During my college application process, my high school offered an after-school program designed to assist students with their applications. One afternoon, I attended this program, where an instructor suggested that I should consider applying to a community college. I had already selected my top 10 schools, and his recommendation at first confused me. Given my 3.9 GPA and enrollment in honors classes, I was puzzled as to why he felt a community college would be a better fit. It took me some time to understand his point, leading me to question whether his advice was influenced by my status as an immigrant. 

Today, looking back from my perspective as a researcher (with a master’s degree), I know that his perception of all immigrants as non-English speakers who are destined for community college or low-wage jobs is not uncommon. But it is misleading and harmful to those of us who migrated with prior education, learn English quickly, and/or come with advanced skills.

Last year, I worked on a Leah Zallman Center (LZC) collaboration with Southern New Hampshire University’s Center for New Americans (SNHU) and the New Hampshire Equity Collective (EqColl) to analyze the English language instruction needs and aspirations of immigrants and refugees in Manchester, New Hampshire. We conducted key informant interviews, collected stories from immigrants, and organized focus groups with adult English learners from 27 countries. SNHU and other English for Speakers of Other Languages (ESOL) providers in Manchester will use the findings to inform future programming.

Roughly 47% of immigrant adults in the U.S. have limited English proficiency (LEP), indicating they speak English at a “less than very well” level (1). Despite the resources available to support English learning, many service gaps remain – especially for more highly educated students and those seeking to pursue higher education in U.S. colleges and universities. English language proficiency is essential for immigrants to properly integrate, take advantage of opportunities, and engage in American society. Proficiency in English not only makes daily interactions easier, but it also improves opportunities for career, academic success, and general well-being. Addressing service gaps in English language learning is essential for helping immigrants thrive and truly establish their new home in the U.S. As one participant from our project shared, “You can’t find better opportunities for work because of limitations of the language” (3). 

New Hampshire is home to approximately 83,002 immigrants and 8% of the U.S.-born residents have at least one immigrant parent (2). We learned that although many different ESOL providers offer classes in Manchester, many people still face significant barriers in finding a class that works for them. Some of the barriers we identified were cost of attendance, generic classes that did not meet the learning needs of advanced students, transportation issues, work schedules, and high household expenses (3).  Given how beneficial English is for newcomers’ economic and social well-being, I was surprised that English classes were not more widely available and free at all levels. One focus group participant stated,“there is also a few [classes] in schools, but those do have a cost … For most people, paying for those classes is hard, and paying to learn English is hard” (3).

Individuals who have little to no formal education are likely to need substantial support in learning English, as they may need to build foundational skills alongside language acquisition. In contrast, those who already have some level of education typically learn a new language more quickly, thanks to their existing academic skills and experience. For educated individuals, acquiring English proficiency might be more efficient, and they may even have the potential to pursue higher education or a college degree in the U.S. The existing educational background can provide a strong basis for mastering a new language and integrating into academic or professional environments more swiftly. One key informant explained that a key gap is the lack of resources for people with different educational backgrounds – those with more education, like high school or college graduates, have distinct learning needs compared to those with minimal schooling (3). A participant who took an advanced English class found the approach was not well matched to who they were or what they needed: “ESOL classes were definitely helpful but I felt like it was putting more pressure on me on top of studying that I was doing something wrong, I had to be this way, you have to lose your accent, it was so much pressure for me” (3).

Transportation is a significant issue, as English classes are located in urban areas that are not easily accessible for those without reliable transportation (public transportation is limited). Without adequate means to travel, immigrants find it challenging to attend these classes regularly. This issue is compounded by the need to prioritize work to support their families, which often takes precedence over attending classes. Consequently, the decision to work instead of pursuing education can further limit their opportunities to improve English proficiency. This intersection of transportation difficulties and financial responsibilities creates a substantial obstacle to accessing and benefiting from available language programs.

As we better understand the needs of immigrants, and the services that different communities should implement, it is crucial for people to educate themselves about the wide diversity of immigrants. For instance, I arrived in the U.S. when I was thirteen, after completing eighth grade, and learned English beginning in first grade. If I had accepted the after-school instructor’s advice without question, I might have believed that I couldn’t succeed at a four-year college and limited my own potential. Immigrants are intelligent and capable individuals, and often the primary barrier between them and their success is simply language. Overcoming these language barriers is key to unlocking their full potential and enabling them to thrive.

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