The need for ESL teachers has become more necessary than ever with the arrival of immigrants and refugees with little to no English language proficiency. The population of working age adults who do not speak English well or at all grew from 4.8% of the population in 1980, to 6.1% in 1990, to 8.1% in 2000 (Center for Applied Linguistics, 2013).
Unfortunately, most mainstream classroom teachers have had little or no preparation for providing the types of assistance that such learners need to successfully learn academic content and skills through English while developing proficiency in English (Lucas, Villegas,
Freedson-Gonzalez 361). At present, the majority of teachers have had little or no professional development for teaching English Language Learners (ELLs) (National
Center for Educational Statistics, 2002); few have taken a course focused on issues related to ELLs (Menken &
Antunez, 2001); and most do not have the experiential knowledge that comes from being proficient in a second language (Zehler et al., 2003) (Lucas, Villegas, Freedson-
Gonzalez 361). While research has shown challenges involved in teaching ELLs, specifically for young children, few have examined the specific and unique challenges teachers experience in teaching English to adult leaners.
Therefore, in collaboration with the American Civic
Association and the Binghamton Adult Education program, this study explores adult English learners’ teachers’ perception of teaching adult ESL classes.
founded in 1939, in response to the large number of
European immigrants arriving into the Binghamton area for factory work. As such, the mission of the center is “to encourage the spirit of brotherhood among nations and peoples” by providing “citizenship education, assisting persons seeking to settle and work in the US, promoting racial and political understanding” to enable community integration of refugees and immigrants. ACA resettles about twenty-five families in the Binghamton area each year. ACA assists newly arrived refugees with services such as clean, affordable and safe housing, facilitating medical treatment, school registration for families with children, and community orientation (www.americancivic.com).
BAE offers ESL classes to non-native English speakers, with the primary purpose of helping them “to acquire the basic knowledge and skills they need to function effectively as parents, workers, and citizens” (US Department of
Education, 2012). The program is funded by the Federal
Government through New York State. Also, the program is required to be affiliated with a school system (Binghamton
School District). Teachers in the program can start as volunteers, especially for the Level 1 class. Placement of students in the classes is determined by their performance on the Oral English Proficiency Test, which is administered by the coordinator of the BAE program. As such, teachers only get the students assigned to their classes. There is no time limit on how long a student can be in the program – they are allowed to stay as long as they think they need to or leave if they want to. The classes are free and open to everyone.
Students in the course, Refugee & Immigrant Health
(henceforth referred to as RIH), offered through the
Africana Studies Department, collaborated with the
ACA and BAE on this study. Under the supervision of the course instructor, students sat-in on the ESL classes, to observe and assist ESL adult learners as needed. ESL classes lasted an average of three hours (9-12 noon) and are offered Monday – Friday, along with evening classes Tuesdays and Thursdays, 6-8pm. Students sat in each of the 4 classes offered:
language use (the class curriculum involves teaching them alphabets and letters)
putting words together to form sentences)
comprehension and conversations
history, system of government, society structure and citizenship expectations).
demographic survey about their age, gender, classes taught, length of time teaching ESL, and languages spoken beside English. Data was also collected through participant observation, detailed field notes and semiformal interviews. As stated above, students in the
Refugee & Immigrant Health course observed the ESL classes and also participated by assisting participants in the classes as needed. Following the classes, students approached the teachers. Those who consented to participate following the explanation of the purpose of the project, were interviewed about their experience of teaching English language to adult learners. Interviews were conducted in English language. RIH students kept detailed field journals of their observations, and audiotaped interviews, if participants agreed. It should be noted that not all teachers agreed to be audio-taped, though they agreed to be interviewed. Interviews were guided by three general questions: 1) Why did you decide to teach adult learners English Language? 2)
What is your experience in teaching English language to adult learners? 3) What do you think is the most challenging aspect of teaching adult learners English language? In addition, probes were used as needed to elaborate on issues. Interviews lasted an average of 35 minutes.
simple frequencies. Qualitative data was analyzed using deductive approach, in which the analysis was guided by the interview questions. RIH students met in groups in class to discuss their experiences. Students generated
“codes” or themes from their field notes and audio recordings. A matrix table was created to note how often a specific theme or themes emerged. A theme was considered salient or important based on how often it occurred or it is considered an ‘outlier’, that is, it occurred only once, but it’s central to participants’ description of their experiences.
Table 1 below showed the demographic profile of the adult
English language teachers. Four teachers participated in the study (2 Males & 2 Females). Average age was 61
(Males = 73; Female = 49), with an average of 3 years of teaching English to adult learners.
In line with the discussion guide questions, three major themes emerged from the data analysis. Participants discussed why they decided to teach English to adult learners; their experience of teaching English to adults with zero to some level of comprehension and use of English language; and the challenges that come with such a population.

All the teachers described their passion for teaching, and the fact that they enjoy teaching adult learners:
 “I love teaching. I enjoy it. I think my personality is perfect
for it… We have fun.” (Male)
 “I love helping people. The reading class in particular. I thought needed to meet for adults who couldn’t read at all in their native language or English obviously. So I felt
really passionate about that.” (Female)
 “I love to teach. From the youngest age I have been fascinated by other cultures. I have also learned a great
respect for other cultures. “ (Female)

Participants discussed the fact that they teach “life skills” not just English language. Teachers talked about taking students shopping; teaching them how to use the bus system:
 “Life skills is what we talk about. Things that they are going to run into everyday. Reading the bus schedule.
How to write a check, ok?” (Male)
 “I had to take some students shopping at Wegmans, and
show them how to check out.” (Male)
 “Some students progress quickly through the classes if they’ve been through a formal education system in their
home country.” (Male)
 “It does take patience and takes kind of knowing where they are at and giving them room to be where they are at. It’s fun when you are able to learn bits and pieces about them and it’s definitely
fun to see them learn and grow.” (Female)

Participants discussed various challenges they experience in teaching the English language. From the challenges of lack of motivation on the part of some students, to the frustrations students’ experience because they are not progressing as quickly as they thought they would, and lack of speaking English outside of the classroom:
 “It isn’t so much ESL as much as the atmosphere of this classroom. Because it isn’t like a college course.
If they don’t want to do a thing then they don’t have to. For some it is a social outlet. They are upset when we have vacation; if they had their way we
would have school 6 days a week every week.”
(Female)
 “Some are very motivated and some only come because it is a requirement…There is a particular group that really are not very motivated. Other particular groups are highly motivated. For example the Italians… we knew that they just wanted to talk and we would have a wonderful time talking. The
Germans wanted homework and regiment. Of
course there are individuals.” (Female)
 “What makes a big difference [in student learning the language] is what they do at home. For example, we have students here, husband and wife team, and they go home and they speak Russian. I talk to his wife and I said, “why don’t you speak
English at home? It will help both of you. She said, “I
don’t like the way he [the husband] speaks English.”
(Male)
 “They have to get their mind rollover from thinking in their language to thinking in English, and when they go home, and speak in Russian or Chinese or
whatever, they are not letting their brain rollover.”
(Male)
As shown in the findings from the study, teachers reported their love of teaching as the motivating factor in their decision to teach adult learners. Participants also reported challenges they face, such as some students being more motivated than others, while some have high expectations of themselves, and transfer that to the teachers by expecting classes everyday. By the same token, it is obvious from the findings that adult English learners’ teachers goes beyond just teaching students
English, but also helping them to navigate and negotiate everyday living in America.