Investment and Identities: ESL Learning among Older Adult Chinese-Speaking Immigrants

Abstract

How do older adult Chinese-speaking immigrants experience ESL learning in both classroom and informal community settings? Using Peirce’s (1995) investment model, the author conducted a case study on a naturalization ESL program in the United States. Specifically, the author examined the multiple identities of these individuals while learning English, as well as the challenges these learners encounter, including issues such health, isolation from mainstream community, learning strategies, and racial and cultural prejudice. Based on the unique features of this population, the author demonstrates the strategies that administrators and ESL instructors can utilize to enhance the ESL learning experience for this population.