Analysis of English for Speakers of Other Languages (ESOL) Program in Cultural Institutions : Educational Opportunity for Adult Immigrants in New York CityAnalysis of English for Speakers of Other Languages (ESOL) Program in Cultural Institutions : Educational Opportunity for Adult Immigrants in New York CityAA1244667X
The objective of this research is to investigate the educational services for immigrants through the English for Speakers of Other Languages (ESOL) program in cultural institutions such as library and museum in New York City. Due to the rapid growth of immigrant population, the role of cultural institutions in providing learning environment for adult immigrants has expanded drastically. In this study, the following questions are considered. How does the ESOL program in cultural institutions reflect the needs of diverse communities? How does the ESOL program encourage immigrants to participate in society? To answer these questions, interviews to ESOL program coordinators and teachers were conducted in February 2014. Two distinctive approaches to language instruction have been introduced in the ESOL program of library and museum. In a global age, designing the program that considers ethnic context is necessary since immigrants face difficulties in holding on to their heritage and adapting to new culture. Both accepting new culture and maintaining cultural identity are important for immigrants to participate in the community. The ESOL program of library and museum reflects the current needs of immigrants, reduces their risk of isolation from the community and encourages them to participate in society. There is an urgent need to develop educational program that is addressed to the multicultural population and serves as a bridge between the immigrants and American society. It can be stated that both library and museum in New York City have the important task of satisfying immigrants’ needs and encouraging them to participate in the society. This paper is a part of the author’s doctoral dissertation. This paper was originally orally presented at The 73rd Annual Conference of Japanese Educational Research Association at Kyushu University, on August 22-24, 2014.