Arriving in Memphis: the ESL education experience among refugees

Abstract

This paper explores the English as a second language (ESL) education among adult refugees who have arrived in Memphis, Tennessee within the last twenty years. The research is based on an eight-week ethnography and interviews. By investigating the experiences of both ESL teachers and adult refugee students, this paper will demonstrate challenges that Memphis refugees face including a lack of time, resources, and confidence on their way to becoming proficient in English.This paper will conclude with strategies to combat future refugee resettlement challenges, including an increase in collaboration within the city and the refugee organizations,an increase in funding, and an increase in cultural sensitivity among the Memphis community.