Abstract
Abstract|The purpose of this Dissertation in Practice was to explore how a U.S. library in the Midwestern United States successfully supports its English learners through English language education and how it helps them achieve their individual visions of success. The study’s aim was to make recommendations for adult, English learning programs in public libraries based on the Midwestern Library model. In order to meet these objectives, the researcher conducted a qualitative, grounded-theory study based on interviews with 15 adult, English learners, their volunteer teachers, and the program director. The resultant data from these interviews pointed to more areas of success which they had enjoyed, defined their personal goals and language objectives, and noted their desired learning opportunities in areas of citizenship, job preparation, computers, reading, spelling, grammar, and U.S. history. However, meeting these needs would require more teachers, since the English as a Second Language (ESL) Program at the Midwestern Library has only four volunteer teachers. Therefore, the researcher presents two proposals intended to meet the learners’ needs by including more teachers and expanding the already successful program. Ultimately, this qualitative study offers recommendations to the program based on data from participant students, volunteers, and the ESL Program Director from the Midwestern Library. |Keywords: public libraries, English language education, ESL