Chapter 7: Researching College Community Services Engages Isolated Foreign-Born English Language Learners in Campus Life

Researchers maintain that foreign students in the United States suffer from feelings of isolation and would benefit from a sense of belonging to their college communities (Mustaffa & Illias, 2013). Therefore, it seems beneficial to provide students an environment that would foster a greater connection with their college organizations and community services. After all, engaging students in community service projects that stress cooperative learning is recommended by researchers (see Gillies & Ashman, 2003; Mason, 2006).

One of the main purposes of this study was to provide foreign-born English language learners (ELLs) with an increased knowledge of their college community and an opportunity to work together to improve their English language skills. The participants were from various cultural backgrounds and were familiar with the English language but had spent only a few years in the United States. The college ESL (English as a second language) program determined that these students needed further exposure to English in order to be successful with the college program. After conducting an initial survey, referred to in the study as the pre-intervention questionnaire, it became apparent that the ELLs were expressing a sense of isolation and a need to learn more about the college environment and the American society that surrounded them. Course goals were to immerse the student participants into college life and to assist them in their adjustment to the American college system.