Immigrant workers/learners at a university: The benefit of an opportunity to learn academic English

Abstract

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.