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This qualitative collective case study examines the role of faith-based English as a Second Language (ESL) programs in ten case studies in eight states in the United States with a focus on understanding their operational orientation. The literature review includes research done with faith-based ESL and books or guides written about how to teach and share faith through faith-based ESL. This dissertation fills a gap in current research by examining the everyday operation of ten programs. Other dissertations studied fewer sites and focused on socialization, volunteer motivation, and training. The researcher interviewed fifteen faith-based ESL teachers and administrators. This background will assist new programs. Open coding and axial coding were applied to discover the essence of these programs.
This research demonstrates that faith-based programs for adults can effectively support English language acquisition and integration into American English-speaking society with volunteers trained through mentoring, experience, and available resources. This dissertation focuses on faith-based ESL's operational orientation and function by examining administrative roles, teacher training, curriculum options, student needs, and program components.
Administrators are responsible for encouraging volunteer teachers and providing training and resources. They help the teachers be effective in promoting students’ progress. The teachers identify and analyze the students’ felt needs. The administrators and teachers design programs to meet those needs. Curriculum choices that are easy for teachers to use, based on second language acquisition research that includes components for independent study, are identified. Styles and methods of faith sharing are analyzed. Relationships between volunteer staff, students, the church community, and God connect new immigrants with the community and a sense of belonging.