Introduction On average, 60,000 refugees are resettled in the US, and about 1.1 million immigrants arrive yearly in the US. Research shows that refugees and immigrants face a number of challenges when they arrive in a new country. A primary challenge they face is language barrier, due to their inability to speak English, or limited proficiency in the use of the English language. Between 1987 and 1989, immigrants who arrived in the U.S had little time to learn English (LeMay, 2004). The lack of proficiency in the English language can hinder their integration into American society. For immigrants and refugees, learning English is essential, not only because it makes fitting into the American society much easier, but it also provides them with access to specific governmental benefits, and to eventually becoming functional citizens. In response to this need and others, English as a Second Language (ESL) classes are offered in community centers and immigration assistance centers, with classroom methods such as games, videos and role playing. These tactics are all used to develop their reading, writing and speaking ability (Carrer, 2000). While research has documented these approaches to teaching ESL classes, there is limited research on students’ (i.e. refugees and immigrants) experiences and perceptions of these classes. Therefore, in collaboration with the American Civic Association and the Binghamton Adult Education program, this study explores refugees and immigrants’ perception of adult ESL classes. Background : The American Civic Association (ACA) was founded in 1939, in response to the large number of European immigrants arriving into the Binghamton area for factory work. As such, the mission of the center is “to encourage the spirit of brotherhood among nations and peoples” by providing “citizenship education, assisting persons seeking to settle and work in the US, promoting racial and political understanding” to enable community integration of refugees and immigrants. ACA resettles about twenty-five families in the Binghamton area each year. ACA assists newly arrived refugees with services such as clean, affordable and safe housing, facilitating medical treatment, school registration for families with children, and community orientation ( Binghamton Adult Education (BAE): As one of their services, BAE offers ESL classes to non-native English speakers, with the primary purpose of ensuring that “they can function within the American Society.” As such, the measure of English language proficiency is different from what is required in a traditional English course. The program is funded by the Federal Government through New York State. New ESL adult learners are tested to determine level of English proficiency, and are placed in one of the four levels of classes offered. Continued funding of the program is based on the number of “gains” reported. “Gains” are determined by a number of factors, but principally by the progress reports of students. This can be measured by how many students progress through the ESL class levels, job placement, GED, etc. It is of note that there is no time limit on how long a student can be in the program – they are allowed to stay as long as they think they need to or leave if they want to. Methods Conclusion Results cont. Students in the course, Refugee & Immigrant Health (henceforth referred to as RIH), offered through the Africana Studies Department, collaborated with the ACA and BAE on this study. Under the supervision of the course instructor, students sat-in on the ESL classes, to observe and assist ESL adult learners as needed. ESL classes lasted an average of three hours (9-12 noon) and are offered Monday – Friday, along with evening classes Tuesdays and Thursdays, 6-8pm. Students sat in each of the 4 classes offered: Level 1: Immigrants and Refugees that have zero English language use (the class curriculum involves teaching them alphabets and letters) Level 2 : Some level of English (class content involves putting words together to form sentences) Level 3 : Advance level with class curriculum of English comprehension and conversations Level 4 : American Civics (content focuses on American history, system of government, society structure and citizenship expectations). Data Collection : Participants completed a short demographic survey about their age, gender, length of stay in the US, country of origin, number of languages they speak, and if they speak English outside of the classroom. Data was also collected through participant observation, detailed field notes and semi-formal interviews. As stated above, students in the Refugee & Immigrant Health course (henceforth referred to as RIH ), observed the ESL classes and also participated by assisting participants in the classes as needed. Following the classes, students approached participants. Those who consented to participate following the explanation of the purpose of the project, were interviewed about their experience of learning a new language and their perception of the program. Interviews were conducted in English language. RIH students kept detailed field journals of their observations, and audio-taped interviews, if participants agreed. It should be noted that not all participants agreed to be audio-taped. Interviews were guided by three general questions: 1) What is your experience in learning a new language? 2) What do you think is most challenging aspect of learning English language? 3) How do you feel about the learning environment? Interviews lasted an average of 20 minutes. Data Analysis : Demographic data was analyzed using simple frequencies. Qualitative data was analyzed using deductive approach, in which the analysis was guided by the interview questions. RIH students met in groups in class to discuss their experiences. Students generated “codes” or themes from their field notes and audio recordings. A matrix table was created to note how often a specific theme or themes emerged. A theme was considered salient or important based on how often it occurred or it is considered an ‘outlier’, that is, it occurred only once, but it’s central to participants’ description of their experiences. Table 1 below showed the demographic profile of the ESL students. 37 people participated in the study (15 Males & 22 Females). Average age was (Males = 45; Female = 38). Participants came from 19 countries, with an average of 5 years length of stay in the US. 19 participants reported having children. It is of note that while some of the participants cannot speak any word of English and have no formal education, there were participants that had college education, such as engineers, from their country of origin. In line with the discussion guide questions, three major themes emerged from the data analysis. Participants discussed their experience of learning a new language, the challenges in learning English language and their perception about the learning environment along with their recommendations on improving it.  Experience of Learning a New Language With wide ranges in the levels of their proficiency in comprehension and use of the English Language, it is obvious that participants were eager and willing to learn English, as shown below:  “English is a beautiful language…It is good.” (Female)  “Yes. I like speaking English…it is good to speak both languages.” (mother tongue & English) (Male) Participants are excited when they get their English words right, and they describe picking up “words on the street” before taking the ESL class. Many describe wanting to learn English because “it is necessary to find work.”  “I want to learn for job.” (Male) As shown in the findings from the study, participants appreciate the opportunity to learn the English language despite the difficulty they experience. Learning English gives them the opportunity to become functional members of the American Society. They are able to secure employment and provide for their families. The challenge they experience is also due to their age as adults, unlike their children. Also, many of the participants in the advance level class on American Civics think American history is interesting to learn. Adult ESL classes offer refugees and immigrants a resource for not only learning English, but also for integration into the community.  Challenging aspect of learning English Participants discussed various challenges they experience in learning the English language. From the challenge of memorizing words and phrases, to the difficulty of the grammar, filling out applications, and fear of communicating outside of class.  “It’s hard to learn…I don’t know. I come here everyday to learn. For a job, I have to learn. To have job.” (Female)  “It’s hard. Everything hard. When you come at 24, 25, 26, it a little bit hard... You know, if you want to learn my country language, …huh, it’s hard for you too. So it’s hard for me. Same in my country. Say in my country, say hi, how are you. It will be hard.” (Male)  “I learn for the job. It’s ok for the job. Don’t speak it in the store.” (Male)  “Learning all the dates about American history can be hard [American Civics class], but it’s interesting also.” [Female]  English Learning Environment The role of classroom setting or environment is central for effective learning. Participants discussed their perception of the ESL learning environment and suggested ideas on how to make it better.  “It’s good to learn English here” (American Civic Center). (Female)  “You can see how someone else is learning and see how hard it is for them, so you feel good and want to go on.” (Male) Participants suggested ideas on what can improve their learning experience, such as:  Having more English speakers to come in and help during the class, similar to what the RIH students did  Include popular culture in teaching, such as English movies, songs and games  Offer writing and verbal exams, so students can see how they are progressing Results