Immigrant young adults face challenges learning English as a second language due to cultural misunderstandings, language barriers, and isolation. The study examines how family background, social networks, and school environment affect English language learning among Chinese, Japanese, and Korean immigrant young adults ages 20-40 who moved to the US between ages 6 to 16. Data is analyzed from the National Longitudinal Surveys to determine the impact of using a first language at home, parents' English ability, using English socially, ESL class support, and school system support.

1. Factors to Immigrant Young Adults in Learning English as a Second Language in USA Presenter: Hsin-Ling Tsai Course: Secondary Data Analysis Workforce Education and Development The Pennsylvania State University

2. Background The number of foreign-born people is 12.5 percent in 2008 (U.S. Census Bureau). Mexico 43.7%, China 4.7%, Philippines 4.2%, India 4% Vietnam 3% and Korea 2.2 % (Pew Hispanic Center, 2004 Yearbook of Immigrant Statistics) Pennsylvania 37.6% increased from 1999 to 2000 (United State Census 2000)

3. Purpose of Study Immigrant have historically been greatly affected by cultural misunderstanding, language barriers, and feelings of isolation within the school /work atmosphere. Does Family Background, Social Networks and School Environment effect migrant young adults in leaning English as a second language in US?

4. Research Framework Family Background -Use 1st language at home-Parents’ English ability English Proficiency Social Network -Use English as a social language School Environment -ESL Classes support -School system support

5. Method Population and Sample: Age 20-40 young adults who immigrated to USA in age 6 to 16. Ethnicity: Chinese, Japanese and Korea Utilize National Longitudinal Surveys (NLSY 97:1979-2006)