SECOND LANGUAGE ACQUISITION OF ENGLISH AMONG MIGRANTS: BASIS FOR AN SLA FRAMEWORK

ABSTRACT : This study explored the lived experiences of non-native English speakers in California to understand the factors that influenced their acquisition of English as a second language, the challenges they encountered, the motivations and strategies they used to overcome language barriers, and the framework that can be proposed from their experiences. The study was anchored in the need to contextualize second language acquisition (SLA) among immigrants who navigate academic, professional, and social environments where English is essential for participation and integration. A qualitative research design was employed, with in-depth interviews conducted among eleven participants representing diverse demographic profiles. Data were analyzed thematically to generate patterns across four domains: factors, challenges, motivations and strategies, and the development of a proposed SLA framework. Findings revealed that English acquisition was shaped by multiple factors including formal education, family and peer support, workplace demands, survival needs, and individual aptitude. Learners, however, encountered barriers such as low confidence, speaking anxiety, limited access to ESL programs, cognitive difficulties, and challenges in processing authentic input from media and community interactions. Despite these obstacles, participants demonstrated resilience through motivations such as professional growth, academic success, family responsibility, and social participation, complemented by strategies like participation in community classes, workplace interaction, family-based practice, and self-study through technology and media. From these findings, a comprehensive SLA framework was developed, presenting language learning as a cyclical and adaptive process where factors, challenges, strategies, and motivations interact dynamically. The framework underscores SLA as an evolving journey shaped by both personal initiative and systemic conditions. The study concludes that second language acquisition among nonnative speakers in California is not linear but iterative, requiring sustained motivation, adaptive strategies, and supportive environments. It recommends that learners, educators, community organizations, and policymakers collaborate to provide accessible, contextually relevant, and learner-centered ESL opportunities. The proposed framework may guide future program development and research on SLA in immigrant contexts.