Identify a Community

Dr. Monica Colon-Aguirre

ISCI 702- Community Engagement and Services

Christina H Fowler

February 16, 2023

 An English as a second language community learners are people that speak a different

language at home who are assessed for English proficiency and have been determined to have

insufficient command of the English language. English language learners vary from newcomers

who are trying to learn English to survive to those who want to develop foundational literacy

skills to become long term English learners.  English-as-a-second-language learners can range

from those with low English proficiency to those with high English proficiency looking to

advance academically.  

According to the literature, TESOL-Teaching English to Speakers of Other Languages

has become increasingly welcoming due to immigration patterns over the last several decades

(Hickok, 2008).  A study was conducted consisting of twenty participants ranging from lower-

level English proficiency to high-level English proficiency.  The participants described their use

of the library in four main ways: speaking, listening, reading and writing (Bordonaro, 2006). 

Participants saw the library as a place to improve their speaking skills because it offers

opportunities for them to interact with native speakers in an academic environment.  They saw it

as a place to improve their listening skills as it offered a place to hear the language and the

sounds of the language. The library was a place to improve their reading skills and in turn

increase their reading speed and learn new vocabulary.  It offers a place to improve their writing

skills as they saw it as a place to write academic papers, e-mails, notes and recreational writing.

The literature discusses how extensive reading programs developed between library staff and

English-as-a-second-language (ESL) teachers should aim to increase the reading fluency for

secondary ESL students (Darby, 2008)

Misconceptions about English-as-a-second-language (ESL) learners discussed in the

literature stated that there are many resources that support multilingual diversity within libraries
and the importance of those collections and services. However, the literature implies that it can

be a struggle to find information on how to begin the process and how to establish multilingual

collections and services (Collins, 2021). Due to funding, space, staff and a fear of offending the

community they are trying to serve, which are predominantly white communities areas such as

suburban and rural libraries are at a disadvantage when it comes to adapting their collections to

meet the needs of multilingual learners. When using online services, it was thought it would be

easier, but found that it was a challenge due to poor access to online resources, negative

attitudes, and lack of information and communication skills. They found that poor access could

be linked to poor library services and skills (Eze, 2022).

In conclusion, information literacy is a prerequisite for participating effectively in the

information society and is part of the basic human right of lifelong learning (Macdonald, 2008). 

The need for inclusive English-as-a-second-language programs in our libraries is vital to improve

the community as a whole. The library is viewed as a place to meet with friends, read, write and

listen to others speak.  This in conjunction with a multilingual collection supports those who are

learning English or those who are seeking to advance academically by increasing their English

proficiency. This information can be used when discussing and reviewing the types of materials

that are purchased using library funds to ensure that there is a variety of multilingual options

within the collection.  Programs in which librarians and English-as-a-second-language teachers

partner together to offer services to the community, who otherwise would not have access to

such services otherwise, can be implemented to increase English proficiency within the

multilingual community. Library services in this area can include expanding the collections,

creating classes which promote English proficiency and acceptance from the community.  The

more that we, as a library, can incorporate these services and programs, the more that those in
our community can break the stigma and misconceptions that they hold about English-as-a-

second-language learners.  The programs and services will, in turn, provide a place of acceptance

and play a pivotal role in the access to education for this population, who otherwise would not

have access to affordable English Language classes or materials. 

 Reference

Bordonaro, K. (2006). Language learning in the library: An exploratory study of ESL students.

The Journal of Academic Librarianship, 32(5), 518–526.

https://doi.org/10.1016/j.acalib.2006.06.009

Collins, L. C. (n.d.). Making a place at the table: A guide for small, rural, and suburban

libraries. Scholar Commons. Retrieved February 14, 2023, from

https://scholarcommons.sc.edu/scl_journal/vol5/iss2/2/

Darby. (2008). Library Reading Program for Secondary ESL Students. Access (Caulfield East),

22(3), 9–12. https://doi.org/10.3316/ielapa.382677684723942

Eze, & Onyishi, C. N. (2022). School Library Resources for Inclusive Online English Language

learning: Teachers’ perspectives about differentiating instruction in the context of English

as Second Language. Library Philosophy and Practice, 1–20.

Hickok, J.  (2005) ESL (English as a Second Language) Web Sites, Journal of Library

Administration, 43:3-4, 247-262, DOI: 10.1300/J111v43n03_18

Macdonald, K. (n.d.). ESL library skills: An information literacy program for adults with low

levels of English literacy. - core. Retrieved February 14, 2023, from

https://core.ac.uk/download/pdf/213014115.pdf