As with other research on formal educational settings (Eckert, 1989; Lave, 1996; Zuengler, 2003), our research shows students learning much more than the decontextualized, subject-matter concepts that are thought of as the desired outcomes of school. In trying to understand the contextualized processes of language learning, the many hours observing adult immigrant language learners' interaction in their English language classes led us to see the rich lives of these adults. Language learning was seen to be embedded in these lives and influenced and was influenced by their families, their work lives, their understanding of learning, and their cultural affinities.

In trying to understand the contextualized processes of language learning, we observed many hours of adult immigrant language learners interaction in their English language classes and found that we were observing one part of the rich lives of these adults, a part that influenced and was influenced by their families, their work lives, their understanding of learning, and their cultural affinities. While observing adult immigrants to the U.S. becoming English language learners, we also observed them becoming:

1. Janitors, art teachers, phlebotomists, aroma therapists, laundry workers, tax accountants.
2. English language users.
3. Parents of English speaking children.
4. Parents of school children.
5. Peers in English language and culture learning with their children.
6. U.S. residents and citizens.
7. Workers in low-prestige positions.

What is fascinating and most difficult to analyze is the degree to which these aspects are dependent on and/or facilitate one's language learning.