By Phu Vu
and Lan Vu
According
to the U.S. Department of Education (2004), more than 40% of approximately
three million learners in the federally-funded adult education programs are in
the area of English as a second language (ESL). These learners, the majority of
whom are immigrants and refugees, represent a huge diversity of cultural
backgrounds and nationalities yet face common learning challenges that
traditional young learners may not (Bernat, 2004). In her study, Bernat
observed that when adults come to their class, they bring with them tension,
anxiety, personal problems such as responsibilities for an extended family,
lack of job and personal support system provided by their relatives and
friends. An ESL adult teacher expressed that because many of her students work
from 4:00 p.m. until midnight or later, they arrive at school tired (Starr, 2001).
Thus, what can be done to help ESL adult learners overcome these challenges and
get involved in their classrooms? Our teaching practice indicated that one
answer to this question
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