A new study conducted in Indianapolis sheds new light on barriers to English learning for adult immigrants—and how communities can respond. The research is based on surveys with more than 1,200 immigrants and highlights the deep connection between literacy, confidence, and opportunity.
Here, we’ve compiled five takeaways from “Barriers to English Learning for Adult Immigrants in Urban America” by Ginger Kosobucki, Brooke Smith, and Cindy Reinhard. They describe what holds learners back from classroom enrollment—and what the authors believe we can do.
The authors’ work has already inspired new programs in Indianapolis, including teacher training initiatives and employer outreach campaigns. Their findings offer a roadmap for other cities looking to close the gap for adult learners who are too often left behind.
1. Low Literacy Is More Common Than We Think
Nearly one-third (31%) of immigrants surveyed were emergent readers of English, meaning they could read at only a first-grade level or below. Many also had limited education in their home countries—23% had five years or less of formal schooling. Traditional research often overlooks this group, which means their needs remain hidden.
Recommendation: Fund and expand programs specifically designed for emergent readers, combining basic literacy with English instruction. These learners need different starting points—not just simplified versions of higher-level classes.
2. Work Is Both a Motivator and a Barrier
Employment was the number one reason immigrants wanted to learn English—to advance their careers, communicate with supervisors, or start a business. Ironically, work was also the biggest obstacle, with many citing long hours, fatigue, and mandatory overtime as reasons for missing or leaving class.
Recommendation: Encourage employer partnerships and workplace-based ESL programs. Businesses can benefit from better communication and productivity while providing employees with accessible learning opportunities.
3. Confidence Plays a Critical Role in Enrollment
Among emergent readers, dispositional barriers—like low confidence—were striking. Nearly one in three (29%) said they “can’t learn,” and 62% of those who tried classes found them “too hard.” These learners often drop out early or never enroll.
Recommendation: Offer confidence-building, small-group instruction with trauma-informed and culturally responsive teaching. Early success experiences—like learning to read simple words—help rebuild confidence and persistence.
4. Teachers Need More Support to Teach Emergent Readers
Many ESL instructors report feeling unprepared to teach adults who are not yet literate in their first language.
Recommendation: Invest in specialized professional development for adult educators focused on teaching preliterate and low-literate learners. Training should cover phonemic awareness, multisensory literacy methods, and differentiated instruction.
5. Transportation, Childcare, and Health are Persistent Barriers
Common situational barriers—family responsibilities, lack of childcare, health issues, transportation, and even weather—continue to affect attendance at English classes and disproportionately affect women and single parents.
Recommendation: Support holistic learning environments that address real-life barriers. Providing on-site childcare, flexible schedules, hybrid options, and transit stipends can make all the difference in whether learners show up—and stay.
Moving Forward
When adult immigrants gain the language and confidence to participate fully in work, education, and civic life, everyone benefits. To achieve this, as the researchers suggest, literacy must come first.
Read the full research report in the Fall issue of Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy.