Overview of this Code Switch episode
This episode examines the contradiction at the heart of the Trump administration’s approach to English in the U.S.: it is publicly insisting that people speak English, while simultaneously cutting or weakening the very adult ESL programs that help immigrants and other learners do so. Through reporting in Nebraska and interviews with adult learners, educators, and policy experts, the episode shows how language policy, immigration enforcement, and funding cuts are making it harder for people to build stable lives in the United States.
What the episode is about
The story focuses on adult English language learners and the systems that support them, especially under Trump’s second term. It highlights:
- The March 2025 executive order declaring English the official language of the U.S.
- Proposed federal budget cuts that would zero out funding for adult education and ESL programs.
- New restrictions and verification requirements tied to immigration status.
- The chilling effect of aggressive immigration enforcement on people trying to attend classes.
The policy contradiction: “Speak English” without support
The episode’s central argument is that the administration’s messaging does not match its policy:
- Trump declared English the official language and framed it as part of the “American dream.”
- At the same time, the administration proposed eliminating federal support for adult language education.
- It also repealed a 25-year-old rule requiring federal agencies to provide help for people who don’t speak English.
- The result is a “learn English” demand without meaningful access to classes or translation support.
The scale of the need
The episode emphasizes that adult ESL has never been adequately funded:
- About 25 million adults in the U.S. have limited English proficiency.
- Federally funded adult education programs serve only about 600,000 people a year.
- That means the formal system meets less than 5% of the need.
- Even before the cuts, long waitlists were common.
Voices from Lincoln Literacy in Nebraska
The reporting centers on Lincoln Literacy, a community-based organization serving around 3,000 students a year. Learners from Myanmar, Mexico, Iraq, and elsewhere describe what English classes mean to them:
- Fear of making mistakes often keeps adults silent.
- Language barriers affect work, transportation, healthcare, and daily independence.
- Many learners already know some English, but lack the confidence to use it.
Notable learner insights
- Duzat Jha: was afraid to speak English because she didn’t want to make mistakes.
- Maria Cruz de Pesina: realized learning English was essential because otherwise she would always depend on other people.
- Shereen Al-I: said living in the U.S. requires being able to speak and read English.
How immigration enforcement affects ESL attendance
The episode connects broader immigration crackdowns to classroom participation:
- Providers report fewer students showing up in person.
- Some students prefer virtual classes because they feel safer.
- Fear of raids, arrests, and status checks has a chilling effect even on people who are legally present.
- States and providers are also dealing with new verification rules that have made access harder for many learners.
Why ESL classes matter beyond language
One of the strongest themes is that ESL is not just about vocabulary or grammar. It is also about:
- Confidence
- Dignity
- Independence
- Belonging
- Access to work, healthcare, and community services
Instructors and learners repeatedly stress that students often know more English than they think—they just need a safe space to practice without shame.
Kao Kalia Yang’s perspective
Writer and poet Kao Kalia Yang adds a broader emotional and political perspective. Her reflections underline that:
- Language learning is tied to immigrant family history, trauma, and survival.
- Many immigrant communities feel unwelcome under current political messaging.
- Confidence is important, but it is difficult to cultivate when people feel targeted or unsafe.
She also shares a powerful story about a relative who panicked after seeing an “ice removal” sign in Minnesota because he associated “ICE” with immigration enforcement.
Key takeaway
The episode’s main takeaway is that telling people to “learn English” means little without:
- accessible classes,
- funding,
- translation support,
- and a climate that does not instill fear.
English learning is framed not as a simple assimilation issue, but as a basic infrastructure need tied to safety, opportunity, and human dignity.
Bottom line
This Code Switch episode argues that the U.S. is creating a hostile environment for adult English learners while claiming to value English proficiency. The people most affected are not resisting integration—they are already trying to participate, work, parent, and belong. What they need is support, not just pressure.