Introduction
On average, 60,000 refugees are resettled in the US, and
about 1.1 million immigrants arrive yearly in the US.
Research shows that refugees and immigrants face a
number of challenges when they arrive in a new country.
A primary challenge they face is language barrier, due to
their inability to speak English, or limited proficiency in the
use of the English language. Between 1987 and 1989,
immigrants who arrived in the U.S had little time to learn
English (LeMay, 2004). The lack of proficiency in the English
language can hinder their integration into American
society. For immigrants and refugees, learning English is
essential, not only because it makes fitting into the
American society much easier, but it also provides them
with access to specific governmental benefits, and to
eventually becoming functional citizens. In response to this
need and others, English as a Second Language (ESL)
classes are offered in community centers and immigration
assistance centers, with classroom methods such as
games, videos and role playing. These tactics are all used
to develop their reading, writing and speaking ability
(Carrer, 2000). While research has documented these
approaches to teaching ESL classes, there is limited
research on students’ (i.e. refugees and immigrants)
experiences and perceptions of these classes. Therefore, in
collaboration with the American Civic Association and the
Binghamton Adult Education program, this study explores
refugees and immigrants’ perception of adult ESL classes.
Background: The American Civic Association (ACA) was
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).
Binghamton Adult Education (BAE): As one of their services,
BAE offers ESL classes to non-native English speakers, with
the primary purpose of ensuring that “they can function
within the American Society.” As such, the measure of
English language proficiency is different from what is
required in a traditional English course. The program is
funded by the Federal Government through New York
State. New ESL adult learners are tested to determine level
of English proficiency, and are placed in one of the four
levels of classes offered. Continued funding of the
program is based on the number of “gains” reported.
“Gains” are determined by a number of factors, but
principally by the progress reports of students. This can be
measured by how many students progress through the ESL
class levels, job placement, GED, etc. It is of note that
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.
Methods
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:
Level 1: Immigrants and Refugees that have zero English
language use (the class curriculum involves teaching
them alphabets and letters)
Level 2: Some level of English (class content involves
putting words together to form sentences)
Level 3: Advance level with class curriculum of English
comprehension and conversations
Level 4: American Civics (content focuses on American
history, system of government, society structure and
citizenship expectations).
Data Collection: Participants completed a short
demographic survey about their age, gender, length of
stay in the US, country of origin, number of languages
they speak, and if they speak English outside of the
classroom. Data was also collected through participant
observation, detailed field notes and semi-formal
interviews. As stated above, students in the Refugee &
Immigrant Health course (henceforth referred to as RIH),
observed the ESL classes and also participated by
assisting participants in the classes as needed. Following
the classes, students approached participants. Those
who consented to participate following the explanation
of the purpose of the project, were interviewed about
their experience of learning a new language and their
perception of the program. Interviews were conducted
in English language. RIH students kept detailed field
journals of their observations, and audio-taped
interviews, if participants agreed. It should be noted that
not all participants agreed to be audio-taped.
Interviews were guided by three general questions: 1)
What is your experience in learning a new language? 2)
What do you think is most challenging aspect of learning
English language? 3) How do you feel about the
learning environment? Interviews lasted an average of
20 minutes.
Data Analysis: Demographic data was analyzed using
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.
Results
Table 1 below showed the demographic profile of the ESL
students. 37 people participated in the study (15 Males & 22
Females). Average age was (Males = 45; Female = 38).
Participants came from 19 countries, with an average of 5
years length of stay in the US. 19 participants reported
having children.
Results cont.
 Challenging aspect of learning English
Participants discussed various challenges they
experience in learning the English language. From the
challenge of memorizing words and phrases, to the
difficulty of the grammar, filling out applications, and fear
of communicating outside of class.
“It’s hard to learn…I don’t know. I come here everyday
to learn. For a job, I have to learn. To have job.” (Female)
“It’s hard. Everything hard. When you come at 24, 25,
26, it a little bit hard... You know, if you want to learn my
country language, …huh, it’s hard for you too. So it’s hard
for me. Same in my country. Say in my country, say hi,
how are you. It will be hard.” (Male)
“I learn for the job. It’s ok for the job. Don’t speak it in
the store.” (Male)
“Learning all the dates about American history can be
hard [American Civics class], but it’s interesting also.”
[Female]
 English Learning Environment
The role of classroom setting or environment is central for
effective learning. Participants discussed their perception
of the ESL learning environment and suggested ideas on
how to make it better.
 “It’s good to learn English here” (American Civic
Center). (Female)
 “You can see how someone else is learning and see
how hard it is for them, so you feel good and want to
go on.” (Male)
It is of note that while some of the participants cannot
speak any word of English and have no formal education,
there were participants that had college education, such
as engineers, from their country of origin.
In line with the discussion guide questions, three major
themes emerged from the data analysis. Participants
discussed their experience of learning a new language, the
challenges in learning English language and their
perception about the learning environment along with their
recommendations on improving it.
 Experience of Learning a New Language
With wide ranges in the levels of their proficiency in
comprehension and use of the English Language, it is
obvious that participants were eager and willing to learn
English, as shown below:
“English is a beautiful language…It is good.” (Female)
“Yes. I like speaking English…it is good to speak both
languages.” (mother tongue & English) (Male)
Participants are excited when they get their English words
right, and they describe picking up “words on the street”
before taking the ESL class. Many describe wanting to learn
English because “it is necessary to find work.”
 “I want to learn for job.” (Male)
Participants suggested ideas on what can improve their
learning experience, such as:
 Having more English speakers to come in and help
during the class, similar to what the RIH students did
 Include popular culture in teaching, such as English
movies, songs and games
 Offer writing and verbal exams, so students can see
how they are progressing
Conclusion
As shown in the findings from the study, participants
appreciate the opportunity to learn the English language
despite the difficulty they experience. Learning English
gives them the opportunity to become functional
members of the American Society. They are able to
secure employment and provide for their families. The
challenge they experience is also due to their age as
adults, unlike their children. Also, many of the participants
in the advance level class on American Civics think
American history is interesting to learn. Adult ESL classes
offer refugees and immigrants a resource for not only
learning English, but also for integration into the
community.