Virtually all immigrants and refugees are likely to be affected by stress that occurs when they move from one culture to another. It is difficult, especially for adults, to have to learn how to function in a new culture. Many of these learners are also coping with socalled traumatic stress from extreme events (such as assaults, war-related injuries, and torture) that occurred prior to or during their migration to the United States. It is generally believed that traumatic stress caused by the deliberate actions of other humans is the worst kind of stress to live with. (See Addressing the Needs of Specific Groups of Learners.)

Adults enroll in English language programs for a variety of reasons, including job enhancement, educational advancement, improved communication with others in their everyday lives, citizenship attainment, and support of their children's education. (See Why do adults learning English participate in adult education programs?.)

Although adult immigrants are generally highly motivated to learn English, they face other challenges in addition to communication difficulties: conflicting work schedules and multiple jobs; the stress of maintaining several jobs and family responsibilities; lack of transportation; limited access to affordable, high-quality child care; difficulty finding programs and classes that meet their needs and goals; lack of adequate, affordable housing; lack of adequate health care and medical insurance; and perhaps fear about their legal status in this country. (See What challenges do adults learning English face?.)

Adult English language learners have a great deal of life experience and background knowledge from which to draw when learning English. They are generally highly motivated to learn, and they usually enroll voluntarily in programs. If the y have had formal schooling in their home languages, they have knowledge in subject matter areas like math, science, and social studies. Many adult learners also have strong and supportive families, and family members often help with child care. They may have support networks within their language and culture groups that help them adjust to life in the United States and access services. (See What strengths do adult English language learners bring to educational programs?.)

By establishing an orientation process, administrators and staff will be prepared to welcome new English language learners into their program. Program staff anticipate questions new students may have, consider retention strategies, and consult community resource guides. (See Orientation for New English Language Learners.)