
on own time;
meet Monday
and Wednes-
day, 6–7 p.m.

2.

3.

4.

When selecting programs, start slow. You might try one new program at a time. Consider imple-
menting a small-scale pilot version with a small group of patrons. Collect feedback from patrons
who participated through surveys or focus groups. Then, reflect on your experience to “scale up” and
improve future programs.

Get Started: Publicity & Orientation

This section describes ways to introduce English programs to patrons. We draw on the experience
of the American Center @ That Dam to offer tips and suggestions. However, the way you publicize
your English program will be unique to your Space, the resources you have available, and the kinds
of patrons that you target.

Notice Boards
Notice boards are a way to integrate English language into your Space while also publicizing specific
events. Notice boards feature information about your space, display highlights, and show upcoming
activities. Posting information in English can help facilitate English practice, but ensure that the

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 Part II: Applying Approaches to Your Space

information is comprehensible to everyone. You may post some information in the local language as
well or use images to accompany the text.

A notice board can be a corkboard, a dry-erase board, a chalkboard, or a magnetic whiteboard.

You might also use two or three smaller boards for different topics. If you have the technology and
equipment available, a notice board could consist of electronic documents or presentations project-
ed on a large screen. We suggest that you position the notice board near the entrance of your Space.
Ensure patrons can read it easily. There should be no objects or furniture obstructing it.

Decide the most important information to include on your notice board. Update the notice board
regularly (e.g., once a week).

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Global Guide to English Language Programming in American Spaces

The following list includes information you might consider posting on your notice board:
 Contact information for your Space, including telephone numbers and address of the
Space, email addresses of key staff, and social media websites or hashtags.
 Current events showing what is happening for the week.
 Upcoming events for the following weeks.
 Opportunities for patrons, including scholarships and competitions.
 Monthly Themes if your space has a thematic focus.
 Patron Highlights that recognize patrons or volunteers for outstanding work or progress.
 Photographs or artwork that represent past programming.
 Quotes or trivia facts that provide insight into American culture and stimulate conversation.

Signs
English language signs serve as environmental text that can promote English language use while
serving a purpose. Signs and posters can be informational, helping direct patrons to appropriate
resources. As with notice boards, signs in English should be clear and comprehensible. Signs can be a

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 Part II: Applying Approaches to Your Space

combination of the local language and English, or they can use visual images to explain information.
Consider creating signs for the following resources:
• Books: Books on Learning English should be clearly marked on the shelves. Signs can be
used to indicate the genre of the books (e.g., “Fiction” or “Test Prep”). See the Self-Access
Learning (SAL) section in Part I for ideas to organize texts.
• Websites: There are thousands of sites available for learning and teaching English. Searching
for websites can be confusing and demotivating. A sign can display popular websites or
provide instructions for finding bookmarks on the internet browser.
• eLibraryUSA: A sign can explain the resources available on eLibraryUSA and a step-by-step
guide on how to use the system.
• Events: If you have weekly/monthly games or movie nights, put posters by the games and
DVDs, letting patrons know about these events and where in the Space they are located.

Effective signs are clear and easily visible. Signs should not simply be background decoration, but
instead should be tools that patrons read. Strategically place signs where patrons can easily access
them. Use bright colors and images as needed, but ensure text is written in large, dark font. You
can create your own signs or posters, or use a computer software program. Two examples of online
programs are Canva and Piktochart.

In addition to providing information, signs can display themes related to America. Utilize the down-
loadable posters on the American Spaces website.

Book Displays
Book displays are a way to showcase English language resources in your Space, encourage patrons
to read, and stimulate informal conversations about books. A book display is a carefully arranged set
of books and materials related to a theme. Change the book displays regularly to represent month-
ly themes, patrons’ interests, or current events. A P2P volunteer or intern could help curate these
displays.

When choosing books, think outside the box. Choose books that might not be someone’s first
thought on the topic but are still related to the theme. Mix and match both fiction and non-fiction

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Global Guide to English Language Programming in American Spaces

books, children’s books, and leveled readers. Your book display does not need to be limited only to
books; think about DVDs, magazines, and games that complement the theme.

Think creatively to make your book display as interactive as possible. For instance, post trivia ques-
tions related to the theme, or write open-ended question prompts to stimulate conversation. Attach
signs, questions, or short captions that draw interest to the books. Book displays can also highlight
upcoming events or courses that relate to the theme. The American Spaces programming kits and
downloadable posters can be good sources of material to use in your book display. Make sure to in-
clude a sign near the book display that explains how patrons should use the display (e.g., if and how
they can check out the books on the display). Have fun and be creative when curating your displays!

Orientation
Orientation activities introduce English language programming to patrons. Visitors may not realize
the range of resources that is available, or they may be unsure about how to get involved.

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A fun way to engage patrons in learning more about the Space is to hold a scavenger hunt. In a scav-
enger hunt, participants search to find items in the Space. If your Space changes resources or re-ar-
ranges materials regularly, consider holding recurring scavenger hunts to make sure patrons have
updated information. The following are questions used in a scavenger hunt at the American Center
@ That Dam in Vientiane, Laos.
• What eLibraryUSA site would help you find out about current events from around the
world?
• Write down the name of a program that happens on Mondays.
• Write down the hours for the Space.
• What DVD would you watch if you wanted to know about the rainforest?
• What games require you to spell words?
• What is one way I will use English in the American Center?

Scavenger hunts can be used as part of an organized event in which participants find the resources
and record on a paper form. Alternatively, scavenger hunts can be completed electronically (e.g.,
using a form or survey), and patrons can complete the hunt independently at a time convenient for
them. Consider ways to incentivize patrons to participate. For instance, hold a drawing of all the
correctly completed hunts and award a prize to the winner.

Other ways to introduce patrons to the English language resources can be more informal. Experi-
enced patrons can share about resources to new patrons, perhaps as part of a P2P activity. Staff or
volunteers can hold a regular, standing meeting each month in which they give a tour of the library
and share resources for new patrons. Alternatively, provide an option for patrons to make an indi-
vidual appointment with the American Space staff or volunteers to learn about the English language
offerings.

Social Media
Social media can be used to build an audience and interest in English programs at your Space. It is
one of the best ways to build an audience and interest in your Space, but it needs to be used correct-
ly to be effective. If you have your own social media platforms, here are tips and tricks to help you
build your online presence and encourage people to visit your Space.

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Global Guide to English Language Programming in American Spaces

• Plan: Think about what is happening in your Space and what program or event you want to
promote. For Events and Programs: Who is your audience? What is the message? When is it
happening? Who is involved? Where will it take place? For English Language Learning: Who is
your audience? Is there a connection between the posts? Are explanations easy to understand?
• Be consistent: To be successful you need to post regularly and consistently. Find the best
time to post and make sure to advertise a program early enough for people to save the date,
and then again to remind them about it. Choose days and times when you update your
social media and then stick to that. More than two posts a day can lead to viewer fatigue.
• Look: Maintain a consistent look (color and theme) to your posts so people can easily
identify a post as yours. Put important information first. Have an interesting headline.
• Engage: Asking questions to your audience is a good way to connect to them and draw their
attention. Your headline could be a question. Responding to comments lets people know
you appreciate their interest and support. Follow others who are interested in the same
things you are posting about. Post when people are online.
• Share: Make sure your posts are easy to share. Ask your followers and viewers to share your
post with others that might be interested. Include links in your posts for further information
on your Space.
• Use English: You can translate your text to your native language but include an English
translation. Check that your spelling, grammar, and translation are correct.

English Language Learning on Social Media

Many patrons come to Spaces for exposure to the English language so why not carry this over into
your social media platforms. Your English language posts can be used in conjunction with current
programming or special events. If you want to post some English language learning content for
teachers or learners, we recommend that you repost and share from the State Department’s Office
of English Language Programs’ American English social media sites or provide links to materials
from our website.

Learner-focused:
• American English at State Facebook page
• American English YouTube Channel

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 Part II: Applying Approaches to Your Space

Teacher-focused:
• American English Resources for English Teachers
• American English for Educators Facebook page
• English Access Microscholarship Program
• Teachers’ Corner

These sites will also provide good examples of the types of post you can make for both programs and
engaging with your followers.

Monitor Programs
Monitoring is an ongoing process of data collection on aspects of your English programs, such as pa-
tron participation levels, feedback from SIC and PBE participants, and long-term program impacts
on participants and the local community. Monitoring will give you information on the extent to
which you are reaching your goals and can be a source of highlights to share with others. The data
you analyze will enable you to improve programs and recruit target audiences.

Ideas for collecting data on participation include the following:

• Require participants to register their attendance every time they visit the Space. Ask them to
indicate the purpose of their visit (i.e., attend a PBE course, browse the library, etc.). Sign-in
can be done electronically through a form or by paper and pencil.
• If a goal is to recruit particular segments of the population, ask participants to list certain
identity features (e.g., gender, age, professional or educational background). Note: Ensure
this information is anonymous; do not link participants’ names with personally identifiable
information.
• Request that participants complete an anonymous satisfaction survey after completing a
course or an event. An example survey is in Figure 7.
• Collect information on social media posts, such as number of views or comments.

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Global Guide to English Language Programming in American Spaces

Sample Feedback Survey

1. Which course did you take?
2. When did you take the course?
3. Why did you take this course?
4. On a scale from 1–5, how useful was this course for you? 1-2-3-4-5 (5 is most
useful, 1 is least useful)
5. On a scale from 1–5, how much did you enjoy this course? 1-2-3-4-5 (5 is
“enjoyed greatly,” 1 is “did not enjoy”)
6. List new ideas you learned from this course (if anything).
7. What would you change about this course (if anything)?
8. Do you have any other comments to help improve this course in the future?

Figure 7

There are numerous systems available for monitoring. Work with your REPS or U.S. Embassy con-
tacts to determine the best monitoring system for your Space.

Data from monitoring plans are only useful if you analyze the information you have gathered. Set
aside regular time periods (e.g., quarterly) to review data with American Space partners and U.S.
Embassy staff. Review the information along with the goals and objectives you established as part
of your strategic plan. Think about questions that remain, and identify changes that can be made
to improve programs. Data may also be used to adjust your goals and objectives. This is part of the
iterative cycle of strategic planning.

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 Part II: Applying Approaches to Your Space

CONCLUSION
Planning and implementing English language programs is an ongoing cycle. We hope this guide
offers a road map for you to follow, as well as a launchpad for different ideas. Do not limit yourself
to the approaches in this guide! Be creative in trying out new programs for your Space’s unique audi-
ence. Revisit your goals and talk regularly with your U.S. Embassy or Consulate contacts to ensure
that your English programs are supporting the larger goals of the U.S. Mission in your country. Stay
in touch with your REPS and RELO, and regularly check the American Spaces and OELP websites
for updated or new materials. If you focus on goals, continually reflect on lessons learned, and gath-
er input from multiple perspectives, then your English language programs will be a success!

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Global Guide to English Language Programming in American Spaces

APPENDICES
Appendix 1. Acronyms
AC = American Center
CLT = Communicative Language Teaching
ECA = Educational and Cultural Affairs Bureau, Department of State
EL Fellows = English Language Fellows
EL Specialists = English Language Specialists
ER = Extensive Reading
ESP = English for Specific Purposes
ETA = English Teaching Assistant
GPS = Global Publishing Solutions
MOOC = Massive Open Online Course
OELP = Office of English Language Programs
P2P = Peer-to-Peer Volunteers and Interns
PAS = Public Affairs Section at a U.S. Embassy or Consulate
PBE = Project-Based English
REAC = Regional Educational Advising Coordinator, EducationUSA
RELO = Regional English Language Officer
REPS = Regional Public Engagement Specialist
SAL = Self-Access Learning
SIC = Special Interest Course
SOC = Socials
TESOL = Teaching English to Speakers of Other Languages
TOEFL = Test of English as a Foreign Language
VOA = Voice of America

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 Appendices

Appendix 2. Peer-to-Peer Volunteer Forms

Peer-to-Peer (P2P) Tutor Commitment Form

Please agree to the following commitments:
• I will arrive prepared and on time, maintain regular attendance, and follow
program procedures for informing my mentoring teacher of any absences.
• I will serve as a role model of good school conduct, appropriate social
behavior, and positive communication skills.
• I will keep all information about my student partners confidential.
• I will provide my student partners with accurate and honest feedback, positive
encouragement, and my full, undivided attention.
• I will become familiar with the learning needs, interests, and preferences of my student
partners as well as the specific classroom routines and expectations of my mentoring
teacher.
• I will show student partners through my actions and words that learning is
important to me.
• I will take an active role in helping my student partners to develop personal
pride and a positive self-image.
• I will respect the opinions, values, and cultural backgrounds of my student
partners and treat all student partners with dignity and respect.
• I will seek assistance from my mentoring teacher when I have a concern or if I am unsure of
how to work with a student partner.
• I will turn in all paperwork and journal work in a timely manner.
• I will attend all feedback and training sessions or if unable to do so will report
to my mentoring teacher.
I agree to follow the policies and procedures of the Peer-to-Peer Tutor Program. I understand that failure
to follow the policies of the program could result in me being dismissed from the program.

Tutor/Instructional Aide:
Date:

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Global Guide to English Language Programming in American Spaces

Peer-to-Peer (P2P) Tutoring Application Form

Thank you for your interest in the P2P program. Please fill out this form to the best
of your abilities.

1. Name:
2. Email:
3. Phone number:
4. How old are you?
5. What year are you in school?
6. Can you commit to tutoring 8 hours a month for 4 months?
(Circle one) Yes / No
7. Why do you want to be a tutor?

8. What do you think being a tutor will entail?

9. Why will you make a good tutor? What experiences do you bring?

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 Appendices

Appendix 3. Worksheet for Planning for English Language Programs

Establish

Worksheet for
Goals
Evaluate Conduct
& Needs
Improve Assessment

Planning for English

Language Programs Schedule
& Publicize
Identify
Programs

Step 1. Establish Goals

What are the priorities of the U.S. Embassy or Consulate? (consult your REPS)
What are the goal(s) for English at the American Space?
What are the objectives for each goal? (1–3 for each goal)

Step 2. Conduct Needs Assessment

What are the resources? Who are the contacts?
Who is the audience?
What are the approximate language levels?
What questions do you still have?
How will you answer these questions?

Step 3. Identify Programs

Which programs will you offer for which audiences? (Refer to the tables in Part II to compare pro-
grams and review implementation considerations.)

TARGET AUDIENCE LANGUAGE LEVEL ENGLISH PROGRAM

New university students varies, mostly low-intermediate Monthly social events (SOC)

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Global Guide to English Language Programming in American Spaces

Step 4. Schedule & Publicize

When will you offer each program?
How will you publicize these programs?

Name of Target Leaders Location & Start & End Days &
Program Audience Equipment Dates Times

1. SIC on Recent grad- ETA or P2P Meet in back Publicize in Participants

English for uates from volunteer corner with January; complete
Business university who already tables and course runs MOOC
(15–20) completed chairs Feb.–March activities in-
SIC dependently
on own time;
meet Monday
and Wednes-
day, 6–7 p.m.

2.

3.

4.

Step 5. Evaluate & Improve

How will you gather information about the success of the programs?
What worked well in the programs?
What changes would you like to make for the future?

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 Appendices

Appendix 4. Example Needs Assessment Survey

Example Needs Assessment Survey

1. How old are you?
a. Under 15
b. 15–18
c. 19–24
d. 25–30
e. 31–45
f. 46+
2. Which best describes your professional or educational status?
a. High School Student
b. College or University Student
c. New Professional (starting career 1–5 years)
d. Seasoned Professional (same profession for over 5 years)
e. Retired
3. What is your estimated level of English?
a. Beginning
b. Intermediate
c. Advanced
d. Nearly native
4. How did you hear about the American Center? (Select all that apply.)
a. Friends/Family
b. Online/Facebook
c. School
d. If other, please specify:
5. How many times have you visited the American Center in the last 12 months?
a. This is my first time at the American Center.
b. 1–3 times
c. 4–6 times (about once a month)
d. 7–12 times (about twice a month)
e. More than 12 times

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Global Guide to English Language Programming in American Spaces

6. When is the best time to visit the American Center? (Select all that apply.)
a. Weekday Mornings (8 a.m.–12 p.m.)
b. Weekday Afternoons (12 p.m.–4 p.m.)
c. Weekday Evenings (4 p.m.–7 p.m.)
d. Weekends
7. What do you hope to achieve by coming to the American Center? (Select all that apply.)
a. Improve my English
b. Gain new skills
c. Learn about the U.S.
d. Learn about educational opportunities abroad
e. Meet new friends
f. Other, please specify:
8. Which activities have you done at the American Center? (Select all that apply.)
a. English Classes
b. Special Interest Classes
c. Library Books and Materials
d. Wi-Fi and Laptops
e. EducationUSA event
f. Other, please specify:
9. What would you like to learn about at the American Center? (Select all that apply.)
a. American Culture
b. Technology/STEM
c. Presentation/Communication Skills
d. Environment
e. Career Development (cover letter, CV writing, interview skills)
f. Business Skills Development (leadership, problem-solving, Word, PowerPoint)
g. English Testing Preparation (International English Language Testing System [IELTS] or
TOEFL)
h. Teacher Professional Development
i. Other, please specify:
10. Would you be willing to talk to us about the American Center?
If yes, please write your name and contact information:

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 Appendices

Appendix 5. List of Full Links for URLs

50 States – Materials from ShareAmerica: https://share.america.gov/topics/50-states/

Activate: Games for Learning American English: Board Games: americanenglish.state.gov/resources/
activate-board-games
Air Quality Awareness Week Resources: https://app.box.com/s/0iodcvi2kaxnqih3k7qlillgs4ccyvr6
American English at State Facebook page: https://www.facebook.com/AmericanEnglishatState/
American English for Educators Facebook page:
https://www.facebook.com/AmericanEnglishforEducators/
American English Materials Catalogue 2021:
https://state-low.app.box.com/v/MaterialsCatalogue2021
American English Teacher’s Corner: Travel and Tourism: https://americanenglish.state.gov/
resources/teachers-corner-travel-and-tourism
American English Website (Resources for teaching English): https://americanenglish.state.gov/
American English YouTube channel: https://www.youtube.com/user/StateAmericanEnglish
American Spaces Handbook: https://americanspaces.state.gov/managing-your-space/
american-spaces-handbook/
American Spaces Home Page: americanspaces.state.gov/
American Spaces Managing Your Space: americanspaces.state.gov/managing-your-space/
American Spaces Programming: americanspaces.state.gov/programming/
American Spaces Programming Kits: https://americanspaces.state.gov/programming/
programming-kits/
Arts and Culture from the National Endowment for the Humanities: https://americanenglish.state.
gov/resources/arts-and-culture
Black History Month Resource Toolkit:
https://app.box.com/s/aphaaqg9io89558br0y2m4l2dmsfddfm
Black History Month Smithsonian Package: https://americanspaces.state.gov/wp-content/uploads/
sites/292/Black-History-Month.pdf
“Building a Civil Society: Breaking Down Stereotypes” chapter: https://americanenglish.state.gov/
resources/language-and-civil-society-e-journal-civic-education#child-600

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Global Guide to English Language Programming in American Spaces

Canva (Online poster/infographic design): www.canva.com

Celebrate! Holidays in the U.S.A.: https://americanenglish.state.gov/resources/celebrate-holidays-usa
Celebrating American Culture and Heritage: https://americanspaces.state.gov/wp-content/
uploads/sites/292/SI_Celebrating-Heritage-Module_FINAL-1.pdf
Coursera: https://www.coursera.org/
“Dream It. Design It. Do It.” Content Module: https://americanspaces.state.gov/wp-content/
uploads/sites/292/SI-Content-Module-Dream-It.-Design-It.-Do-It.-FINAL.pdf
Earth Day Materials: https://americanspaces.state.gov/wp-content/uploads/sites/292/
Smithsonian-Earth-Day-Content-Package_0.pdf
edX: https://www.edx.org/
eLibraryUSA: elibraryusa.state.gov
English Access Microscholarship Program: https://www.facebook.com/AccessProgramHQ
English Club Texts and Materials: https://americanenglish.state.gov/resources/
english-club-texts-and-materials
Environment and Sustainability Toolkit:
https://app.box.com/s/up7gk0ef63omm2onyz7johf3ct3h4pp5
eShop: eshop.state.gov/partners/eca
Extensive Reading Foundation: erfoundation.org
First Amendment Rights Toolkit: https://americanspaces.state.gov/first-amendment-rights-
freedom-of-expression-and-the-press/
Global Health Toolkit: https://americanspaces.state.gov/slide/global-health-resource-toolkit/
Higher Education in the U.S. Toolkit: https://americanspaces.state.gov/events/event/
international-education-week/
Hispanic Heritage Month Toolkit: https://app.box.com/s/ckvrx1v02zr306nrajkzym6k95ze1o94
Hispanic Heritage Resources: https://americanspaces.state.gov/wp-content/uploads/sites/292/
Diversity-Hispanic-Heritage-Month-Resources_FINAL.pdf
“Individual Responsibilities and Citizenship” chapter: https://americanenglish.state.gov/resources/
language-and-civil-society-e-journal-civic-education#child-575
Language & Civil Society: Civic Education Journal from OELP: https://americanenglish.state.gov/
resources/language-and-civil-society-e-journal-civic-education

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 Appendices

List of Web Resources for English Language Teaching and Learning: americanenglish.state.gov/
resources/web-resources-english-language-teaching-and-learning-2018
Lower Mekong Initiative Professional Communication Skills for Leaders: https://americanenglish.
state.gov/files/ae/resource_files/lmi-pcsl-compiled.pdf
MOOC Camp Guide for Facilitators:
https://eca.state.gov/files/bureau/mooc_camp_guide_facilitators.pdf
MOOC Camp Information: https://eca.state.gov/programs-and-initiatives/initiatives/mooc-camp
Movie Kits: https://americanspaces.state.gov/programming/movie-kits/
MReader: https://mreader.org
National Museum of African American History & Culture Program Package:
https://americanspaces.state.gov/programming/additional-programming-resources/
national-museum-of-african-american-history-culture-program-package/
Native American Heritage Month Toolkit:
https://app.box.com/s/w9218h9yhinkkb0if6fj4a5rjfmqepjz
New Ideas for Teaching English Using Songs and Music: https://americanenglish.state.gov/files/ae/
resource_files/etf_56_1_pg14-21.pdf
OPEN (Online Professional English Network) MOOCs: https://www.openenglishprograms.org/
MOOC
Picture US: https://americanenglish.state.gov/resources/picture-us
Piktochart (Online poster/infographic design): www.piktochart.com
Posters: https://americanspaces.state.gov/programming/downloadable-posters/
Reel Injun Discussion Guide: https://app.box.com/s/4uf7yq3yknh3fvhirg3sc4qlo6srnige
RELOs: https://americanenglish.state.gov/support-near-you-regional-english-language-officer-relo
Resume Writing: https://app.box.com/s/mb1y383u28e3xolno7zd05u6fhfvqnzl/file/240334388895
Sing Out Loud Traditional Songs Activity Kit: https://americanenglish.state.gov/resources/sing-out-
loud-traditional-songs
Skills to Pay the Bills: Mastering Soft Skills for Workplace Success: https://www.dol.gov/sites/
dolgov/files/odep/topics/youth/softskills/softskills.pdf
“Start Your Own Business” Toolkit: https://americanspaces.state.gov/wp-content/uploads/sites/292/
Start-Your-Own-Business-update-dec-1.pdf

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Global Guide to English Language Programming in American Spaces

Teachers’ Corner: https://www.facebook.com/groups/AccessTeachersCorner/

Teaching Resources: americanenglish.state.gov/resources-0
Using Music, Chants, and Movement: https://americanenglish.state.gov/files/ae/resource_files/
sept_week_4_music_chants_and_movement_final.pdf
Using Songs in Listening and Speaking Classes: https://americanenglish.state.gov/files/ae/
resource_files/etf_56_1_pg22-29.pdf
Women’s History Month Materials: https://americanspaces.state.gov/wp-content/uploads/
sites/292/Smithsonian-Womens-History-Month-Content-Package_0.pdf
Women’s History Month Resource Toolkit:
https://app.box.com/s/uoy2ua30zpl1m0duajgotdtogtgsy6kg
World AIDS Day Materials: https://americanspaces.state.gov/wp-content/uploads/sites/292/World-
AIDS-Day.pdf
YALI Professional Development Courses: https://yali.state.gov/professionals/

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OFFICE OF ENGLISH LANGUAGE PROGRAMS
BUREAU OF EDUCATIONAL AND CULTURAL AFFAIRS
UNITED STATES DEPARTMENT OF STATE
WASHINGTON, DC