Experiences of ethnic acceptance and prejudice in English language learning: Immigrants' critical reflections

This research was conducted to critically reflect on the effects of ethnic acceptance and prejudice on English language learning among immigrant nonnative speakers. To that end, this study investigated critical reflections on the experiences of ethnic acceptance and prejudice among six adult immigrant English language learners. Three Vietnamese and three Mexican adults aged between 25 and 40, who had less than ten years in the United States, were chosen for the study. Five specific research questions were addressed: (1) What are some nonnative English speakers' experiences regarding the way native speakers treat them? (2) How have nonnative English speakers' experiences of ethnic acceptance or ethnic prejudice affected their learning of English? (3) What do nonnative English speakers think they need in order to lower their anxiety as they learn a new language? (4) What can native English speakers do to lower nonnative speakers' anxiety? (5) What can nonnative English speakers do to lower their anxiety with native English speakers?; This qualitative study used participatory dialogues to elicit responses to these same research questions by means of a guide to the initial dialogues that consisted of more specific questions based upon each of the five research questions. The researcher met with each participant for three, one-hour dialogues that were audio taped and transcribed for later review for accuracy, coded and analyzed for generative themes, and interpreted for conclusions and recommendations by both the research and the participants. All six of the participants pointed to a predominance of ethnic acceptance that sustained and motivated them to persevere in acquire English. Findings suggested that, even though many of the adult immigrant participants experienced ethnic prejudice, they developed strategies to overcome anxiety, frustration, and fear. The dialogues generated themes that illustrated the key results of the study: acceptance, prejudice, power, motivation, belonging, and perseverance. All of these factors were interpreted as essential to consider when developing English language learning programs for adult immigrants. Recommendations for ESL teachers working with adult immigrants included ethnically mixed ESL groupings, closed-captions reading methodology, listening skills, native speaker friends, workplace ESL, and cultural survival techniques.