Approaches and methods currently used for teaching English to adult immigrants in the United States

Abstract

The mastery of English by immigrant adults who are in the United States is a first-order need, which must be resolved in a timely manner, since it will allow them to access better work, educational and social opportunities; Furthermore, it is a tool that facilitates their adaptation and development in this country of opportunities, all of which has a positive impact on their individual and/or collective quality of life. In this sense, this bibliographic review arose with the objective of identifying the main approaches and teaching methods used in teaching English for adult immigrants in the United States. The research design was descriptive–explanatory, approached under a qualitative approach, considering a series of publications disseminated in sources of scientific information, duly referenced. Among the results, it stands out that, The approaches on which the English teaching process can be based are traditional, naturalistic, structuralist, communicative, humanistic and CLIL. These pedagogical and methodological supports provide a series of methods that can be applied by the teacher, to guarantee that the learning of the foreign language is effective and meaningful; However, the choice of any of these foundations depends on the intended objective, the needs of the student and the characteristics of the context where the teaching takes place. As a conclusion, Learning English is a necessity for children, adolescents and adults, regardless of sex, social condition or cultural relevance, consolidating itself as a personal challenge that significantly improves their ability to adapt and interact in a given context, at a social level, professional, educational and work.

Full text

Approaches and methods currently used for teaching English to adult
immigrants in the United States
Enfoques y métodos utilizados actualmente para la enseñanza del inglés a inmigrantes adultos en los
Estados Unidos
Paul Mauricio Ambrosi Banegas, Antonio Lenín Argudo Garzón
http://doi.org/10.46652/pacha.v5i14.271
ISSN 2697-3677
Vol. 5 No. 14 mayo-agosto 2024, e240271
Quito, Ecuador
Enviado: marzo 13, 2024
Aceptado: mayo 16, 2024
Publicado: mayo 31, 2024
Publicación Continua
Paúl Mauricio Ambrosi Banegas
Universidad Católica de Cuenca | Cuenca | Ecuador. paul.ambrosi.15@est.ucacue.edu.ec
https://orcid.org/0009-0000-1454-4752
Antonio Lenín Argudo Garzón
Universidad Católica de Cuenca | Cuenca | Ecuador. alargudog@ucacue.edu.ec
https://orcid.org/0000-0003-4741-5935
ABSTRACT
e mastery of English by immigrant adults who are in the United States is a rst-order need, which must be
resolved in a timely manner, since it will allow them to access better work, educational and social opportunities;
Furthermore, it is a tool that facilitates their adaptation and development in this country of opportunities, all of
which has a positive impact on their individual and/or collective quality of life. In this sense, this bibliographic
review arose with the objective of identifying the main approaches and teaching methods used in teaching
English for adult immigrants in the United States. e research design was descriptive–explanatory, approa-
ched under a qualitative approach, considering a series of publications disseminated in sources of scientic
information, duly referenced. Among the results, it stands out that, e approaches on which the English tea-
ching process can be based are traditional, naturalistic, structuralist, communicative, humanistic and CLIL.
ese pedagogical and methodological supports provide a series of methods that can be applied by the teacher,
to guarantee that the learning of the foreign language is eective and meaningful; However, the choice of any
of these foundations depends on the intended objective, the needs of the student and the characteristics of the
context where the teaching takes place. As a conclusion, Learning English is a necessity for children, adolescents
and adults, regardless of sex, social condition or cultural relevance, consolidating itself as a personal challenge
that signicantly improves their ability to adapt and interact in a given context, at a social level, professional,
educational and work.
Keywords: approaches; methods; teaching; English; adults; immigrants; United States.

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Revista de Estudos Contemporâneos do Sul Global
RESUMEN
El dominio del inglés por parte de los adultos inmigrantes que se encuentran en los Estados Unidos, es una
necesidad de primera orden, que debe ser solventada de manera oportuna, por cuanto, le permitirá acceder a
mejores oportunidades laborales, educativas y sociales; además, es una herramienta que facilita su adaptación
y desenvolver en este país de las oportunidades, todo ello, repercute de manera positiva en su calidad de vida
individual y/o colectiva. En este sentido, surgió la presente revisión bibliográca con el objetivo de identicar
los principales enfoques y métodos de enseñanza que se utilizan en la enseñanza del inglés, para los inmigran-
tes adultos de Estados Unidos. El diseño de la investigación fue descriptivo – explicativo, abordada bajo un
enfoque cualitativo, considerando una serie de publicaciones divulgadas en fuentes de información cientíca,
debidamente referenciadas. Entre los resultados destaca que, e approaches on which the English teaching
process can be based are traditional, naturalistic, structuralist, communicative, humanistic and CLIL. ese
pedagogical and methodological supports provide a series of methods that can be applied by the teacher, to
guarantee that the learning of the foreign language is eective and meaningful; However, the choice of any of
these foundations depends on the intended objective, the needs of the student and the characteristics of the con-
text where the teaching takes place. Como conclusion, Learning English is a necessity for children, adolescents
and adults, regardless of sex, social condition or cultural relevance, consolidating itself as a personal challenge
that signicantly improves their ability to adapt and interact in a given context, at a social level, professional,
educational and work.
Palabras claves: Enfoques; métodos; enseñanza; inglés; adultos; inmigrantes; Estados Unidos.
Introduction
Education is referred to by Mora (2020), as an intentional action that contemplates the or-
derly and sequential execution of a series of previously planned activities, with the purpose of
developing the physical, cognitive and psycho-aective dimension of any person, which entails a
number of skills and abilities necessary for their comprehensive training. is learning process is
extremely important for the well-being of human beings, since, from their conception until the
moment of their death, it allows them to strengthen or strengthen dierent knowledge or skills
that contribute to the satisfaction of their basic needs and improve their capacity. to adapt and
interact in a specic context and/or situation (Guayana, 2019).
According to González et al. (2019), this training process is revealed permanently and se-
quentially, being recognized as a fundamental right of all human beings, without diering sex,
age, socioeconomic condition or cultural identity. Learning scenarios can be: formal in nature
(educational institution), governed by a school curriculum; and informal, is promoted empirica-
lly, anywhere, through experimentation and continuous social interaction.
Currently, a series of social, political, economic and even health events have prevented a
large part of the population around the world from completing their formal academic training
and accessing university preparation. According to Avendaño et al. (2022), this situation limits
socio-labor opportunities, conditioning their personal well-being and their family environment;

Approaches and methods currently used for teaching English to adult immigrants in the United
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However, there are several educational alternatives that are executed based on dierent approa-
ches and methodological strategies, allowing said population group to develop some functional
skills and perform favorably in certain occupational areas, such as the case of English language
prociency.
English, or in many sociocultural contexts called a foreign language, is the most spoken lan-
guage in the world and is a universal mechanism when running some type of business, conducting
research in the eld of science and technology, establish interpersonal relationships with other
cultures whether for trade, diplomacy or with the purpose of strengthening bonds of friendship
(Bastidas & Muñoz, 2020). Given this reality, according to Cruz et al. (2021), it is essential that
their teaching begins from an early age within the family environment and is consolidated in
educational institutions, with the accurate guidance of a teacher, whose actions are based on the
curriculum established by the Educational System of their country.
Worldwide, according to the publication by Fernández (2023), English was the most spoken
language at the end of 2023, with a prevalence that is around 20% of the world’s population, that
is, approximately 400 million. of individuals use it as their mother tongue and 1.5 billion use it as
an additional language in their social interaction. Regarding the territory of Latin America, the
report issued by the Statista Research Department [DSI] (2022), refers to a moderate level of do-
minance, with an estimate that borders on a general average of 56% of its inhabitants and in 18%
of cases are bilingual individuals.
In Ecuador, according to the report provided by the English Prociency Index [EPI] (2023),
the level of prociency evidenced by citizens living in the national territory is very low, ranking
82nd out of 11 nations that were evaluated. is situation suggests the importance of promoting
actions and spaces that guarantee access to a quality, integrative and inclusive training process,
placing emphasis on the acquisition of a number of linguistic-communicative skills that improve
their capacity for adaptation and social interaction.
Given this reality, the learning of this language is referred to as a more than essential process
in school academic training and its repercussions are signicant in the adult stage, since it facilita-
tes the development of a person and allows them to access dierent opportunities that contribute
in their well-being and full development, especially when they decide to migrate to other social
scenarios where the mother tongue is English (Jiménez & Garay, 2021).
e United States is the country with the largest number of immigrants, who come from
dierent regions around the world, which congures a scenario of social interaction where die-
rent languages, dialects and other aspects that are part of their cultural identity are evident, not
However, the mother or ocial language is English (Rojas, 2021). e learning of this language is
referred to by Sirlopú et al. (2023), as a fundamental requirement so that migrants, regardless of
their age or geographical origin, can access greater work and educational opportunities, contri-
bute to the economic and cultural development of the nation, and eectively cope with their stay,
solving the needs inherent to their comprehensive well-being.

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Journal of Contemporary Studies of the Global South
Revista de Estudos Contemporâneos do Sul Global
Considering all of the above, the present study emerged, which consisted of a bibliographic
review, with the purpose of analyzing the approaches and methods used to teach English to adult
immigrants in the United States; To do this, we proceeded with the search, selection and thorough
analysis of dierent publications obtained from sources of scientic information, which would
allow us to support the topic addressed and specify the intended objective.
Materials and methods
Research approach and design
e present research is a bibliographic review approached under a qualitative approach, sin-
ce a series of theoretical foundations duly validated and disseminated in scientic information
sources were considered. All the information that supported the topic raised is referenced by APA
regulations 7th ed., and was derived from a thorough analysis organized around the variables that
are part of the topic raised.
e design of the study was descriptive-explanatory, because all the selected theoretical foun-
dations allowed us to describe and explain in a brief and concise manner, certain relevant aspects
that revolve around the approaches and methods currently used for teaching English. to adult
immigrants in the United States, allowing the reader to have a clear vision of the way in which this
learning process is approached and the implications it entails in the development of people.
Search strategy
e research process that allowed us to identify and select the publications that provided the
information necessary for the development of this study was carried out through a search strategy
that was structured with the logical operators AND and OR, in the following search equations:
• (Approaches or Methodology) AND teaching AND (English OR Foreign language) AND
immigrants AND adults AND (United States OR USA)
• Methodological strategies AND English AND adults AND immigrants AND (United
States OR USA)
• Teaching AND English AND immigrants AND United States
• Approach*–Method*–Teach* Eng*–Imigr*–Adult*–United State*
• Process AND learning AND English AND adults AND immigrants AND (United States
OR USA)

Approaches and methods currently used for teaching English to adult immigrants in the United
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All the studies that were selected aer the application of the aforementioned strategy, con-
tributed with substantial data that were analyzed individually, taking into account the categories
that were part of the proposed topic. Likewise, research that presented results supported and ad-
dressed under a qualitative approach had to be prioritized.
Table 1. Categories of the topic addressed.
Original categories Modications made to the categories
Approaches
Methods
Strategies
Resources
Teaching
Resources
Learning process
Roles
Learning theories
English
Foreign language
Mother tongue – native
USA Estados Unidos
EEUU
e original categories that form part of the subject matter addressed are described, together
with the modications to which they were exposed in order to broaden the scope of the search.
Source: Ambrosi, (2024).
Eligibility criteria
e studies selected for the development of this bibliographic review considered the following
inclusion criteria: research of a scientic nature; that have been developed in the last 5 years, that
is, since 2019; publications disclosed in scientic information sources, with validated and updated
results, of personal or collective authorship; published in English or Spanish; and that include the
following key words: approaches, methods, teaching, English, immigrants, adults, United States.
Additionally, certain publications that met the following exclusion criteria were discarded:
publications without reliable results and outdated bibliographic references; Duplicate works, ad-
dressed empirically, with incomplete information and that do not provide relevant information
for the stated objective.
Information sources
e publications that were selected for the development of this bibliographic review were
obtained from the following sources of scientic information: Scopus, Science Direct, Lilacs, Web
of Science, Redalyc, SciELO and Proquest.

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Development
The human migration process, causes and consequences
Immigration is referred to by Canales (2020), as the intentional displacement of one or seve-
ral people from their place of origin to another territorial district, where they decide to establish
themselves temporarily or permanently, bringing with them serious social, economic and political
implications, for the countries of origin and destination. is migratory process is a personal deci-
sion that results in achieving a better quality of life and may even be the only option to guarantee
a person’s survival.
According to the publication by Serrano et al. (2021), the dierent social, economic and poli-
tical changes that several countries around the world are going through, have led to an accelerated
migratory exodus in the last decade, consolidating it as one of the most relevant social phenomena
in the world population; in this sense, immigration is a decision made by an individual, as a survi-
val mechanism or to guarantee the full satisfaction of basic needs, inherent to their comprehensive
well-being.
e accelerated and permanent migratory movement that occurs in dierent countries re-
quires the implementation of new legal and/or political reforms that would guarantee compliance
with human rights and other powers recognized by dierent international organizations. Accor-
ding to the study proposed by Garciandía & Rozo (2023), immigration is perceived as a reliable
strategy to counteract the conditions of poverty and underdevelopment, aspects that stand out in
poor or developing countries, especially in rural contexts, where access to basic services and qua-
lity health care is extremely limited.
In this regard, according to the data presented in the publication by Castañeda (2019), the
migration process is the result of the congruence of dierent factors such as: conictive situations
with the State, political persecutions and violence generated by the instability of a Government;
economic problems; lack of sources of work; hyperination, scarcity and/or extreme poverty. Li-
kewise, considering the study proposed by Armijos et al. (2022), some people decide to travel
outside their country of origin to study and may end up settling in this territory for life; Likewise,
it derives from social situations where insecurity, unemployment, internal conicts and possible
natural disasters prevail.
According to the research developed by Mancera (2021), as immigration persists in a coun-
try, the consequences are more noticeable, including the following: loss of human capital that is
valuable for the development of a nation; family disintegration; greater probability that children
and adolescents will present serious public health problems; loss of cultural identity; changes in
the social population structure; increase in unwanted pregnancies and consumption of psychoac-
tive substances in the adolescent population. Additionally, migrants are also exposed to xenopho-
bia or cases of discrimination, they lose their native language and other aspects that characterize
their cultural identity (Garciandía & Rozo, 2023).

Approaches and methods currently used for teaching English to adult immigrants in the United
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Mastery of English, a necessity for immigrants in the United States
e report on migrations in the world carried out by the International Organization for
Migration [IOM] (2020), states that the United States is the favorite destination for people who
decide to immigrate from Spanish-speaking regions, with an estimate that borders between 15%
to 18% of the entire population settled in said country, that is, more than 59 million inhabitants,
are Latin immigrants. Regarding the Ecuadorian population, according to the report issued by the
United Nations [UN] (2024), approximately one million citizens decided to live in this nation,
who send remittances close to 600 million dollars, contributing signicantly to the socioeconomic
development of Ecuador.
In this sense, taking into account what was stated in the research carried out by Terán (2023),
immigration is the natural result of social groups that face periods of crisis or any other situa-
tion that threatens their well-being and integrity, and require solidarity or benevolence of other
nations other than their own, otherwise, this reality can lead to feelings of hatred or feelings of
revenge, triggering possible conicts of greater seriousness and repercussions.
Solorzano (2021), states that migrants who arrive in the United States have the obligation
and need to learn English, regardless of sex, chronological age, social condition or cultural iden-
tity, since it fosters scenarios of easy communication, improving interpersonal relationships with
the people who are part of their immediate social environment, who, for the most part, come from
dierent nationalities and present a number of cultural manifestations; Furthermore, according
to the study addressed by Rodas & Brosam (2021), in the face of the accelerated process of glo-
balization, the development of linguistic-communicative skills that learning this language entails
is more than essential when executing some type of commercial transaction. , tourism activities,
maintain consensual dialogues and access possible benets from the State.
is assertion agrees with the publication of Díaz (2021), the mastery of the linguistic skills
that learning the English language entails, improves the adaptation and development of adult
immigrants in the United States, manages to interact more easily in dierent social contexts, ex-
presses their ideas and feelings accurately, analyze dierent alternative solutions to an everyday
problematic situation. Additionally, according to the study by Romo et al. (2020), learning this
language allows you to access better employment opportunities and more signicant salaries,
which directly aects the satisfaction of your basic needs and that of your family environment; ge-
nerates more condence or security in the decisions you make; It integrates with the community,
respecting the norms, values and customs of the American people.
Finally, according to the work of Leija & Torres (2022), there is a greater chance that you
can x your legal residence situation, improve your mental health status, strengthen attention,
memory and concentration, fundamental mental processes in the development of critical-reec-
tive capacity; Against all odds, mastery of the English language helps maintain a person’s native
language; and make the most of the dierent advantages oered by the continuous rise of techno-
logical tools.

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Approaches to teaching English to immigrant adults in the United States
e learning of the English language in immigrant adults who are in the United States must
be supported by a teaching approach that allows fostering the interest and motivation of students,
through actions and resources that are related to individual needs, possible gaps that it carries
from predecessor stages and the characteristics of its cultural identity (Gooding, 2020).
In this sense, according to the study addressed by Campoverde et al. (2019), a teaching
approach is referred to as the conceptual and methodological framework that supports the actions
of teaching sta, when addressing a specic teaching process; at is, a fundamental tool that lays
the necessary foundations to guide what these professionals do, foresee procedures and the possi-
ble results that are expected to be achieved in a certain period of time.
In general terms, a teaching approach describes the way in which a teacher should deal with
a given learning situation, considering the objectives set and the strategies that facilitate their res-
pective achievement. According to Gooding’s publication (2020), a successful approach to Engli-
sh can consider the following approaches: natural, structuralist, traditional, communicative and
humanistic.
e traditional approach: e teacher is referred to as an active agent of the teaching process
and the student’s participation is limited only to receiving all the information transferred by said
professional (Gooding, 2020). In the same way, the student is perceived as a subject without any
knowledge about the skills or abilities that are intended to be developed, that is, there is no pre-
vious experience that serves as support in the achievement of a proposed educational objective,
for this reason, it is sought that repeats by rote or mechanically the meaning of the words and the
semantic structures of a sentence (Leija & Torres, 2022).
e method used in this teaching approach is the so-called grammatical translation, which
according to the proposal of Bonilla (2020), contemplates a thorough and detailed analysis of the
dierent grammatical rules and the criteria that justify their application. e skills developed with
this methodology allow the student to understand sentences, dierentiate and build structures,
translate documentation and value the importance of a second language.
e application of this method consists of certain writings written in English being trans-
lated directly and exposed to a joint discussion process with students, which implies a lack of
attention to the pronunciation of the words that make up a text; Likewise, learning is deductive in
nature, placing greater emphasis on reading and writing (Shliakhtina et al., 2023).
e natural approach: It is an alternative scheme to the traditional one, which implies that
the student’s participation is not limited only to repeating information mechanically, but rather,
analyzes, interprets, relates, stores and applies in real situations. e teacher in charge of this
teaching process must plan and provide resources that allow for the conguration of a learning
environment that enriches actions, where the motivation and interest of the students prevail, with
the aim of greater willingness to participate in the activities. proposals (Well, 2020).

Approaches and methods currently used for teaching English to adult immigrants in the United
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is approach includes the direct method and the Berliz method. In the rst, according to
the publication by Campoverde et al. (2019), the teaching of English does not imply the transla-
tion of words or phrases into the student’s mother tongue; on the contrary, this learning is the re-
sult of actions where the content or skills that are intended to be assimilated are demonstrated in
a consensual manner. In this sense, the teacher can issue class commands or specic instructions,
using the foreign language; Enrich vocabulary with dynamic activities and everyday phrases that
improve its development. Consequently, the development of linguistic skills is a progressive and
sequential process, which involves an intensive exchange of questions and answers between the
teacher and the students, placing emphasis on grammatical structures and pronunciation, there-
fore, attention is a quality extremely necessary.
Similarly, the work proposed by Lejía & Torres (2022), states that the vocabulary should be
enriched through direct demonstrations with objects or abstract graphic representations, which
will allow the student to access new cognitive schemes and develop new skills that ey will be
presented orally.
e second method as referred to by Shliakhtina et al. (2023), considers that the entire Engli-
sh teaching-learning process must be approached based on the target foreign language, which
allows eliminating mental translation. is action fosters a scenario where students rst develop
the communicative skills that allow them to interact using said language, before focusing on the
grammatical structure, which promotes vocabulary enrichment and total immersion in this new
language, that is, learning while you hear and speak in English.
e structuralist approach: According to the study by Rivera et al. (2021), the English lan-
guage is composed of a system of grammatical structures and signs established with a specic
order, whose learning involves the continuous repetition of a behavior, through activities and
didactic resources that awaken the interest or motivation of students. e methods considered in
this educational paradigm are oral audio, situational and audiovisual.
e audio oral method: A person’s behavior is the result of the stimuli proposed by the tea-
cher in the classroom. is methodology does not focus on teaching vocabulary, on the contrary,
as Romero et al. (2019), emphasizes the learning of the language to promote oral communicative
acts, which entails a process of systematic repetition of the dierent basic structures, considered
when structuring sentences, placing emphasis on the pronunciation of the words that have been
used.
is agrees with what was reported by Sardiñas et al. (2023), the application of this method
congures a scenario where the teacher is the protagonist of the teaching process, since he is in
charge of controlling the syllabus, pace and learning style. In the event of any semantic or struc-
tural error, it must be corrected immediately. However, the contents are set in advance, but it is
recommended to alternate the activities and materials used, so that students do not feel unmoti-
vated.

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e situational method: e teacher must pose everyday situations to present new words
and/or structures of the target language, which implies planning activities and instructions that
are revealed orally and allow the development of practical competence in linguistic skills, being
essential to correct errors. of pronunciation and grammar that could occur inside or outside the
classroom (Gooding, 2020).
According to the publication by González et al. (2022), teaching English based on this me-
thodology begins with experiences where the student demonstrates his or her oral skills, since
speaking is the fundamental pillar of teaching a foreign language. Reading and writing is a skill
that is developed aer establishing a lexical and grammatical base; Likewise, vocabulary is encou-
raged by selecting certain words that you can use in your daily social interaction.
e audiovisual method: e activities planned for teaching English give priority to oral lan-
guage, which must be associated with some graphic representation that allows you to dierentiate
and understand the meaning of a word. Furthermore, according to the publication by Sardiñas
et al. (2023), the process must be approached globally, therefore, the relevant actions and resour-
ces will be presented considering the following phases: introducing a topic through consensual
dialogue, analyzing characteristic aspects of the topic, using graphic representations, repeat con-
tinuously and commented grammatical or semantic structures, apply the acquired skills in new
everyday situations.
Although it is a method with acceptable results in learning a foreign language, several ex-
perts consider that its application limits the creative and cognitive potential of students, since it
encourages highly receptive and reproductive behavior, highlighting mechanical memorization
and absence of reective critical analysis; Likewise, the role of teacher is limited only to that of an
audiovisual technician, in charge of presenting the resources that he deems appropriate, therefore,
in several educational systems, its application is prohibited (Gooding, 2020).
e communicative approach: e teaching of English seeks to train students, so that they
can develop or strengthen the necessary skills to participate in real communicative acts, where
oral and written skills are revealed. Given this reality, according to the data presented by Gooding
(2020), the teacher sees the need to use resources such as texts, recordings and activities that allow
the contextual reality found outside the classroom to be imitated, facilitating the development and
social interaction of the teacher. pupil.
According to the study proposed by Sánchez & Pérez (2020), this method is the fusion of the
elements of all the previously mentioned methodologies, a combination that sought to cover all
linguistic areas and skills, using didactic resources such as texts, interpersonal dialogues and tea-
cher-mediated conversations. Furthermore, according to González et al. (2022), places emphasis
on establishing a motivating and dynamic scenario, taking advantage of playful procedures so that
the teaching process is not perceived as tedious, tiring or even obligatory, but rather, signicantly
improve the learning experience of the students. students.

Approaches and methods currently used for teaching English to adult immigrants in the United
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e non-functional method: Hernandez et al. (2021), state that this methodology contempla-
tes the design of a study plan, where the organization of the contents is executed considering the
notions or concepts that the student must understand and the functions or uses that may be requi-
red when establishing processes. communicative in the target language. is assertion is related
to what Gooding (2020) said, the teaching of English should focus on the individual learning the
linguistic forms and their respective usefulness when asking for an apology, expressing a compli-
ment, describing quantities, referring to time, space, form... and other everyday expressions that
facilitate their interaction.
Sánchez & Pérez (2020), report that the objectives sought by the application of this method
are observable in the behaviors that the student displays when applying the concepts of notion and
function acquired with the intervention of the teacher. e combination of these elements results
in the linguistic skills necessary to function in a given context. In short, a function is the commu-
nicative intention of the sender, for example, using language to present oneself and arm or deny
a certain situation; On the other hand, notions are the concepts that the student expresses, such as
time, frequency, quantity, among other cognitive schemes.
e humanistic approach: According to the publication by Gooding (2020), the student is
the active protagonist of the teaching process; nally, all the activities and spaces promoted by the
teacher must be focused on awakening their interest and keeping them motivated, with the aim of
getting them to participate actively, strengthening their mental processes and autonomy in maste-
ring the second language. e methods used under this approach are detailed below:
Total physical response method: Viera & Taboada (2021) states that the human brain is biolo-
gically programmed to be able to internalize and learn any language at a given moment, including
the one used by people without hearing, requiring accurate guidance from the teacher and stu-
dents. relevant stimuli. Furthermore, according to the study addressed by Liu & Cuba (2023), this
methodology places emphasis on recreational activities and is used with the purpose of making
the teaching process dynamic and enriching, that is, to promote signicant experiences for the
development of skills. Relevant language skills.
Silence method: Students acquire new theoretical and practical cognitive schemes, speaking
to them with correct accentuation, which must adjust to the objective or purpose that is intended
to be achieved at a given moment (Gooding, 2020). Consequently, the individual manages to ob-
tain adequate command of spelling and grammar, improving his or her ability to understand ideas
and be able to write or read the content presented in the target language. Among the techniques
that can be used, they denote the one promoted by the teacher, consensual dialogues and correc-
tions in pairs, the use of gestures, the development of graphic organizers and other actions that are
executed at the end of a class (Sánchez & Pérez, 2020).

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Revista de Estudos Contemporâneos do Sul Global
Suggestion method: Cevallos & Orbea (2020), states that the student obtains better results
when he faces a teaching process, in a relaxed manner and with a positive attitude. To do this,
it is necessary to establish a pleasant and comfortable learning environment for students. is
includes, for example, the use of appropriate chairs, a calm tone of voice from the teacher and/or
the use of certain musical harmonies. ese aspects, as Sánchez & Pérez (2020), refers, stimulate
the development of students and promote better absorption of the cognitive schemes and/or skills
shared by the teacher.
Suggestopedia is an eective method when enriching the student’s vocabulary and teaching
the grammatical structures necessary to communicate in a given context; To do this, the teacher
can resort to a continuous repetition procedure or the association with positive graphic represen-
tation (Gooding, 2020).
On the other hand, according to the proposal of Viera & Taboada (2021), the academic
performance of the students is assessed permanently and progressively through observation and
a continuous feedback process proposed by the teacher; Likewise, there is the alternative of re-
sorting to tests, exams or tests, in order to determine the progress or progress evidenced by the
students. Finally, Cevallos & Orbea (2020), state that the application of this methodology contri-
butes signicantly to the development of listening comprehension, pronunciation and uency
when speaking, not to mention that it is a viable alternative in strengthening the creativity and
imagination of students.
Neurolinguistic programming; It consists of promoting a learning environment where the
interest of the students prevails and maintaining it throughout the teaching process. To do this, it
is necessary to establish a point of cerebral attention and use resources such as printed or digital
graphic representations, sounds, words. and other positive sensations that derive from the stimuli
exposed in the classroom (Gooding, 2020).
e teaching of English is perceived by a student’s brain as a fun, interesting and signicant
experience for the comprehensive training of an individual, as long as the student develops a plea-
sant feeling and positive thoughts about said learning process, as a consequence. of the activities
and resources proposed by the teacher (Cevallos & Orbea, 2020).
Method of multiple intelligences; according to the study addressed by Zambrano et al. (2019),
the teacher must present several sensory stimuli, in accordance with the needs of the student and
the intended objectives in a certain period of time, with the aim of making them ready or motiva-
ted to face each of the planned actions by the teacher.
is methodology, as pointed out by Viera & Taboada (2021), includes dierent didactic
tools that allow capturing the attention of students and promoting the understanding of the con-
cepts or structures taught in a class period. All these actions inuence the development of the
multiple capacities available to human beings, which improves the ability to learn and use the
target language.

Approaches and methods currently used for teaching English to adult immigrants in the United
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13
P. M. Ambrosi Banegas & A. L. Argudo Garzón
CLIL approach: According to the publication by Sarmiento et al. (2021), its acronym refers
to Content and Language Integrated Learning and consists of addressing a teaching process about
some particular content, through a language other than the one students use in their daily inte-
raction, in this case it would be English. at is, the foreign language is perceived as an eective
communication mechanism so that the individual can cope with certain real situations and its use
advances as the degree of uency improves with daily practice inside and outside the classroom.
is premise is corroborated in the study addressed by Barberan & Reza (2021), who report
that this methodology allows students to develop the linguistic-communicative skills of the Engli-
sh language, naturally, through spaces where they can demonstrate their skills. written and verbal,
which is complemented with the simultaneous development of other curricular contents; In other
words, it is an approach that fosters a learning scenario, where students achieve a certain mastery
of a foreign language, as a result of facing other common areas of study, such as natural sciences,
social studies or language. and literature.
In this regard, Álvarez (2019), states that the application of this approach allows the teacher
to plan a number of actions with which they can obtain a greater scope in terms of content and the
linguistic skills that are intended to be developed with the students. is learning environment is
necessary to explore the prior knowledge that the students have. Immediately aerwards, support
activities are carried out, complemented with resources that awaken their interest and predisposi-
tion; so that nally, the student proceeds with the gradual and sequential construction of the new
cognitive schemes.
e main objective of teaching English to immigrant adults is to develop communicative
competence that facilitates their development and social interaction. In this sense, authors such as
Álvarez (2019), and Sarmiento et al. (2021), agree that the CLIL approach is based on four funda-
mental principles:
Cognition: e learning experiences proposed by the teacher must awaken the student’s cu-
riosity, so that they face them as a personal cognitive challenge and do their part to achieve the
intended linguistic skills.
Communication: Learning communication skills is extremely important for the development
of human beings, who will have the ability to establish productive interpersonal relationships that
contribute to their comprehensive formation. is process is aimed at developing functional lan-
guage, strengthening personal vocabulary and creating understandable content.
Culture: e activities proposed by the teacher must be directed towards the discovery and
revaluation of the dierent aspects that are part of the cultural identity of the context that su-
rrounds the student and other realities, all of this will contribute to the achievement of more social
individuals who are aware of their environment.

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Revista de Estudos Contemporâneos do Sul Global
Content: e teacher must promote meaningful learning experiences for the training of the
student, that is, the contents must be relevant and coherent with the contextual reality in which
they operate, since it would facilitate their development in a given situation.
In short, this approach is extremely important in the teaching of English, since it considers
the student as the protagonist of the learning process, promoting the development of communica-
tive skills through dynamic and motivating actions. Likewise, emphasis is placed on strengthening
collaboration and knowledge of culture, which contributes directly to the formation of critical –
reective individuals, aware of their reality and the importance of managing a foreign language.
Linguistic principles that support the teaching of English to immigrant adults in the
United States
Teaching English to immigrant adults in the United States presents several social, cultural
and even economic challenges. Given this reality, according to the study addressed by Galarraga
(2019), it is essential that the teacher plans his actions correctly, considering a series of activities
and resources that allow establishing a dynamic and accessible learning environment, which gua-
rantees the development of the linguistic-communicative skills necessary to obtain better oppor-
tunities for growth on a personal, professional and work level.
Vega & Abreus (2020), state that the methodology considered in the teaching-learning pro-
cess of English can be based on the following linguistic principles proposed by Dr. Rosa Antich de
León:
1. e learning of English must occur rst at the oral level, consequently the skill of writing
is developed. To do so, the teacher must start from consensual experiences, where the
student shares his or her prior knowledge or experiences through dialogues or group
conversations, using the target language as much as possible.
2. Each language has its own structural system; therefore, the teacher must promote activi-
ties that allow the student to dierentiate the patterns used when expressing themselves
orally and in writing, in addition to the sound or pronunciation of the words.
3. Mastery of the grammatical and semantic structures of English facilitates the interperso-
nal communication of an individual with his or her immediate environment, regardless
of the cultural identity of the participants.
4. Language is a fundamental element of the cultural identity of people, therefore, learning
it allows you to express the personal perception that each person has about the customs
and traditions of their culture and the context that surrounds them.
Likewise, according to the publication by Galarraga (2019), these precepts can be comple-
mented with the following learning principles:

Approaches and methods currently used for teaching English to adult immigrants in the United
States
15
P. M. Ambrosi Banegas & A. L. Argudo Garzón
1. Principle of learning in problem situations: e contents and linguistic skills developed
by the student should allow them to face any problematic situation that requires a critical
reective analysis of the knowledge that is part of their valuable knowledge.
2. Principle of learning for development: e teacher can use a number of technological tools
that allow them to strengthen the skills and abilities necessary to improve their develop-
ment and solve their basic needs.
Regarding the methodological principles that support the English teaching process, accor-
ding to the study addressed by Medina (2019), the following can be considered:
1. e teacher must present a learning scenario, where the student perceives the need to
learn something new that facilitates their social interaction, based on the target language.
2. It is necessary to use striking teaching resources that strengthen the student’s vocabulary
and achieve a clearer and more extensive dialogue.
3. Students must have a vocabulary that allows them to produce messages and present them
orally and in writing.
4. It is necessary to permanently evaluate the level of English prociency that students pre-
sent, in order to make the pertinent decisions that improve their performance.
Finally, in the publication by Campoverde et al. (2019), cognitive and aective principles
are dierentiated, whose approach focuses on promoting a motivating learning experience that
awakens the taste or interest of the learner, towards approaching a foreign language such as Engli-
sh.
Teaching English to adults must consider activities that strengthen the development of au-
tomatic processing of a number of linguistic structures; Likewise, learning must be meaningful,
that is, provide experiences that can be related to previous knowledge and generate new cognitive
schemes.
e teaching process must consider tangible and intangible stimuli that lead to a specic
behavior or conduct on the part of the student. e learning environment must be interesting and
motivating, so that the student is willing to participate in the activities planned by the teacher.
e teaching process must promote the student’s autonomy, motivating him to manage his
free time in a timely manner and carry out each of the assigned activities; Furthermore, in the
event of any diculty or error, it is necessary to implement the respective feedback, jointly and
with the resources deemed appropriate.
e teacher must promote actions that encourage student participation and self-condence,
this allows them to address possible conictive situations that may arise in their daily lives.

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Journal of Contemporary Studies of the Global South
Revista de Estudos Contemporâneos do Sul Global
Conclusion
Migration is the intentional displacement of one or more people, from their place in the East
to an unknown territory, whether temporarily or permanently, with the aim of meeting their basic
needs in a timely manner and obtaining a better quality of personal and life. that of their immedia-
te family environment. e migratory exodus of recent years is a more than evident reality in most
countries around the world, as a consequence of the latest social, economic, political and health
events, which have resulted in few sources of work.
e United States is the country with the highest immigration rate in the world, hosting
approximately 50 million immigrants from dierent nations around the world, which represents
15% of its general population. is immigrant population must adapt to a new lifestyle, characte-
rized by customs, traditions and habits that are extremely dierent from those of their country of
origin, but, above all, it is essential that they master the mother tongue – English, as it will allow
them to access better opportunities. labor, educational and other social benets provided by the
American state.
Learning English is a necessity for children, adolescents and adults, regardless of sex, social
condition or cultural relevance, consolidating itself as a personal challenge that signicantly im-
proves their ability to adapt and interact in each context, at a social level, professional, educational
and work.
Teaching English to immigrant adults in the United States can be a dicult, tiring and even
tedious process to endure, since a large part of this population group does not have the necessary
foundations to guarantee eective development of linguistic skills. contemplated in this language.
Given this reality, the teacher must promote a dynamic and enriching learning environment that
awakens the interest and motivation of the students, which would be reected in the willingness
to participate in the activities planned by the teacher.
e process of teaching English to adults can be supported by dierent approaches that aim
to guarantee quality learning, through dynamic activities that strengthen the student’s autonomy
and the development of their critical reective capacity, aspects that result in linguistic skills. com-
municative skills necessary to cope with communicative acts with their immediate environment.
e approaches on which the English teaching process can be based are traditional, natura-
listic, structuralist, communicative, humanistic and CLIL. ese pedagogical and methodological
supports provide a series of methods that can be applied by the teacher, to guarantee that the
learning of the foreign language is eective and meaningful; However, the choice of any of these
foundations depends on the intended objective, the needs of the student and the characteristics of
the context where the teaching takes place.

Approaches and methods currently used for teaching English to adult immigrants in the United
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17
P. M. Ambrosi Banegas & A. L. Argudo Garzón
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Approaches and methods currently used for teaching English to adult immigrants in the United
States
21
P. M. Ambrosi Banegas & A. L. Argudo Garzón
Authors
Paúl Mauricio Ambrosi Banegas. Tourism Engineer graduated from the University of Cuenca. Bachelor in Accounting
at the Colegio Antonio Avila Maldonado, he had the opportunity to work as a teacher at the Liceo Americano Católico
de Cuenca, he has been a facilitator of SECAP (Ecuadorian Service of Professional Training) in tourism development.
Antonio Lenín Argudo Garzón. Professor-Researcher at the Universidad Católica de Cuenca.
Statement
Conict of Interest
We have no conicts of interest to declare.
Funding
No nancial support from parties outside this article.
Notes
e article is original and has not been previously published.