The Needs of Adult ESL Learners - DTPR Home

[Pages:32]THE NEEDS OF ADULT ESL LEARNERS: IMMIGRANT LEARNERS NEED TO INTEGRATE VERSUS INTERNATIONAL LEARNERS NEED

FOR SHORT-TERM ESL By

KALBIR JANDA

Integrated Studies Project submitted to Dr. Elizabeth Lange in partial fulfillment of the requirements for the degree of Master of Arts ? Integrated Studies

Athabasca, Alberta June, 2007

Introduction Many adults study ESL (English as a second language) in Canada and the USA

creating an ESL industry. However, too often, the distinctive needs of various groups of adult ESL learners are not identified, creating less effective programming. In Canada and USA the two primary classifications of ESL learners are adult immigrant ESL learners and international student ESL learners. This paper will, first, explore the different characteristics and needs of these two groups of adult ESL learners to derive the key similarities and differences in learning needs. Second, this paper will review the various approaches to ESL and then, third, demonstrate the strength of the communicative approach to language teaching, as it draws upon the key strengths of other approaches. Fourth, this paper will demonstrate the kinship between the communicative ESL approach and the situated cognition approach in the general adult education field. Fifth and finally, this paper will discuss the ways in which the communicative approach can be adapted by ESL teachers to meet the unique needs of these two different types of adult ESL learners. In particular, immigrant learners need ESL to integrate into their new English speaking country as part of a new formation of identity, whereas international ESL learners come to learn ESL as temporary visitors to improve their English language skills. Learning Needs and Characteristics of New Immigrant ESL Learners

Adult immigrant or new Canadian/American ESL learners is one group of ESL learners. "... [I]n recent years, the major burden of adult education has been teaching English as a Second Language (ESL) to an ever-increasing immigrant population in North America. For this reason, adult education has, to a great degree, become

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synonymous with ESL" (Hilles & Sutton, 2001, p. 385). New immigrants need to learn ESL to integrate and survive in their new English speaking country. They also need to learn ESL to find employment and increase education levels. One of the main characteristics of immigrant ESL learners is that they need to permanently integrate into a new English speaking community. "The new arrivals are faced not only with having to learn a new language but also with having to adapt to U.S. [or Canadian] culture. For some, that is relatively easy. For others, it can be a major frustration and one that can affect their ability to function effectively both in and out of the classroom" (ProLiteracy America, 1996, p. 8). Immigrant ESL learners need to learn ESL to adapt and integrate into their new English speaking community and society.

The LIDS1 data thereby permit identification of the adult immigration population arriving in B.C. from outside of Canada which cannot speak English at all. However, this means of identification is obviously a gross underestimation of the population which may need or benefit from ESL instruction, given the nature of the information obtained. The resulting figures might best be considered as an estimate of the population which is most severely in need of English instruction for basic communication needs and some participation in society (Cumming, 1991, p. 8).1

New immigrants need to be able to integrate and participate in their new English speaking society. Thus it can be summarized that one of the characteristics or needs of immigrant learners is to learn ESL to integrate into a new culture. By learning ESL

1 LIDS means Landed Immigrant Data Systems

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immigrants will be able to integrate and create their new home in their new English speaking country.

Along with the need to integrate into an English speaking society, another need for immigrant ESL learners is to learn functional English to survive in their new English speaking country. Immigrant learners need to learn basic functional skills to survive in their new English speaking society. "When people move to new country or region, they may find themselves ill-equipped to handle a million everyday tasks simply because they don't speak the language. Tasks that were previously taken for granted, such as taking the bus, making a phone call or coping with shopping, can suddenly become obstacles" (Robinson & Selman, 1996, p. 8). New immigrants need to learn functional English through ESL classes. Day to day functions like ordering food in a restaurant or going to the doctor are difficult for new immigrant ESL learners because of the lack of English language skills.

The need to carry out familiar tasks in an unfamiliar cultural environment can magnify the difficulties experienced by immigrants. When simple tasks suddenly become difficult or impossible because their language skills are limited or they are unfamiliar with the culture, their self-confidence and self-esteem can be weakened (Robinson & Selman, 1996, p. 8).

Thus it can be summarized that one of the needs of new immigrant ESL learners is to learn functional English.

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Besides the need to learn functional English new immigrant ESL learners also have the need to learn ESL to improve their communication skills. For example new immigrants need to learn ESL to communicate with co-workers, their children's teachers, clerks at the grocery store, and the general English speaking community. New immigrants also need to learn ESL to communicate with their new English speaking neighborhoods and family members.

One class with which we are familiar comprised almost entirely Korean grandparents who didn't particularly want to speak English, but wanted very much to understand their grandchildren. We have known other learners who wanted some sort of communicative system but were not particularly concerned with grammatical accuracy. Still others felt that language without grammatical correctness was no language at all (Hilles & Sutton, 2001, p.387).

Therefore it can be summarized that learning how to communicate in English is an important need of immigrant ESL learners.

Another need that is linked with the need of new immigrant ESL learners to learn communication skills is to find employment. New immigrants need to learn English communication skills to communicate with English speaking individuals in their new English speaking community and also communication skills can help new immigrants find a job.

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Current ESL and immigrant services were said to be assisting adult immigrants to B.C. with limited English by: improving people's functional English for communication, helping to find work, or improving work relations; providing a transition into mainstream society, reducing isolation, and facilitating selfconfidence, social participation and a sense of belonging to Canadian society; fostering improvement in specific language skills (e.g. reading, pronunciation); or providing translation or interpretation to facilitate communication in a specific circumstance or understanding of Canadian society (Cummings, 1991, p. xvi).

In the hopes of finding a job new immigrants are motivated and interested in learning ESL.

Although ESL students may not specify employment-related reasons as their primary motivation for attending ESL classes, both those who are currently employed and those who intend to seek employment may identify general language and literacy skills that are, in fact, related directly or indirectly to their employment goals. For example, when questioned for details as to why they want to improve their speaking skills, learners often indicate a desire to communicate better with individuals such as supervisors or co-workers (Marshall, 2002, p.29).

New immigrants need to learn ESL as a second language to communicate and survive in their new English speaking community. "A second language is therefore, for many people, simply a normal and necessary extension of their communicative repertoire for coping with life's demands. In this respect, it is a process similar to the acquisition of

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different styles of speaking, to suit different kinds of situation, in a monolingual community" (Littlewood, 1984, 54). Therefore learning a second language is like learning different styles of speaking used, whether business, medical or legal English. Learning to communicate in English is the key to finding employment and communicating on the job with employers and co-workers for new immigrant ESL learners. Thus it can be summarized that learning ESL to find employment is a major need for new immigrant ESL learners.

Also related to the need of new immigrant ESL learners to find employment, is the notion of workplace ESL classes. Many employers offer ESL classes for new immigrants to further their skills and training for their existing job. "However, the agendas of workers may be different from that of their employers. Many workers want to improve their language and literacy skills to get out of low-paying or dead-end jobs, to get better jobs within an organization, or to better support there roles in family life" (Weinstein, 2001, p.176). Thus workplace ESL learning is a good example of the need for new immigrant ESL learners to learn ESL skills for improved employment opportunities and acquiring additional credentials.

Finding a job and communicating in English is closely related to another need of new immigrant ESL learners, the need to further their level of education in the new English speaking country. Getting training or increasing education level, after learning ESL can greatly assist in the success of new immigrants finding employment in their new English speaking country and increasing their income.

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Those with work experience may possess education, training and skills that will help them learn. They may be motivated by the prospect of landing jobs once they become more proficient speakers of English. Others may be unemployed or seeking further education and training in preparation for entering the job market. Those with no history of work may look forward to training for a job as well as learning English (Robinson & Selman, 1996, p.10).

There is a direct connection between the need to learn ESL to find employment and the need to learn ESL to further education. New immigrant ESL learners have the desire to learn English skills to further their education to find employment in there new English speaking country. "The learners, on the other hand, may want to develop comprehensive language and literacy skills that would make higher level education and training and better paying jobs more accessible. These mismatched goals can have an impact on an individual's motivation to succeed" (Marshall, 2002, p.18). New immigrants use ESL training to survive in their new English speaking country in a step by step process, in that first they learn ESL to increase their English communication skills, then to further their education or receive training to eventually find a job, preferably a good-paying job. Thus, learning ESL allows new immigrants to communicate and survive in their English speaking community.

These non-English speakers not accommodated in current programs were at all levels of English proficiency, represent a variety of language and ethnic backgrounds, and were said to want to improve their English to better their

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