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 Adult ESL Procedures Findings Recommendations  

orangeclothesAdult ESL Programs

Acquiring English skills is a priority for immigrants in the United States. While

children master English in school, adults often learn the language in adult English as

a Second Language (ESL) programs.     

 

Student absence is a major obstacle to the success of adult ESL programs. Many

ESL programs are looking for ways to improve attendance patterns because absenteeism slows students’ progress and jeopardizes government funding.

In 2003, a teacher of an adult ESL program in southern Minnesota initiated a study on student absenteeism. A research team consisting of a professor, anthropology graduate and undergraduate students at Minnesota State University, Mankato studied factors preventing adult students from attending classes. They presented a report to the community center staff consisting of suggestions for minimizing absenteeism and further improving the program.

The community center where the project took place offered various kinds of adult ESL classes. The most elementary class taught how to read and write the alphabet. More advanced classes presented academic articles about history and science, and facilitated student discussion on given topics. Students were immigrants from all over the world including Somalia, Mexico, Sudan, El Salvador, Iraq, Ethiopia, Bosnia, and Cambodia.

Sources:

Soga, Kyoko
2005    Causes and Possible Solutions for Absenteeism in Adult English as a Second Language
     (ESL) Program. M.A. Thesis, Department of Anthropology, Minnesota State University,
     Mankato.
 
Soga, Kyoko and Susan L. Schalge
   N.d.  Assessing Absenteeism at the Adult English as a Second Language (ESL) Program:
         September 2003 - April 2004. Unpublished report, Department of Anthropology,
         Minnesota State University, Mankato.  
 
 

This page was created by Kyoko Soga. Updated by Melissa Lorentz 8/20/08.