Navigating Language and Belonging: The Experience of Adult English Learners in Burlington
Gilligan, Callia
Gilligan, Callia
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Abstract
As of 2022, it has been estimated that around 2,000 refugees have been resettled in Vermont�primarily from Congo, Burma, and Bhutan (Catania, 2022). Burlington, as the most populated city in Vermont, has received most of these newcomers, requiring an adaptation of resources to provide essential services for refugees. This is particularly important for language training, which plays a crucial role in refugee resettlement and has been linked to increased employment opportunities, community connections, and feelings of belongingness (Mathews-Ayindli, 2008). This research provides a case study on how three English Language (EL) organizations in Burlington; Parent University, Mercy Connections, and Burlington High School (BHS) provide English services to adult refugee students. This study investigates how students select their type of formal English instruction and compares how the difference in the organization providing EL classes contributes to a difference in experience for ELLs, particularly focusing on English classes� link to community belonging. It ultimately finds that EL services exist in a wide network of language service providers, students have a high level of agency in selecting their program based on their educational goals, and English services create welcoming and belonging spaces that assist EL students in their transition to living in Burlington.
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Date
1/1/2026
Student Status
Senior (Graduating in 2026)
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Poster
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Program/Major
Political Science and Spanish
College/School
College of Arts and Sciences
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Social Science