Building community agency: Latinx adults learning English within safe spaces

Adult Latinx immigrants in the United States often face the dual challenge of acquiring English language skills while navigating sociopolitical climates that may deter participation in institutionally affiliated programs. Community-based spaces, such as churches, can serve as safe and affirming environments for language learning. This mixed-methods study investigates the design and implementation of an adult English program grounded in culturally responsive and sustaining pedagogy. Drawing on sociocultural theory, translanguaging pedagogy, dialogic instruction, and communities of practice, the study highlights how learner-centered, flexible instructional approaches foster linguistic development, agency, and a sense of belonging. Key findings underscore the importance of leveraging participants’ lived experiences, full linguistic repertoires, and community cultural wealth to create third spaces that promote trust, reciprocal learning, and sustained engagement. Implications for practice suggest that non-academic, relationally oriented settings that value bilingualism and shared expertise can transform adult ESOL education into an empowering and culturally sustaining experience.