Acculturation and English proficiency among adult newcomer immigrant ESL learners in Canada across language instruction methods.

Abstract

Aims and objectives: This study investigated the impact of different instructional environments on learners' acculturation and English language skills among adult English as a Second Language (ESL) learners in Canada to address this gap in the literature.

Design: Using a series of qualitative and standardized measures, a robust mixed-methods approach was taken to explore the relationships among those variables. This study included 56 participants attending community-based English classes with learners mainly socializing with other ESL learners and university-based English for Academic Purposes (EAP) courses, where ESL learners were exposed to other students fluent in English.

Data and analysis: Quantitative and qualitative analyses were conducted to assess English reading comprehension, English vocabulary, level of mainstream acculturation, heritage enculturation, and social adjustment.

Findings: The findings revealed that EAP courses were associated with significantly higher English proficiency and acculturation rates among ESL learners compared to community-based programs. Furthermore, acculturation emerged as a significant predictor of English reading comprehension across both educational settings. Learner satisfaction was noted for each instructional program.

Originality: Previous studies have highlighted the significance of acculturation and social integration in facilitating language acquisition among immigrants and international students. However, the Canadian context regarding adult ESL learners remains underexplored.

Significance/implications: These findings offer insights for policy and practice in multicultural educational settings and highlight the need for ESL programs to further integrate social and cultural immersion elements within academic structures to facilitate successful language acquisition and acculturation.