In a neighborhood characterized by its vibrant Latino culture, the Center for Family Life in Sunset Park recently marked the commencement of its spring semester with an English as a Second Language (ESL) class. The teacher, Julian Colón, prepared the classroom with necessary supplies, anticipating about 30 students to attend. However, a significant number of individuals remained on the center’s growing waitlist, illustrating the high demand for English language education in this Brooklyn community.
Currently, more than 400 students are waiting for a place in these classes, a reflection of the ongoing demand that has surged with the influx of migrants since 2022. Despite this growing need, funding from City Hall has seen cuts, putting additional strain on the resource availability of establishments like the Center for Family Life. This trend is echoed across other organizations, such as CAMBA in Flatbush, where over 700 prospective students are also seeking entry into ESL classes.
Citywide, the Department of Youth and Community Development (DYCD) has reduced funding for literacy programs by nearly 30%, further exacerbating the challenges faced by service providers. The financial shortfall has prompted many to rely on discretionary funding from the City Council, which increased its support to $16.5 million in fiscal year 2025. However, the annual nature of this funding presents planning challenges and does not fully compensate for the previous cuts by DYCD.
The pressure to manage increasing demand amid reduced funding is further influenced by the political climate under President Donald Trump’s administration, which has heightened concerns among immigrants regarding deportation. This fear impacts their willingness to enroll in classes, seek employment, or engage in day-to-day activities.
Despite these challenges, the demand for English language education remains strong. According to recent data, only a small fraction of the 1.7 million immigrants in need of English classes can access city-funded programs. Those fortunate enough to participate have reported significant improvements in their daily lives and job opportunities.
For instance, Rosanie Andre, who emigrated from Haiti in 2023, managed to secure employment after attending English classes at CAMBA, which enhanced her communication skills during job interviews. Similarly, Roodleir Victor, also from Haiti, views English proficiency as crucial for continuing his education in the United States, having previously studied economics in his home country.
Another student, a 55-year-old asylum seeker from Ecuador, highlighted the importance of learning English to improve her job prospects in New York City. She, along with others, attends classes at the Center for Family Life, eager to enhance their communication skills.
As the class commenced, Colón encouraged participation, emphasizing that making mistakes is a part of learning. The students, varying in backgrounds and aspirations, are united in their pursuit of a better future through education. This sentiment is echoed by Oscar Lima, a Colombian immigrant, who balances multiple jobs while attending English classes, driven by the desire to secure a better life for his family.
The ongoing efforts to provide English education in such communities underscore the critical need for sustained support and resources. As the City Council steps in to fill the funding gap left by DYCD, it remains vital to ensure that these programs continue to offer stability and growth opportunities for adult learners.
