Immigrants and refugees in Utah have a very strong desire to learn English, a new United Way of Salt Lake report concludes. They need English to find better jobs, access their communities and become more involved in their children's education.

Unfortunately, there are many impediments to learning the language, which include a lack of time, a need for child care, difficulty mastering English, transportation and cost. Sometimes, the student is just embarrassed. Without some degree of English proficiency, the immigrant or refugee cannot fully assimilate. They may not be able to advance their job skills and become self-sufficient. It also pinches the work force, which needs workers who are equipped to advance in their respective places of work.

The report, "Building on Common Ground: A Framework for Immigrant Integration," recommends that a state-level public/private partnership address these issues. It makes perfect sense to us, especially as one examines the impact of immigrants and refugees to Utah.

About 40 percent of the state's population growth in the first part of this decade was due to immigrants and refugees, according to Bill Crim, director of Strategic Initiatives and Public Policy for United Way of Salt Lake. In part, their labors have enabled Utah's economy to thrive, even as the state is experiencing record-low unemployment.

While there is no shortage of available work, most jobs available to non-English speakers or people with low levels of English proficiency are low-skill, low-wage jobs — not the kind of jobs that enable people to achieve financial stability. Often times, immigrants or refugees will work two jobs to make ends meet, which sacrifices family time and makes it very difficult to schedule English-as-a-second-language, or ESL, instruction.

The report, which included a survey of immigrants and refugees, determined that more than half of the respondents learn English from school-based programs. This suggests the need for state government and local school districts to commit more funding to adult ESL instruction. The instruction needs to be offered at convenient hours and, somehow, issues such as child care and transportation must be addressed so that students can come to class on time and be able to focus fully on the instruction.

Although the state is not constitutionally required to provide adult education, there is an obvious need to enhance and increase the capacity of English instruction offered through the state's education system. Private sector employers, where possible, should develop workplace ESL classes that are tied to job advancement and promotion opportunities. It would pay dividends to employers as well as customers. It should also be viewed as an investment in human potential. Mastery of English not only renders immigrants and refugees more employable, it enables them to fully participate in society.