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