“I feel a lot more confidence in a lot of ways, not only with English but in Spanish also.” For Francisco Roenes, the confidence that he gained from Drexel University English Language Center’s (ELC) English courses as part of his work readiness program with Generation Colombia (GC) was transformative.
In April, the ELC embarked on a brand-new program in partnership with GC, part of Generation, a non-profit founded in 2015 that operates in 17 countries. Their goal is to bridge the gap between education and employment systems. GC runs several remote work-readiness programs in which participants receive training to improve their employability. GC supplies behavioral coaching and instruction on crucial workforce skills. 85% of GC graduates secure employment within six months of graduation.
For many young Colombians, accessing a quality job is not just about having talent. Limited professional networks, lack of work experience and unequal access to training often stand between them and the careers they aspire to build. GC aims to bring improved quality of life, dignified wages and increased opportunities that would otherwise remain inaccessible to marginalized populations. The program has no cost for learners and provides students with a computer or stipend for the internet, if needed. Every participant is provided with equal opportunity for success.
To adapt to the growing demand in the Colombian market for English-language skills in service industry positions, like IT support, GC decided to take an innovative approach. The organization transitioned its IT Support Specialist Program to an English format, meaning both the technical IT coursework and classroom instruction are delivered in English. To support learners in developing the language proficiency required to succeed in the program and in the workforce, GC partnered with Drexel’s ELC, who designed and delivered intensive English language courses. Through this pilot initiative, GC aimed to determine whether combining English language training with technical instruction in English would increase participants’ job placement rates.
“Innovating and making data-driven decisions are part of GC’s way of working, and this program is a clear representation of that. It is a pioneering program in Latin America,” said Angelica Virguez, Program & Operations Lead at GC. According to GC Program Coordinator Maria Camila Morales Góngora, the partnership with Drexel University reflects Generation’s commitment to expanding access to high-quality education. For many participants, free daily access to English classes taught by instructors from a U.S. university was a unique opportunity.
The ELC’s Assistant Director of Student Services, Hilary Bonta, developed the English language course with the objective of training participants for IT/helpdesk support positions.
Bonta leaned into creating content-based instruction, involving communicative language tasks that mimic situations participants would face in a remote helpdesk position. Heidy Valencia liked that the instructors “didn’t just teach me general English, it was tailored [to] what we are studying, which is exactly what we’re going to need when we start working in IT.”
Participants engaged in role-play activities based on real scenarios, such as ones involving a disgruntled customer. These exercises allowed the participants to practice the techniques that they would employ, while using English in a professional setting. Daily asynchronous assignments included “listening lab” time, in which the participants listened to self-selected videos and films and then discussed their thoughts with ELC staff. These regular chats allowed the learners to practice their oral English skills while also connecting with Drexel staff.
The ELC enriched the course by incorporating elements of U.S. culture into the classroom. Participants loved interacting with Drexel faculty and staff while learning about cultural norms and professional communication in the United States. As Roland Alvarez noted, understanding these differences can help Colombians navigate international workplaces more effectively. The exchange was mutual, as participants also shared aspects of Colombian culture, language and customs with Drexel instructors. Valencia described that this cultural learning exchange was “really fun and brings fresh air to the class,” and was a “meaningful way to learn.”
The participants' response to the program has been overwhelmingly positive. All 10 of the students who were interviewed enthusiastically said that thanks to this program, they feel prepared to enter and use English in the workforce. Not only have they gained many useful skills, but they all expressed feeling significantly more confident in expressing themselves in English, having shed their initial discomfort and timidity. Darwin Cortes summed up the sentiments of the participants succinctly: “It has been a great experience to learn from Drexel University.”