This paper is a case study of immigrant learners in a particular U.S. research
university’s English language program. A contextual description of the learners, who are/were
also employees at the University, attempts to capture the complex intersection of identities,
opportunities, and power. Inquiry addresses the suitability of the program for this particular
population, the preparedness of the learners, and what has affected their investment in learning
academic English. The voices of program instructors and former learners articulate issues of
purpose and effectiveness at this academic English site. As the paper suggests implications and
recommendations, it argues that the public education institution under discussion should offer
ESL learning opportunities that meet the diverse needs of immigrant workers both on campus
and in the surrounding community.
1 online resource (PDF, 75 pages). Submitted June, 2011 as a Plan B paper in partial fulfillment of the requirements for a master's degree in English as a Second Language from the University of Minnesota.
Gerend, Angela Marie.
Immigrant workers/learners at a university: The benefit of an opportunity to learn academic English.
Retrieved from the University of Minnesota Digital Conservancy,
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