The Challenge:
With the area’s phenomenal increase in immigrant population, many organizations, in addition to the community college, are working desperately to satisfy the demand for ESL education. In 2001, CPCC staff contacted the Public Library of Charlotte and Mecklenburg County, (PLCMC) as a potential partner to provide these services. The library was already very concerned for this population, and when CPCC contacted the Library, CPCC learned that the library was in the process of researching programs that would serve this community.

The Solution:
After a planning period of approximately 5 months, English instruction, via Crossroads Café Classroom, was introduced at the library. Currently the program runs at two library sites. These sites were identified based on the number of books in their foreign language book collection, and the number of non-native speaking patrons.

Implementation:
The class sessions run on Saturday mornings from 11am-1pm, and on Thursday evening from 6:30pm-8: 30pm. Students attend an orientation and register for the program. The materials for this site are packaged in a unique way. The library purchased small canvas bags specifically for this program. The spines were cut off the photostories and worktext books and divided into chapters. Each chapter was inserted into the bags with the corresponding videos creating a onechapter-at-a-time bagged system. Students check out the material from the library for a week at a time, study at home with family or friends, and return to the library for an individual tutorial session. Students benefit from the community of learners in this group setting and often engage in spontaneous group work. Some students chose not to meet with the teacher, and drop off material and communicate with the teacher through correspondence. During the two- hour meeting session, students are encouraged to access teacher prepared material for enrichment, or to work in groups with other students. By doing this, students are building a support group for themselves. This addresses the issue of isolation that can plague distance learning programs. Most students come at the beginning of the class time and stay for the entire length. They enjoy the sense of camaraderie that is built during this time. When students have successfully completed thirteen episodes, they are post tested and awarded a certificate of completion.

Role of the Student:

• Aquire library card
• Attend orientation/pretest
• Register for class
• Check out video, worktext and photostories
• Study at home
• Complete assessment
• Come to class
• Meet with teacher for a 15 minute tutorial or leave assessment with lab facilitator
• Turn is assessment to teacher
• Check out next episode and printed material
• Post test

Role of the Teacher:

• Provide student orientation and pretest
• Register student for class
• meet with student on an individual basis
• Research and provide self access material for additional study
• Correct assessments and student work
• maintain student folders and paperwork

Role of the Lab Facilitator:

• Prepare material for class session
• Greet students as they arrive
• Maintain attendance sheet
• Provide students with their individual folders
• Answer questions for potential students
• Enroll new students
• Maintain class material

Role of the Library Staff:

• Provide funds for video duplication and printed material
• Prepare materials to be ready for check-out (bar codes, due date stickers, etc.)
• Provide library cards for students
• Provide space to house videos
• Collect and hold $30.00 student material use deposit
• Check out materials to students weekly

Role of the Administrator:

• Secure funds for instruction and materials
• Collaborate with the library to establish delivery organization
• Train instructors and library staff
• Evaluate program success at completion of program
• Provide feedback to teachers and library staff

Conclusion:
This program is in its first year. Response from interested students has been overwhelming. The current classes at the library are full and plans have been made to continue this program through May 2003. Plans are also being made to add a total correspondence option for prospective students. As an example of cooperative partnerships in the community, the CPCC/PLCMC model proves to be an excellent method to provide ESL services.