| An intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation, student self-efficacy, time and schedule commitment, instructor and student relationship, availability of resources, and level of classroom involvement. The results revealed that the students were highly motivated to enroll and complete the course successfully. Across the board, there was (1) a sense of gratitude from the participants for being afforded an opportunity to learn the English language, (2) evidence of knowledge of their future goals, and (3) their knowledge that learning English was their first step in achieving their goals.;The participants listed few barriers and more evidence that they had developed plans and solutions to deal with issues. Observations revealed a sense of community and family formed among the participants and the instructors, inside and outside the class. There was evidence that participants and instructors (1) shared the same views and goals for success, (2) saw the value of the course and recognized the benefits of taking such a customized course that focused on their profession, and (3) knew that the ability to apply their learning immediately in their work environment increased their success potential in both the class and in work.;The participants and the instructors (1) expressed that the different components, student support systems, course design and delivery, student self-motivation, and student self-efficacy were all important to success and lessened any barriers; and (2) provided recommendations to improve the course to increase effectiveness, so that the participants who will be coming after them can further benefit from the course. Finally, this study may socially impact the intentional develoopment of educational infrastructures to meet students' needs and to minimize barriers for ESL, ECE ESL, and students as a whole. |
