Teaching English in America
Languages in the U.S.
English is the primary language in the United States, but the country is highly diverse linguistically. Many immigrants speak Spanish, Chinese, Filipino, Vietnamese, Arabic, or other languages at home. This diversity creates a need for English as a Second Language (ESL) programs to help newcomers communicate, find work, and succeed academically.
ESL Programs and Levels
ESL courses are usually offered through the Transitional Studies Department in community colleges and some adult education centers. These departments may also offer ABE (Adult Basic Education) for students improving basic literacy and numeracy, and IBEST (Integrated Basic Education and Skills Training) courses, which combine ESL with career training.
ESL courses are structured by proficiency:
- Beginner ESL (Level 1-2) – for absolute beginners and early learners. Level 1 may be further divided into 1A (absolute beginner), 1B (beginner), and 1C (advanced beginner).
- Intermediate ESL (Level 3-4) – for students with basic English who want to improve fluency and comprehension.
- Advanced ESL (Level 5-6) – for students preparing for academic courses, professional training, or employment requiring strong English skills.
Some schools offer mixed-level ESL classes, such as Levels 1–2, 3–4, or 5–6. Classes are scheduled in the morning (e.g., 9:00–11:50 AM) or evening (6:00–8:50 PM) and are available in fully in-person, online, or hybrid formats.
During COVID-19, most classes moved fully online, but schools are now returning to in-person instruction.
Schools are well-equipped with projectors, computer labs, laptops, and printing facilities, giving students access to the technology they need to support their learning.
ESL courses in colleges are government-funded, with a nominal fee of $25 per quarter. Classes typically run quarterly: January–March, April–June, July–August, and October–December.
Student Barriers and Needs
Many ESL students face challenges that affect attendance and progress:
Childcare: Teachers can advise students to contact DSHS (Department of Social and Health Services) or local workforce programs for childcare assistance. In some programs, like ORIA, there are work requirements before childcare is offered.
Schools or community pantries may provide basic supplies for young children, such as diapers.
Work commitments: Students may miss classes or struggle to attend regularly due to jobs. Teachers often provide guidance about local employment opportunities while encouraging consistent attendance.
Language diversity: Mixed-level classes can make teaching challenging, as students have very different proficiency levels.
ORIA Program
ORIA (Opportunity, Responsibility, Independence, and Achievement) is a state-supported program for immigrant students and adult learners. It provides guidance and resources for childcare, employment, and education while requiring participants to meet work or training obligations to access some benefits.
Pathways After ESL
After completing ESL programs, many students move on to:
- Workforce training or certificate programs
- Associate degrees
- Bachelor’s degrees
What It’s Like Teaching ESL in the U.S.
Teaching ESL in the U.S. means working with students from diverse backgrounds, cultures, and language levels. Classes are structured but flexible to meet varying needs. Teachers must adapt lessons to students’ proficiency levels, provide support for barriers like work and childcare, and encourage students to continue learning after ESL. The environment is collaborative, often integrating technology, career-focused learning, and community resources.
The ESL Environment
ESL classrooms in the U.S. are diverse, with students of all ages and backgrounds. Instruction includes reading, writing, listening, speaking, grammar, vocabulary, and practical English for work and daily life.
Teachers need to be skilled in:
- Differentiating instruction for mixed levels
- Using technology effectively
- Supporting student goals beyond the classroom