Examining the Role of the Library in Promoting the Academic Achievement of English Learners

Oct 15, 2026

The article reports findings from a qualitative study on how local public and school libraries support 18 low-income English language learners of Mexican descent during adjustment to US schooling. Libraries are described as resources and safe havens, linking students to academic knowledge through reading materials, homework guidance, and encouragement to persist despite limited odds. The paper situates these results within prior research linking well-resourced libraries with improved reading, writing, and critical thinking outcomes, especially for disadvantaged learners.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Purpose and focus of the study

Background: factors supporting English learners

Library resources and academic outcomes

Research question and prior related work

Research design and data collection

Participant context and language learning

MARCELA DE SOUZA California State University, Fullerton Examining the Role of the Library in Promoting the Academic Achievement of English Learners The purpose of this article is to share findings from a qualitative study showing the positive influences the local public library and the school library had on the personal and academic lives of 18 low-income English language learners of Mexican descent while they were adjusting to the numerous demands of school in the US. For these students, the library represented a resource and a safe haven, a direct link to the academic world they knew little about and a strong connection with librarians who not only supported them with reading materials and guidance for homework assignments, but who also encouraged them to pursue their formal education against all odds. These particular findings are consistent with evidence from related research in the last 3 decades pointing to the vital roles played by well-stocked and properly staffed libraries in the lives of students from disadvantaged backgrounds, especially English learners. Considerable research data reveal that numerous factors are associated with facilitating academic success for English learners, particularly those from low socioeconomic backgrounds.1 Parental support, active participation in before-or after-school programs, positive self-concept, strong mentorship, and financial aid are just some examples of such factors (Bissell, 2002; Cabrera & La Nasa, 2000; de Souza, 2006; Kaplan, 1986; Levine & Niddifer, 1996; Paulsen & St. John, 2002). One important enabling variable that has been either overlooked or underestimated in the professional literature, however, is access to library materials, in both the public and the school library. Students from middle-and upper-middle-class backgrounds, who (in the US) are usually native speakers of English, generally come from print-rich homes with parents who have formal education and can guide them through the educational system. This is not the case for many linguistically and culturally diverse students who come from low-income backgrounds and whose parents have minimal levels of formal education. To complete their school assignments and develop their literacy skills, these students rely mostly on books they can checkout from the school and the community public library. Because of increasing budget cuts to library funding in recent years, the number and condition of The CATESOL Journal 21.1 • 2009/2010 • 29 school library books vary significantly from district to district and from neighborhood to neighborhood. The number of volumes in the school library can be one of the most valuable predictors of student test scores (Greve, 1974) and reading achievement (Krashen, 1993, 1995; Krashen & Shin, 2004). Loertscher, Ho, and Bowie (1987) found that elementary schools labeled “exemplary” offered their students a great selection of library books. Similarly, Elley (1992) discovered a “clear link between reading ability and the size of school libraries”(p. 66) . Findings from what has come to be known as the Colorado Study (Lance, Hamilton-Pennell, & Rodney, 2000, 2002; Lance, Rodney, & Hamilton-Pennell, 1993, 2001) strongly suggest that extensive high-quality print and digital collections along with knowledgeable, experienced librarians who work collaboratively with teachers to design learning activities contribute to improved student achievement in reading, writing, and critical thinking. Students who have access to books both at home and at school simply read more; when they pursue the habit of leisure reading and do it frequently, they start experiencing the many benefits that derive from extensive reading: increased fluency, improved vocabulary, better comprehension, and the development of higher-order thinking skills (Allington, 2001; Calkins, 1996; Didier, 1985; Greaney, 1980; Irving, 1980) . The power of the library in supporting student learning cannot be underestimate

FAQs

What was the main purpose of the qualitative study?

To share qualitative findings on how local public and school libraries positively influenced the personal and academic lives of 18 low-income English learners of Mexican descent as they adjusted to US school demands.

How did libraries affect participants’ academic achievement and personal lives?

Participants described the library as a resource and a safe haven, providing direct connection to the academic world, reading materials, guidance for homework, and encouragement to continue formal education.

What research methods were used to collect the study data?

The study used a qualitative research design with the grounded-theory method. It relied on open-ended, semistructured, in-depth interviews conducted with 18 English learners, audiotaped for about 90 minutes each over five months.

Oct 15, 2026

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