This project explores the integration challenges faced by forced migrants in Chicago, focusing on English language acquisition through a "New Neighbors" program. As Chicago experienced a significant influx of migrants, primarily from Venezuela, the city has struggled to provide adequate resources and support for these new arrivals. Using a combination of ethnographic methods and in-depth interviewing to examine the success and challenges of the program, this project documents the gap between program intentions and the realities faced by students and volunteers. I explore key themes including language acquisition, employment struggles, social integration, and the emotional impacts of forced migration. The study reveals that while language proficiency is crucial for employment and social inclusion, migrants face numerous structural and emotional barriers. Success stories, such as Maya securing employment and Daniel overcoming psychological hurdles, demonstrate the potential of culturally responsive education. However, systemic issues like job insecurity and legal barriers persist, emphasizing the need for comprehensive support systems beyond the scope of the program. I underscore the importance of integrating native language instruction with English learning, culturally relevant pedagogy, and community engagement to enhance migrant integration. I advocate for policy reforms to secure multi-year funding commitments and increased support from city, state, and federal agencies to more effectively assist Chicago's newest residents.
Felix Gonzalez Islas (Sun,) studied this question.
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