Immigrants and their children are one of the fastest growing segments
             of the United States population. In addition, there is also a growing
             awareness of populations within the United States who have a first language
             other than English. This includes the residents of Southwest border towns
             as well as Native American nations with languages such as Cherokee, Apache,
             This paper holds that English as a Second Language (ESL) and English
             for Speakers of Other Languages (ESOL) fulfill an important need for this
             large segment of the American population. Thus, federal and private
             funding should be allocated to ensure the continued existence of ESL
             In the year 2000, an estimated 1.1 million adults were enrolled in
             federally-funded ESL programs. However, ESL programs are often constrained
             by a lack of funding and limited slots. In Massachusetts, for example,
             more than 15,000 people signed up for government-paid English classes.
             When a statewide ESL program was created in New York State, more than 1
             million people signed up for only 50,000 openings (Sataline).
             ESL programs serve the needs of students from all over the world. The
             program at the Lawrence Northern Essex Community College in Massachusetts
             enrolls more than 500 students from 19 countries, such as the Dominican
             Republic, Albania, Cambodia, Iran and Kenya. English classes are offered
             during the day and at night, to cater to the schedule of working students.
             The students take classes in reading, writing and conversation. Laboratory
             classes ensure that the students practice their conversation skills
             Some ESL programs face further challenges. These programs were
             initially set up to help students attain fifth grade level of English
             proficiency. However, many femle students from the Middle East and India
             were not allowed to read and write in their native countries. Many did not
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