A Qualitative Inquiry of Adult English Language Instructor Experiences Fostering Inclusion, Community Building, and Student Motivation

Abstract

Abstract By Kathrene Marie Razo University of the Pacific 2025 The central focus of this inquiry is on understanding adult English instructor experiences fostering inclusion, community building, and student motivation in the language classroom. In addition, it highlights contextual background relative to common life barriers faced by the adult English language learner population as they relate to an immigrant’s journey of establishing themselves in a new land. Furthermore, this inquiry was prompted by a need to gain a clearer understanding of the best practices that are revealed by educators’ shared lived experiences to assist in the support of learners in their efforts to attain personal, educational, and professional goals as well as positively impact English language program retention. For this inquiry, the participants taught adult English as a second language in a California Adult Education Program (CAEP) school, which included adult schools and community colleges for at least 5 years in the northern region of Central Valley, California. This inquiry used a general qualitative approach, along with a conceptual framework composed of Malcolm Knowles and Associates’ (1968) Adult Learning Theory and Geneva Gay’s (2010) Culturally Responsive Teaching will benefit adult English language programs of study because it will help educators, program administers, and staff to more thoroughly understand the lived experiences of seasoned adult English instructors who have fostered inclusion, community building, and student motivation while also answering the study’s research questions. The data collection tools for this study included an initial participant interest form, semi-structured one-on-one interviews that were recorded and transcribed, researcher notes, and a researcher positionality journal. The findings for this study revealed five major themes that were identified through the data analysis process. Theme 1: Creating a Positive Learning Environment is comprised of one subtheme: (a) Modeling Positivity, Compassion, Kindness, and Sensitivity. Theme 2: Incorporating Culturally Diverse Content, is comprised of two themes, (a) Sharing Students’ Cultural Background and Traditions, and (b) Culturally Responsive Curriculum. Theme 3: Being a Reflective Instructor included three subthemes, (a) Consider Lesson Topics with Care, (b) Check Biases, and (c) Get to Know Your Students. Theme 4: Offering Opportunities for Student Collaboration encompasses two subthemes, (a) Students Teach One Another, and (b) Be Mindful of Student Pairing. Lastly, Theme 5: Success Breeds Success unveiled two subthemes, (a) Building on Student Prior Knowledge, and (b) Immigrant Success Stories. The insights and understandings obtained from this research study can contribute to and assist new instructors of adult English programs, program staff, and administrators in an effort to enhance program retention and facilitate the successful completion of language learning by students