Providing programming for underserved populations is crucial for many reasons. First, a diverse array of program offerings allows community members to become more connected with one another. Community members within the targeted community are able to be connected with others in the same community, with people outside the community, and with library staff and partners. Secondly, it allows for a diverse approach to learning. Even within a particular community, the skill level of different patrons will vary depending on the topic or program. By offering a wide range of programs, libraries can offer learning opportunities for everyone, no matter their previous skill level.

Librarians have an important role within any given community. By following the IFLA's and UNESCO's manifesto, librarians become keepers of cultural knowledge. As Gundakanal and Kaddipujar (2024) elaborate, saying, "as the custodians of cultural heritage, libraries play an essential role in maintaining the continuity and diversity of human culture in an increasingly interconnected world" (p. 234). This custodianship offers a bridge for programming and collaboration. Rather than approach the topic from a position of "knowing it all," it is important to approach custodianship from a perspective of cultural humility. By actively engaging the community in preservation and education efforts, the programs become a place for connection, learning, and collaboration. Through offering programs specifically for language learners, libraries are "helping sustain a vibrant literary culture" (Gundakanal & Kaddipujar, 2024, p. 239) across and between cultures and languages.

One of the benefits of providing programming for language learners is that any opportunity to practice their target language can be seen as targeted programming. In theory, any program offered to the general population could easily be adapted to specifically target language learners by making small changes to the marketing of the programs. Cooper (2008), and Moore (2024) both provide many different program ideas specific to language learners. Among them are passive programming, such as providing of targeted books and materials, maintenance of multilingual collections, and providing digital access to language learning software. They also suggest specific programs, such as language classes and conversational groups, as well as bigger cultural events, such as oral history projects, cultural celebrations, and language immersion programs.

In order to provide truly effective language learning programs, evaluating their success becomes essential. In the IFLA's (2009) Multicultural Communities: Guidelines for Library Services, section 3 discusses analyzing the needs of community members (pp. 8–13), section 6 discusses the marketing of multicultural services (pp. 20–21), and section 7 discusses international examples of multicultural practices (pp. 22–29). Utilizing the IFLA's resources when constructing the programs will be helpful when it comes time to evaluate the program. Goldman (2024) writes, "Evaluation can, and should, be part of regular reflective practice — one that incorporates deep listening to your community and your community’s needs" (p. 2). This Evaluation Guide is incredibly helpful, and provides a launch point for the successful implementation and maintenance of library programs for language learners.

I will leave you with three potential programs to consider implementing for your library:

• Conversation Circles: These have been used across many institutions for many years, as they have historically been incredibly successful and require few resources. They can be used across many languages and have a very broad scope. They could be guided conversations, with staff choosing specific topics or questions to discuss; or, they could be patron-led, with the conversation of the day being whatever the patrons wish to discuss. With proper planning and marketing of the program, there can be a consistent group of patrons who show up each time, leading to a sense of community and belonging withing the program.

• Community (Oral) History Progect: This project encourages active participation from community members across diverse backgrounds. While this can be accomplished in many ways, the oral history format is one of the most well-known. It does require a staff member to have the technological skills and resources to create and maintain, but provides many opportunities for partnership with other organizations.

• Bilingual Storytime: Bilingual storytimes offer many benefits for all community members. Not only does it give language learners the opportunity to practice their target language, it can also provide learning opportunities across generations. Both the children and their guardians can learn the languages presented, as well as connect with other community members, and learn about other cultures and languages.

There are many more programs which could be implemented, so it is impossible to list them all. But, by providing a diverse array of programs, the library can become a place that is welcoming for people of a diverse array of interests.