Dodo Swengi from the Democratic Republic of the Congo makes a point Wednesday during his English class at The Root Cellar at 89 Birch St. in Lewiston, as Sakhile from Zimbabwe, left, and Estorey from Afghanistan listen. Students took turns reading paragraphs from a news article followed by a lively discussion in English. Andree Kehn/Sun Journal

LEWISTON — The Root Cellar at 89 Birch St. in the city’s dense residential area may be a religious community center, but it has also become a critical lifeline to immigrants needing to learn English and navigate a new culture.

Recognizing a growing need for English language instruction among new arrivals, the organization’s leaders launched an English learning program in 2014 to help immigrants develop the skills necessary to live here. Over the years, the program has expanded, driven by volunteers and a curriculum designed to address practical needs such as getting a job, getting health care and integrating into the community.

The need for English instruction has grown rapidly. In 2020, the program served about 140 students. By 2024, the annual number of people served had jumped to over 1,300, including students at a Portland site. Lewiston alone served nearly 800 adult students, with attendance between 300 and 400 at any given time.

With such rapid growth, The Root Cellar has relied heavily on volunteers, mostly from area churches and the surrounding community.

“We have volunteers that come in every week. We provide curriculum and resources, and I’m an on-call resource for anything they need to help them teach a class,” Becki Rogers, the English Language Learning coordinator, said.

Katy, a student from Peru, makes a point during an English class Wednesday at The Root Cellar at 89 Birch St. in Lewiston. At right, Rita holds her child. Students are allowed to bring their children to class, and when the demand is high, a small day care program is offered for free in the building. Andree Kehn/Sun Journal

Many immigrants who improve their English skills take on leadership roles, helping to teach beginners and mentor their peers.

“We have one student who is giving out of the kindness of his heart,” Rogers said. “He helps on Mondays for speaking practice, Tuesday mornings for taking attendance and assisting in a beginner class, and Thursday mornings for helping with another beginner class, probably five hours or more a week. He comes and helps just to help others who are learning how to speak English, and he’s amazing.”

The curriculum is designed to meet the immediate needs of immigrants, particularly in securing jobs and accessing health care. Lessons focus on practical skills such as filling out job applications, communicating with doctors, and understanding cultural norms. The curriculum is structured to be inclusive of various faiths, ensuring that all students feel welcome regardless of religious background.

“My class starts with teaching them how to find a job.” Rogers said. “The first unit is, ‘You need to know this vocabulary to try to find a job.’ Then we move on to medicine, and then we move on to culture. We’re in culture right now, helping them understand the world they have been placed in. It’s amazing to see their growth,” he said.

For many students, learning English is a pathway to opportunity. Nzuzi, a student from Zimbabwe, talked recently about how important these classes have been for his future. “I started to attend this class for English. I like to learn English so that I will improve and get jobs,” he said.

Olivia Myers, an AmeriCorps volunteer, teaches an English Language class March 5 at The Root Cellar in Lewiston. Andree Kehn/Sun Journal

The demand for ELL classes has been outpacing the number of available teachers and resources. To address this, The Root Cellar has developed training programs for new volunteers, including an annual conference that brings in experts to help instructors better support their students.

“We offer training,” Rogers said. “We have speakers coming in to help: ‘Hey, this is what your students are probably dealing with right now with paperwork and other things. Here’s how you might be able to assist them with their specific tangible needs, not just English.’ We sit in on classes, give feedback, brainstorm. It’s a very supportive environment for anyone interested in volunteering.”

For those hesitant to take on the role of a teacher, there are other ways to contribute. Classroom assistants help lessons run smoothly by taking attendance, handing out materials, and providing individual support to students.

Another challenge is the lack of affordable child care for immigrant mothers who wish to attend English classes. To address this, The Root Cellar has set up a child care program where volunteers watch over children while their parents learn English.

“Child care is a huge need,” Joel Furrow, executive director of The Root Cellar, said. “Locations in the city are maxed out. Many moms can’t qualify for Head Start because there simply aren’t enough spots. So, they bring their children here, and we turn a room into a church nursery. There are toys, Legos littering the floor, and kids playing while their moms learn. It makes a huge difference.”

Beyond English classes, The Root Cellar has expanded its support services to include workforce development through a program called The Path Forward. This initiative partners with the city’s General Assistance Office to provide immigrants with job training and hands-on work experience.

Becki Rogers, left, of The Root Cellar in Lewiston, goes over some of the volunteer English teaching curriculum Tuesday with potential volunteers. Clockwise after Rogers are Salome Mosher, Sarah Emano and Lydia Mosher. Andree Kehn/Sun Journal

“We started this past year back in September,” Furrow said. “If you’re receiving General Assistance, you work hours with us, and that can include English language learning. We’ve built in workforce development classes, financial literacy, job-seeking skills, and actual work experiences. We can vouch for them as potential employees with new employers.”

The ELL program’s success is largely due to its strong community ties. Immigrants typically find The Root Cellar through word of mouth, as students who have benefited from the classes encourage friends and family to enroll.

“We’re kind of an institution in the neighborhood,” Furrow said. “If there are 700 students here, they all know someone. They bring their friends, their neighbors. Someone notices a struggling English speaker and says, ‘Come on down.’”

Salome Mosher, a volunteer who previously worked at a refugee camp in Greece, talked about how rewarding it is to see immigrants reach this next stage of their journey.

“In the refugee camp, we always saw people in that phase of hope, believing that everything will be different once they reach a safe country,” she said. “Now, I get to see what happens after that.”

“I was always curious about how they actually integrate, because in the refugee camp, I worried that it might not be what they expected,” Mosher said. “There’s a whole process of learning a new culture, a new language, and finding a way to belong. Volunteering here lets me be a part of that transition.”

As the program continues to grow, leaders of The Root Cellar say they remain committed to its mission of creating a welcoming and supportive environment for immigrants.

“One of the things I love,” Furrow said, “is that after class, they don’t always leave. They sit around, talk, watch their kids play. This is a second home for so many of them, and we love that. They are our family, too.”