Language Learning in the Library:
Exploring How ESL Students Use Academic Libraries
Karen Bordonaro, Ph.D.
Information Literacy Services/Instruction Coordinator
James A. Gibson Library
Brock University
Ontario Library Association
February 2, 2007
RESEARCH QUESTIONS

Do ESL students make use of university libraries, and if
so, in what ways?

In the views of the students, is language learning an
outgrowth of their use of the library, and if so, in what
ways?
Qualitative Study: semi-structured interview questions
Why a Library Setting?

Authentic language environment – its purpose is
not to teach English.

Learning may take place in this setting (libraries
as places that support and extend classroom
learning).

ESL students have not been studied in this
environment from a language learning point of
view.
Participants and Context

20 participants (10 women, 10 men) ages 20-35

Native countries: Japan, China, Mexico, Sweden, Hungary,
France, Spain, Bulgaria, Jordan, Dominican Republic, Haiti

Majors: psychology, business, religion, music, criminal
justice, education, computer science, chemistry, biology,
counseling

American university – 5000 students

ESL students not separated into an English Language Institute
Uses of the Library

Library as study hall (individual, group) – to do homework

Library as repository (academic, leisure) – to find material

Library for instructional assistance – to ask for help

Library as social center – to meet other students

Library for language learning – to improve English
The Library for Self-Directed Language Learning



Speaking and Listening – improved fluency and accuracy
through speaking with and listening to other students and
library staff
Reading – improved reading speed, reading comprehension,
learning of new vocabulary through reading of textbooks,
library materials, recreational material in the library
Writing – improved writing through writing papers, email
messages, vocabulary notebooks, and diaries in the library
Student Testimonials



Louisa: “Engaging in all these activities helps improve
my English.”
Nathan: “All my study here is English, and is in English.”
Lucas: “I can’t separate the two – learning English and
using the library.”
The Library for
Recreational Reading

Lucas - voracious recreational reader in the library, engages in
awareness and reflection on how this helps him improve
English

Anna - random recreational reading in newspapers and
magazines in the library, awareness and reflection on language
learner strategies she engages in

Stephanie - recreational reading in the library as outgrowth of
classroom reading, awareness and reflection on this improving
her written and spoken English
IMPLICATIONS

Library staff should become aware that ESL students
are using libraries to help themselves improve their
English and should work to make them feel welcome.

University libraries should support the purchase of
recreational reading material because it serves an
important academic purpose in our collections.
Conclusion

ESL students do appear to make use of university
libraries for a number of reasons, among them
language learning.

The library may serve as a fruitful venue for the
further study of language learning issues.
Thank you