By all legal means, the United States does not have an official language. That being said, this information on government websites may not necessarily reflect the reality of what life looks like in the city. While ethnic enclaves certainly exist and foster connections between entire communities who do not speak English, the majority of job opportunities in big corporations require a functioning knowledge of English. This is why learning English is often a non-negotiable aspect of immigrating to the United States. However, language acquisition, particularly in adulthood, can be an incredibly challenging endeavor that requires consistent classes and resources. The English for Speakers of Other Languages (ESOL) department at Columbia’s Community Impact, my current workplace, serves as a prime example of the intersection of urban challenges that face prospective English learners. 

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Classes at Community Impact are held four days a week from Monday through Thursday. Depending on students’ proficiency level and availability, they are presented with one or two options as to when they can take this class. The earliest section is from 10 am to 12 pm, while the evening slot is from 6 pm to 8 pm. Thus, prospective students are made to fit incompatible timeframes. This is further complicated by the fact that many ESL students have little ability to advocate for themselves in their workplaces, both due to language barriers and shaky legal status. Consequently, students have been forced to postpone or entirely cancel their attendance. 

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Not only does timing impact access, but so does infrastructure. Many ethnic enclaves that are home to a majority of non-English speakers are located outside of Manhattan, in other boroughs. For example, 33% of the Latino population in New York City lives in Queens, while another 30% reside in the Bronx (NYC Mayor’s Office of Immigrant Affairs, 2021). Meanwhile, the majority of Russian immigrants can be found in Brooklyn (All People’s Initiative, 2010). Therefore, students hoping to attend university classes must tolerate a two or three-hour commute. Considering classes are held four times a week, public transportation can consume 8-12 hours per week, in addition to costing approximately $23.20. For families that are already struggling with balancing sufficient work hours and spending time with their children, transportation can truly make or break ESL class accessibility. 

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The third main factor impacting the ability of students to fully engage with ESL classes is communication. At Community Impact, and various other ESL organizations, the majority of program coordinators are primarily, if not exclusively, English speakers. This means that most program information written online or sent through email is written in English. Despite Community Impact’s recent efforts to provide Spanish options, this approach still alienates ESL students with diverse linguistic backgrounds. While one can attempt to utilize online translation services, the presence of fluent foreign language speakers is invaluable given their nuanced understanding of language. For example, when a pattern arose of students missing orientation, only the staff member in the office who had taken ESL classes was able to identify the problem being the confusing phrasing in the original email that was sent out. Native speakers are also a source of comfort for newly arrived immigrants who are nervous about or unable to express their needs in an English setting. In my time at the office, I witnessed many Spanish speakers thank Latine staffers for understanding their situation and providing resources. On the other hand, I encountered many Ukranian students who lamented the lack of community and grew frustrated at the frequent miscommunications which resulted from inaccurate translations. Thus, while technology has certainly improved the accessibility of information, it is not a replacement for a linguistically diverse staff. 

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In a city as cosmopolitan as New York, providing English-learning resources is not only an idealistic vision but also a necessity for increasing economic productivity and quality of life.  There is a strong correlation between increased English proficiency within a country and increased gross national income (McCormick, 2013). More importantly, gaining access to ESL classes allows immigrants to reach their personal goals, find better job opportunities, and pursue careers that suit their passions. Thus, it is crucial to find solutions that address the aforementioned urban problems of scheduling conflicts, public transportation costs, and limited communication. Initial strategies may involve offering online classes, enhancing efficient infrastructure, and prioritizing diverse employment. Truly, the possibilities are vast, so long as they are placed in the forefront of public consciousness. 

 

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Bibliography

 

All People’s Initiative. “Russians in the New York Metro Area,” January 2010. https://unreachednewyork.com/wp-content/uploads/2012/11/Russians-Profile-final.pdf

 

Mayor’s Office of Immigrant Affairs. A demographic snapshot: NYC’s Latinx Immigrant Population, October 28, 2021. https://www.nyc.gov/assets/immigrants/downloads/pdf/Hispanic-Immigrant-Fact-Sheet.pdf. 

 

McCormick, Christopher. “Countries with Better English Have Better Economies.” Harvard Business Review, March 10, 2021. https://hbr.org/2013/11/countries-with-better-english-have-better-economies#:~:text=The%20interaction%20between%20English%20proficiency,to%20invest%20in%20language%20training.