“ME NO MORE COME”: PERSISTENCE AND QUITTING AMONG ADULT SPANISH-SPEAKING ENGLISH LEARNERS

Abstract

The purpose of this qualitative case study was to explore what makes adult Spanish-speaking English learners (ELs) stay or drop out of English class in a non-profit English literacy center in a city in a southwestern state in the United States. Findings reveal that adult English learners’ decisions towards staying or dropping out are complex, multifaceted, and dynamic. Superacion (Spanish word meaning self-improvement, self-actualization) was central to adult English learners’ decisions in investing for English learning. ELs’ multifaceted socio-cultural backgrounds, needs, and motivational factors are dynamic and fluid, consisting of both cognitive and affective aspects. When adult ELs dropped out, the data show that affective aspects play a strong role. When adult ELs stayed in the program, cognitive aspects played a strong role. The feelings of being cared about, learning something new, and having a good teacher that contributed to Superacion influenced ELs to stay. Teacher apathy and feeling oppressed influenced ELs to drop out.