| The need for adult English-as-a-second-language (ESL) instruction has increased dramatically during the 1990s because of immigration trends in the United States. Historically, second language acquisition (SLA) research has looked at learning theories and teaching methods, an important component in the process that has often been ignored---the learner and the learner's insights.; This study focused on the microinteractions in the ESL educational setting, including interactions among students, educators, and the communities of practice where the ESL teaching was taking place. The study, a qualitative research project, examined two community-based ESL programs and centered on the beliefs, ideas, attitudes, and opinions of the learners in the respective settings. Researcher observations, questionnaires, surveys, interviews, and focus groups were employed to garner the data for this project. These data were analyzed using qualitative research procedures to discover themes from the participants' perspectives. A sociocultural framework aided in the clarification and comparison of the data at both sites. Activity theory was the underlying theoretical basis of the study.; Through cross-case analysis three themes emerged as common to both sites of study, despite the many differences in the program's configuration and delivery. First, learners were very satisfied with and enjoyed the interaction with their teachers and tutors. Gratitude was often expressed for the help the students received. Second, students at both sites considered the relationship with teachers and peers as that of a family relationship. Finally, students across all data sets wanted more opportunities for verbal communication or conversation practice.; The common themes among the adult learners, including a positive relationship with their respective teachers and tutors, as well as a need for oral communication in the form of conversation practice, suggest that communicative language teaching strategies and the development of curricula that provides authentic conversational opportunities should be incorporated in adult ESL programs in community settings. Further areas of study would include conversation analysis methodologies to explore the use of conversation as a teaching strategy, as well as communication theories that look at teacher/student interactions, and an exploration of personal narratives of the learners to garner further insight into creating a successful language learning classroom experience. |
