- MN ABE Connect
- Archive
- Breaking Barriers: The Unexpected Benefits of a Discussion-Based ESL Class

Breaking Barriers: The Unexpected Benefits of a Discussion-Based ESL Class
Susan Clark, TeacherLiving in Minnesota, it’s normal to say, “Good morning, what a nice day,” when passing someone on the sidewalk. However, when I began teaching Advanced English Skills to adults, I learned that in China, it’s more common to greet someone with, “Have you eaten today?” This cultural insight surprised me and sparked an unexpected twist in a discussion class we launched at Metro North in Blaine a year ago. Revelations like these have led to benefits we never anticipated!
The primary purpose of this Advanced ESL class was to provide an opportunity for advanced English learners to strengthen their literacy skills. Many adult learners complete ELL programs but still need additional support to achieve goals like passing the “Test of English as a Foreign Language” (TEFL) test or starting an academic path in the U.S. While conversation circles can be engaging, they don’t always build the academic English proficiency required for these objectives.
Building proficiency through discussion
To address this, we developed a discussion-based approach. Each week, we focused on one topic, studied it in advance, and conducted a student-led discussion. Students prepared open-ended questions, exchanged ideas, and took charge of the conversations. The result? It worked! Students returned with enthusiasm each week, proposed topic ideas, and built their English speaking, reading, and writing skills. While this was the original goal, an unexpected bonus emerged: the learners formed meaningful connections that brought even greater value to the experience.
Over the course of a year, I met with about 12 learners every Monday night in a virtual format. We explored a wide range of topics, from the sense of smell and its profound impact on our lives, to central place theory (which explains the organization of cities) and universal basic income.
The learners came from different core classes, but as they got to know one another, they developed a genuine camaraderie. Although they didn’t always agree, they were exceptional listeners. For example, we had lively debates about whether night owls are less productive, whether universal basic income is fair, and the value of studying dreams. Through these discussions, their vocabulary expanded, and their critical thinking (a TIF skill) improved.
Some topics provided an academic foundation for exploring complex ideas. When we discussed money laundering, several students had no prior understanding of the concept or its related economic terms in English. On other occasions, the concepts were simpler but included academic language rarely used in casual conversation. For instance, we examined how loneliness is more detrimental to health than smoking. We explored terms like “subjective meaning” and distinctions such as “missing someone” versus “being truly lonely.” Week by week, their connections deepened, and the discussions gained momentum.
Significant unexpected benefits
In addition to improving academic English proficiency, a secondary benefit of strong relationships and understanding of each other emerged in a surprising way. As their teacher, I valued the opportunity to act as a facilitator rather than a director, a practice that is supported by adult learning theory. Though it was hard not to jump into the conversations, it was inspiring to see the class step up when given the chance to lead. They even initiated an in-person picnic last summer, inviting friends and family and sharing food from all over the world. We played games like bingo and a guessing game, making the event a wonderful success!
The class continued into the fall before taking a break for the holidays. Shortly after the break, an unexpected outcome arrived in my inbox: an email from, Sundus, a student who recently moved to Minnesota from Jordan. Her words encapsulated the impact of our discussions. With her permission, I share excerpts below:
I’ve been thinking about this … but didn’t have the time to write it down until now. … I reflected on what I’ve gained from this course, aside from the valuable information and English practice. I realized that I used to have a single, limited view of other countries, but this course has shown me that I was wrong.
For example, I used to think that African countries were filled with serious people struggling with poverty …. However, after meeting Thomas and Orintie, I discovered that they are full of faith and love for others, and the most important thing is their smiles and optimistic outlook on life. Next, I thought that Russian people were reserved and unwelcoming. But after meeting Eugen, I realized I was completely wrong…He’s open-minded and agrees with us on many ideas.
I used to think that Chinese people were not very affectionate. But when I met Jian, I learned that they genuinely care for one another. They greet each other by asking if they’ve eaten…. Even though we come from different countries, backgrounds, and languages, we share a lot in common…This course … helped me replace the single stories I had with more complete and fair stories…. I learned that I need to read and listen to others before forming opinions about them. … It shows that we are more alike than different…
This email from Sundus reflects the profound impact our discussions had on everyone involved, including me. Beyond language skills, the class fostered cultural understanding and empathy—skills just as essential for thriving in a diverse world.

Newsletter Signup
Get MN ABE Connect—the official source for ABE events, activities, and resources!
Sign UpArticle Categories
- ABE Foundations/Staff Onboarding
- ACES/Transitions
- Adult Career Pathways
- Assessment
- CCR Standards
- Citizenship
- COVID-19
- Cultural Competency
- Digital Literacy/Northstar
- Disabilities
- Distance Learning/Education
- ELA
- Equity/Inclusion
- ESL
- HSE/Adult Diploma
- Listening
- Math/Numeracy
- Mental Health
- Minnesota ABE
- One-Room Schoolhouse/Multilevel
- Professional Development
- Program Management
- Reading
- Remote Instruction
- Science
- Social Studies
- Speaking/Conversation
- Support Services
- Teaching Strategies
- Technology
- Uncategorized
- Volunteers/Tutors
- Writing