[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598408-105":59,"doc-detail-598408-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","impact-of-undocumented-immigrants-on-adult-esl-during-covid-19-and-beyond","Impact of Undocumented Immigrants on Adult ESL during COVID-19 and Beyond","","Examines the impact of undocumented immigrants on adult ESL participation during the COVID-19 crisis and the period that follows. Adult non-credit ESL enrollments declined, with undocumented learners—often limited by education, digital literacy gaps, and heightened family and health pressures—being disproportionately affected when instruction moved online or was redesigned. Analyzes who undocumented immigrants are, why they came to the US, how institutions serve them, and barriers shaped by stigma, trauma, and anti-immigrant sentiment, then proposes pedagogical and funding-focused solutions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/impact-of-undocumented-immigrants-on-adult-esl-during-covid-19-and-beyond/598408/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/impact-of-undocumented-immigrants-on-adult-esl-during-covid-19-and-beyond/598408.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the COVID-19 crisis affect adult ESL enrollments for undocumented immigrants?","Question",{"text":112,"@type":113},"Adult non-credit ESL enrollments decreased overall during COVID-19, with undocumented immigrants being especially hard hit due to unsafe conditions and disruptions to face-to-face instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why did many undocumented students stop attending classes when learning moved online?",{"text":117,"@type":113},"Many methods were unfamiliar and many lacked digital literacy, compounded by family strains such as job changes, housing insecurity, added childcare responsibilities, and health care concerns.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article say about how ESL teachers can serve undocumented learners?",{"text":121,"@type":113},"It outlines how teachers can accommodate undocumented students in pandemic times and beyond through pedagogical approaches responsive to migration experiences, along with increased funding and collaboration between public schools and nonprofit organizations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598408,1792134446,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Impact of Undocumented Immigrants on Adult ESL during COVID-19 and Beyond  \nAll over the United States, adult ESL programs enroll students who are undocumented immigrants, often unbeknownst to the instructors who teach them. During the COVID-19 crisis, adult ESL enrollments decreased overall, but most especially for the undocumented immigrants who were most disadvantaged during the crisis. In order for program administrators and instructors to better understand the situation, this article explores who those with undocumented status are, why they have come to the US, and how well they are being served by public and private institutions and organizations. It details the nationality and settlement patterns of the undocumented immigrants as well as reasons for their departure from their homes around the world and their journeys to the United States. This article also discusses solutions for issues undocumented students face, including pedagogical approaches addressing the needs of undocumented learners given their migration experiences, funding to expand classrooms and hire teachers qualified to meet the needs of these students, and better collaboration between public schools and nonprofit organizations.  \nI  \nKeywords: adult ESL, undocumented immigrants, trauma, pedagogical approaches, advocacy  \nn the past two years, the COVID-19 crisis has taken a toll on adult non-credit ESL enrollments. Although both documented and undocumented immigrants were enrolled, those with limited education and  \nundocumented status were especially hard hit. Since face-to-face instruction was deemed unsafe, many classes were canceled or moved online. In other cases, ESL teachers remained connected through various creative methods—classes held outside in parking lots to accommodate appropriate social distancing,“flipped classrooms,” correspondence-based distance learning programs, hand delivery of materials to students’ homes, and telephone calls about assignments.  \nBecause many of these methods were unfamiliar to undocumented students and because many lacked digital literacy skills to participate in online learning, many stopped coming to class. Besides this, they were hampered by additional strains on families, such as job changes, housing insecurity, added responsibility of having children home from school, and concerns over health care of family members (Miles, 2021) . Many adult immigrants, including citizens, permanent residents, refugees, and asylees, were affected, but these conditions were particularly serious for impoverished undocumented immigrants attempting to navigate a country where they had no legal status and did not speak English. Quite possibly, many had experienced trauma before they got to the US. In addition, many encountered anti-immigrant sentiment after they arrived as well (Larrotta, 2019) .  \nThis article describes the state of affairs in education for these undocumented immigrants. It attempts to illuminate who they are, why they have come to the US, how well they are being served by public and private institutions or organizations, and how ESL teachers can accommodate these students in their classrooms in pandemic times and beyond.  \nWho are the Undocumented Immigrants?  \nOne feature of teaching adult, federally funded, non-credit ESL in the US is that it takes place in various settings, and teachers may teach in more than one setting. A teacher can be employed at adult schools, continuing education programs, community centers, libraries, church educational programs, and prisons. In any case, teachers rarely know who is documented and who is undocumented in their classrooms. The Department of Education and the Office for Civil Rights prohibits discrimination based on civil rights law on the basis of race, color, sex, disability, age, and national origin (which may include citizenship or immigration status), so this information is generally not provided so that all students will have equal access to education in a nondiscri","cbCaihnswrCgnxe3","https://ap.wps.com/l/cbCaihnswrCgnxe3","pdf",354300,"English","# Impact on adult ESL during COVID-19\n## Enrollment changes and learning barriers\n## Who undocumented immigrants are\n## Nationality, settlement patterns, and migration routes","[{\"question\":\"How did the COVID-19 crisis affect adult ESL enrollments for undocumented immigrants?\",\"answer\":\"Adult non-credit ESL enrollments decreased overall during COVID-19, with undocumented immigrants being especially hard hit due to unsafe conditions and disruptions to face-to-face instruction.\"},{\"question\":\"Why did many undocumented students stop attending classes when learning moved online?\",\"answer\":\"Many methods were unfamiliar and many lacked digital literacy, compounded by family strains such as job changes, housing insecurity, added childcare responsibilities, and health care concerns.\"},{\"question\":\"What does the article say about how ESL teachers can serve undocumented learners?\",\"answer\":\"It outlines how teachers can accommodate undocumented students in pandemic times and beyond through pedagogical approaches responsive to migration experiences, along with increased funding and collaboration between public schools and nonprofit organizations.\"}]","Impact of Undocumented Immigrants on Adult ESL during COVID-19 and Beyond | PDF",1792086874,25]