Why don’t you just learn English? ... 

Many of our clients are asked this question by others and feel pressured to answer right away. Whether from a point of bias, curiosity, or concern, it is essential to understand the nuances and pressures that may accompany learning a new language. At the International Rescue Committee in New York (IRC in NY), our clients are from 73 nationalities; at IRC in New Jersey (IRC in NJ), our clients are from 68 nationalities. That means that combined, our clients speak more than 50 languages. The truth is that it takes a considerable amount of time and effort, as well as practice. Moreover, this year, in particular, the pressure to learn English has been on the rise. 

The majority of our clients have limited ability to read, speak, write, or understand English. However, our English students have proven that exposure to the English language prior to resettling here varies by lived experiences and proximity to the language. For example, a client who came as a Special Visa Holder (SIV) might have an intermediate to high English level compared to a client who experienced interrupted education due to living in a refugee camp. In other cases, a Humanitarian Parolee who may have been residing in New York or New Jersey for over a year might only know a handful of basic English vocabulary words. 

Living in New York & New Jersey, our clients experience a multicultural social space. Yet, despite this potential for language exchange and cross-cultural acceptance, this year, our clients are facing a worrisome shift that has colored their English language learning journey. On March 1, 2025, an executive order designated English as the official language of the US. While healthcare providers, school systems, courts, and other organizations that receive federal funding still need to offer language access, including interpretation and translation services... it has instilled concern in our clients who feel they have yet to achieve proficiency in English.  

6-month case study

In this 6-month case study, we examine the barriers our clients face in 2025, the impact of our English education program offerings, and the importance of adapting our programs to our clients’ changing learning goals. We also bring to light that our clients’ capacities and goals differ. 

Navigating Language Challenges means that: 

Learning English takes a long time: 

OUR SOLUTIONS | Flexible Adult Education programming 

The role of our case managers at the IRC NYNJ is to empower clients by helping them identify barriers and create an education plan that tailors to their needs. Without asking them the question "Why don’t you just learn English?" – our case managers meet clients where they are and help them enroll in English classes, tutoring for their children, digital literacy supports, and preparing for postsecondary education or job opportunities. Students can also be connected to resources such as legal aid, health insurance applications, and workforce development workshops. An important aspect of case management is goal setting, which ensures that students establish clear expectations for their educational and career paths. We follow up with students who have completed English classes to track employment outcomes, assess their earnings, and confirm participation in workforce-related activities. 

THIS YEAR’S IMPACT  

English is a time-based language (with tenses such as past, present, future, and perfect), whereas some languages are not structured in this way. At IRC NYNJ, we use a contextualized teaching method (teaching grammar through a context-reading/a short video clip, pictures, or songs) to help learners understand complicated English grammar concepts. During what has been an uncertain year, our culturally informed teaching modalities have led to a successful impact so far.  

Last year at IRC in NY, we served a total of 478 students across our ESL cohorts. In our Workforce Innovation and Opportunity Act (WIOA) cohort, we exceeded our target of enrolling 128 students, ultimately enrolling 149. Of those enrolled, we were able to post-test 105 students, of whom 58 moved to the next English level. Through WIOA, were able to achieve the highest benchmark and look forward to continuing this success. This year, we are on the path to continue this impact, with 311 enrolled students as of April. 

So far at IRC in NJ, our enrollment numbers for the past quarter (January-March) increased by 4.61%, and the attendance rate increased by 4.08% since Quarter 1 (October-December). Last year, there were 828 individuals were enrolled in our ESL services. This fiscal year, 767 individuals have enrolled and received an adult education consultation, with 456 students actively taking English classes.   

Hear from English students in our New York & New Jersey classrooms: 

 

Ismaila (High-beginner, IRC in NY client): 

“First of all, it was about being able to talk, to speak, to understand people around me. Secondly, it’s like to go back to school because I have already my Bachelor in Mining Engineering from my country in French. Like where I’m from Guinea actually but we speak French there. So, my goal is to be able to go back to school, to college. It’s definitely necessary to learn English…it’s gonna make easier integration.... Let’s say that. It’s 100% necessary.” Catch Ismaila’s interview here.  

Halima (High-beginner, IRC in NJ client): 

“I was dreaming about learning English while I was in Afghanistan and Uzbekistan. I want to be a medical doctor. Because of my experience taking care of my son, I want to help other people who are facing the same diagnosis as he is. I write down new words in my notebook, and after cooking dinner for my family, I complete my homework. I now have over 380 vocabulary words in my notebook. My son is [also] taking the IRC’s online English class. I noticed that when my son goes out in public now, he can gradually communicate with others and solve problems in English.” Check out Halima’s interview here. 

OUR VISION FOR THE REST OF 2025: Evolving ESL offerings to support self-sufficiency 

Evidently, our clients are making significant gains in the classroom and are seeing the benefits of our tailored English instruction model. Our educators and volunteers are dedicated to continuing to respond to clients’ learning goals, adapting curricula accordingly, and presenting options that best suit language levels, as well as childcare and work commitments.  

This year, 10 students in New York have joined our new Vocational English as a Second Language (VESL) program. We decided to pilot this program because many employers in NYC, with a few notable exceptions, have expressed reluctance to hire our clients, primarily due to concerns about language proficiency. VESL programs are designed to help non-native English speakers develop language skills specifically tailored to workplace environments. It integrates English instruction with practical vocational training, often contextualized by sectors, such as healthcare, hospitality, construction, and manufacturing. The goal is to enable learners to effectively communicate and perform job-related tasks in English while acquiring work-specific terminology and cultural competencies relevant to their employment goals." We look forward to continuing VESL as the demand increases. 

Similarly, in New Jersey, we have noticed a significant shift in the populations we serve. In 2022, we served many refugee and special visa holder clients arriving from the federal APA program and other resettlement pathways. Refugees, for instance, arrived with very limited literacy in their first language, and many of them didn't continue education after completing primary/secondary school.  For these clients- acquiring a second language takes more time & poses different challenges. In 2024, last year’s enrollment data showed that more than 50% of Haitian humanitarian parole clients were enrolled in English classes. We noticed that many of them have higher literacy skills and a higher education background, and their placement test scores are higher. 

ESL classes are still very important, but the curriculum will need to differ based on the learning needs of our clients.  

After reviewing results from the client feedback conducted in September 2024 by the NJ Client Voice Initiative program, we are observing a significant demand for Job Readiness Training (JRT). Our Adult Education Supervisor, Vera Liang, reflects:  

“This feedback made it clear that it is important to provide a course that covers both JRT and ESL topics. In November 2024, I conducted a needs assessment survey to understand our client’s learning needs and identify the gaps. In the coming months, we are excited to pilot VESL, which will blend digital literacy topics. This launches July 2025.” 

THANK YOU & WAYS YOU CAN HELP 

Our educators are working diligently to connect with clients in the community and enroll them in flexible learning opportunities. We hope that this case study sheds light on our clients’ needs this year. At the IRC New York & New Jersey, we are committed to sustaining our adult and youth education programs. We remain committed to ensuring language access for our clients, advocating for rights, and upholding the protections that guarantee equitable communication.  

... To start, volunteering plays a pivotal role in our adult education program. We are eager to have volunteers who can support teaching ESL classes in our flexible class model. If we have more volunteers to support ESL classes, our staff will have more time to support other programs, such as the new VESL program and in-person classes. If you would like to volunteer as an English class instructor in New York or New Jersey, please email volunteerny@rescue.org.

If you are inspired to support our clients’ education, we invite you to donate here. To learn more, please reach out to our IRC NYNJ Development Director, Claire King, atclaire.king@rescue.org

This article was written by: Malin Evertsz Mendez, Development Manager. 

Contributions by: 

New Jersey Education Team: Vera Liang, Adult Education Supervisor 

New York Education Team: Nathalie Agudelo, Adult Education Manager; Alexandria Ali, Adult Education Supervisor; Lindsey Cunningham, Cultural Orientation and Intake Specialist