In the heart of Eugene, Oregon, a vital program called Talk Time is making strides to help residents improve their conversational English skills. Hosted at the Downtown Eugene Public Library, this initiative has become a lifeline for many in the community, offering a safe and supportive environment for English language learners.
The program, which received a generous grant from the Institute of Museum and Library Services (IMLS) in 2024, expanded its offerings in partnership with Lane Community College. However, recent developments have cast uncertainty over its future. With the entire IMLS staff now on leave, the college is scrambling to secure funding to continue the program in its current form. "With the money potentially paused, we will likely have to divert funds from other activities to continue our support of this community program through the end of the academic year," explained Jennifer Kepka, the director of Academic and Tutoring Services at Lane Community College.
Talk Time has evolved significantly since its inception. According to Martha Sutherland, the Adult Services Department Supervisor at Eugene Public Library, the program used to meet just once a week. Thanks to the IMLS grant, it now operates three days a week, allowing for more participation and resources. Attendees are typically organized into small groups of three to four, where they can practice English through themed conversations or receive homework assistance for their English as a Second Language (ESL) classes.
"We’re really building a community, with Talk Time, more than anything," Sutherland said. She emphasized that attendees can expect snacks, childcare, and a welcoming atmosphere where they can engage with supportive tutors and volunteers. This nurturing environment has fostered strong relationships between participants and library staff, encouraging many to return regularly. "Just building the relationship with library staff and volunteers is very important. We’ve heard really great feedback from participants," Sutherland added.
As the program flourishes in Eugene, the demand for English classes is surging across the nation, particularly in urban centers facing an influx of migrants. A recent report by United Neighborhood Houses highlighted a troubling trend: as the demand for English classes skyrocketed since 2022, funding from City Hall has dwindled. This has left many organizations struggling to meet the needs of their communities.
At the Center for Family Life in Sunset Park, Brooklyn, for instance, teacher Julian Colón prepares for a class while over 400 students wait on a list for a chance to learn English. "Every day we’re adding people to the waiting list," said Maria Ferreira, the adult employment program director. This situation reflects a broader issue, as many providers are overwhelmed by the rising demand.
Jude Pierre, program manager at CAMBA, reported that over 700 prospective students are currently waiting for spots in their ten city-funded ESL classes, which can only accommodate around 200 learners. "With the migrant crisis…we ended up getting a lot of individuals coming here to register for classes to the point where we basically had to stop taking registrations," Pierre said. This dramatic increase in demand coincides with a nearly 30% cut in funding for literacy classes by the Department of Youth and Community Development (DYCD), which slashed its budget from $16.8 million to $11.9 million last year.
Despite these challenges, the City Council has stepped in to increase funding for adult literacy programs, raising its budget to $16.5 million for the fiscal year 2025. However, many providers have noted that this funding is not enough to offset the cuts from DYCD, making it difficult to maintain stable offerings. "Ideally, these programs would be supported by a robust, baselined program managed by DYCD that offered students and providers stability with year-over-year funding," the report states.
For those who have been able to access English classes, the impact has been profound. Rosanie Andre, a 42-year-old immigrant from Haiti, shared her experience after finally securing a spot at CAMBA following three months on a waitlist. "When I did my interviews, you have to speak in English with the manager. And it helped me a lot because I understand people now," she said. Learning English has not only improved her job prospects—she now works at Speedway and delivers packages for Amazon—but has also enabled her to communicate better with her daughter, who only speaks English.
Roodleir Victor, 29, also from Haiti, expressed the importance of English in his educational journey. Having completed college coursework in Haiti, he aims to further his studies in the U.S. "I would like to study at a university which I can learn technology. But it’s difficult for me, because I don’t have the support I need to go there," he explained. Victor's commitment to learning English has led him to enroll in a GED class, hoping to eventually pursue a degree in computer programming.
As the demand for English classes continues to grow, the stories of individuals like Andre and Victor highlight the critical need for accessible language education. Many new arrivals are eager to learn, not only for their own personal growth but also to improve their families' circumstances. A 55-year-old asylum seeker from Ecuador shared her motivation for learning English: "It’s important because I want to communicate with others for a job," she said, illustrating the desperate need for language skills in a new environment.
Amidst the challenges, students remain hopeful. Oscar Lima, a Colombian immigrant, expressed determination, saying, "New York, it poses many challenges. It’s difficult at the beginning, but it’s not impossible. My American Dream is my sons... I want my children to perhaps have what I didn’t have, but at the same time I want to show them how to earn it, and how to work like good people." This sentiment resonates with many who are navigating the complexities of life in a new country, emphasizing the importance of language in achieving their dreams.
As programs like Talk Time in Eugene and various ESL classes across the nation face uncertainties and funding challenges, the need for continued support and resources for English language learners remains critical. The ability to communicate effectively is not just a skill; it’s a pathway to opportunity, community, and a brighter future.
