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Abstract
I interviewed 15 adult, English learners (ELs) engaged in a study program at a public library in order to explore their individual achievements and possible program improvements. The learners attributed to the program increased confidence in their daily activities, which they believed would lead to new jobs, promotions, and socialization. They wanted more and varied classes to help them improve their English and meet their overall goals, requiring additional teachers. Consequently, the researcher suggested collaborating with local universities and agencies and exploring grants and funding to provide more volunteers and part-time teachers.
Introduction
The effect of learning the English language on the integration of newcomers is significant because English-speaking, naturalized workers are more likely to make greater wages and become more educated than those who lack English language skills and citizenship (Muñoz & Rodríguez, 2015). Of the 41.3 million foreign-born immigrants in the United States, 20.4 million (around 50%) of them stated on the U.S. Census Bureau survey that they were Limited English Proficient (LEP) (Zong & Batalova, 2015), lacking the competency in English to meet their goals. Accordingly, the data indicate the importance of learning or improving English as a means to achieve individual success, particularly in the workplace.
Description of Participants/Sampling
Given the impact of this English as a Second Language (ESL) instruction, I interviewed fifteen participants in the Midwestern Library's ESL Program about (1) specific English Language (EL) successes attributable to the library's program and (2) potential improvements to the ESL Program. The study participants included 15 adult ELs in the Midwestern Library's ESL Program originally from Albania, China, Ecuador, Greece, Hong Kong, Japan, Macedonia, Mexico, Nepal, Palestine, and the Philippines (Table 1). They had been attending the program for at least two sessions, comparable timewise to one university semester.
In the ESL Program, there are four levels of classes ranging from "No English," "Beginning English," "Intermediate English," and "Advanced English." The program director places learners in these classes, so participants have not necessarily worked their way up from one class to another. For the interviews, 12 volunteer learners came from the Intermediate Class and three came from the Advanced Level Class.
Of the 15 ELs, 10 participants were already citizens, four wanted to become citizens, and one was...