How Culture Affects on English Language Learners’ (ELL’s) Outcomes, with Chinese and Middle Eastern Immigrant Students
Ani Derderian-Aghajanian, Wang Cong Cong

Abstract
Immigrant English Language Learners’ (ELL’s) differ according to culture, and therefore may face different challenges, stereotypes, etc. Chinese and Middle Eastern immigrant ELL’s face challenges in the following main areas: linguistics, culture and academy. However, other factors such as stereotypes of immigrant students also challenge them in English literacy acquisition. In addition, students from different types of immigrant families may be confronted with different challenges. Accordingly, the main question of this paper is “What are immigrant English language learners’ main challenges related to English literacy acquisition?” Sub-questions include “What challenges do ELL students from different immigrant cultures face?” and “What methods help students from immigrant families with English literacy development?” This paper explores past research on these questions as well as educational implications. This comparison study highlights the Chinese and Middle Eastern cultures as two examples to how culture affects ELL outcomes, cultural differences in parental knowledge and education, and socioeconomic issues. This qualitative study uses in-depth interviews with two Middle Eastern and two Chinese students. The results show the challenges that these students face. The paper concludes with recommendations on how schools and teachers can better respond to the needs of Immigrant EEL students from different cultures.

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