College Persistence and Engagement in Light of a Mature English Language Learner (ELL) Student’s Voice

Abstract

An interview study at a community college in the mid-Atlantic region of the United States reveals factors in the persistence of English language learners (ELLs) starting from their courses in English as a second language (ESL) through to their graduation or transfer to 4-year institutions. The results form a narrative of a day in the life of a mature ELL woman and continue by reporting the primary reasons that ELLs either remained in or left the community college. Students talked about 3 main obstacles to remaining enrolled: full-time jobs, family obligations, and lack of finances, all of which are common factors for community college students. But particular to ELLs were their feelings of marginalization at the college because of their multilingual identities and linguistic struggles in their ESL and subject classes. The study closes with suggestions on ways for everyone at the college to assist ELLs in succeeding along their college trajectories. Community college faculty and administrators can work together to create a more welcoming atmosphere for ELLs with an emphasis on imparting the curriculum and college procedures that ELLs need to know in order to complete their college goals.