English as a second language (ESL) learning experiences of immigrant high school students: A small city schools case study.

This study investigated the English as a Second Language (ESL) learning experiences of immigrant students in high schools in a small city. The aim of the study was to acquire a deeper understanding of how ESL services are organized and provided in schools in a small city where immigrant students are few in each school. A total of 10 participants were selected from among ESL students, their parents, ESL teachers, and subject area teachers. Interviews were conducted with each of these participants with the aim of obtaining insights regarding the ESL learning experiences of the students. Findings in this study show that limited English proficiency of these ESL students hindered their interaction with mainstream teachers and peers, their understanding of course content, and their selection of academic courses. Consequently, these prevented them from learning more English, performing well academically, and may block their direct admission to university.