Helping Adult English Language Learners Transition
into Other Educational Programs

Background

Adult immigrants come to the United States with widely divergent educational backgrounds. Some learners come with graduate degrees—an engineer from the former Soviet Union, a Somali law professor from Egypt, or a pediatrician from Guatemala. Many immigrants come having had little or no access to education—young men from Bolivia hoping to do something better than farming and processing coca, young women hoping for education that will empower them and their families, or elder refugees from countries torn apart by war. Other immigrants come here with significant levels of education—a mechanic with a high school degree from Iraq, an elderly bureaucrat from China, or a high school graduate from Mexico.

These immigrants face many challenges and have differing expectations and goals. For example, the Somali law professor expected that he would be able to teach law at an American college; he was shocked to find that his credentials did not automatically allow him to be an attorney in this country. The Guatemalan pediatrician was aware of the process to become a credentialed doctor. She began by having her transcripts formally interpreted to see what university courses she would have to take, preparing for academic tests, and volunteering in healthcare settings.

Young men and women who have had limited access to education often initially work at low-paying, entry- level jobs. They often work two or more jobs, and when they have time, they take English classes. For these immigrants, survival English is an apt term; they need enough English to work and survive in their new lives. If learners are young enough (often 22 years old or younger), they can study all academic subjects in public high school. Often, however, teenagers and young adults have to work to help support themselves and their families. After gaining sufficient English literacy skills, they may participate in specific training or certification programs through their work or community, or they may pursue a GED (General Educational Development) credential and eventually pursue postsecondary education. Some older immigrants, especially those who may be financially supported by other members of their family, may stay in English classes for several years as they learn English and build a social network.

Among those immigrants who pursue postsecondary education in the United States are those who finished (or almost finished) high school in their native countries. For example, in his community English classes, the Iraqi mechanic had learned to be a fluent speaker and reader of English. He then attended classes to help him learn to write well enough to pursue a mechanics certificate at the local community college. Similarly, a high school graduate from Mexico City already had sufficient content knowledge in science, social science, and mathematics. She only needed classes focused on development of vocabulary and standardized test-taking skills before she was able to study at a university level.