Adult ESL/Literacy from the Community to the Community: A Guidebook for Participatory Literacy Training tells the story of a university-community collaboration to develop, implement, and evaluate a project designed to train immigrants and refugees as adult ESL and native literacy instructors in their own communities. Beyond the story of this one project, the book is also a clear and powerful explication of the underlying principles and premises of the program model it describes: community leadership development, a participatory approach to literacy instruction and instructor training, native language adult literacy instruction, and collaboration.

The essays in this book focus on political strategies, pedagogical models, and community programs that enable adult ESL learners to become vital members of North American society. This is particularly important in our present time of contraction and downsizing in the education of non-native speakers. The authors represent a broad range of programs and perspectives, but they all have in common the goal of enabling both faculty and students to become full participants in our society and thereby to gain control over their futures. Readers of this book will develop an understanding of the ways in which innovative educators are creating strategies for maintaining language programs and services.

This book centralizes the narratives of adult English language learners, teachers, and trainee teachers in the development of a humanistic language pedagogy; their strengths, concerns, and stories inform this practical guide to adult literacy development and English language-culture learning and teaching. The author sets the need to educate the whole person, and to focus on the adult learner’s strengths and assets, against a background of rigorous research and practical experience. This book combines evidence-based pedagogy with a passionate belief in the centrality of the learner and the importance of education and will be invaluable to all those involved in teaching and training related to adult English language learners.

Teaching Adult ESL is the first comprehensive yet practical overview of adult ESL teaching methodology for teachers and teachers in preparation.

The National Literacy Summit 2000 was convened in Washington, DC, to develop a national vision and plan of action for adult literacy in the United States. Following that meeting of literacy professionals from across the country, a group of professionals working in adult ESL education and research came together at the Teachers of English to Speakers of Others Languages (TESOL) convention in Vancouver, British Columbia, in March, 2000, to ensure that the needs of the large and growing population of adult English language learners are addressed in this action agenda. This discussion, which complements "From the Margins to the Mainstream: The Action Agenda for Literacy" (National Literacy Summit, 2000), focuses on the characteristics and needs of adults learning English as a second language, the programs that serve them, and the policies that affect them. Teachers of English for Speakers of Other Languages (TESOL) envisions a system for the education of adult English language learners that provides high quality language and literacy services for this linguistically and culturally diverse population. TESOL urges the United States to develop a system of high quality appropriate language and literacy services specifically tailored to the needs of adults learning English as an additional language. This system should be no less in quality, recognition, and support than the system in place for K-12 and higher education. The services developed within this system should support adults learning English, regardless of their language and cultural backgrounds and previous schooling, to accomplish their immediate and long-term educational goals and to make significant and discernible progress toward reaching their full potential in their roles in society. Adult ESL education must take place within a system that is on a par with K-12 and higher education in terms of status, infrastructure, attention, and financial support. This system consists of five critical components, which must work together toward the common goal: (Priority 1) Develop high quality programs that are responsive to the needs and goals of English language learners; (Priority 2) Create collaborations with organizations and institutions outside the instructional program; (Priority 3) Make policies at national (foreign and domestic), state, and local levels responsive to the current (and changing) population of adult English language learners, formulating and implementing them with involvement of all stakeholders; (4) Ensure that resources are available to implement high quality, effective programs and to conduct needed research; and (5) Establish research priorities related to adult ESL populations and earmark funding for adult ESL research in all national adult literacy initiatives. Ensure that the results of this research are clear, easily accessible, useful to practitioners, and clearly linked to the realities of practice.

Research Paper (postgraduate) from the year 2016 in the subject English - Pedagogy, Didactics, Literature Studies, grade: Pass, Charles Darwin University, language: English, abstract: This literature review undertook a purposeful sample of outcomes based research literature from the preceding decade that highlighted the language difficulties adult ESL users experienced while learning numeracy and mathematics. The most identifiable areas of research to emerge are policies and frameworks, pedagogy, educational programmes and educational resources. Whilst the request from the American Institute for Research to explore the linguistic challenges adult ESL users encounter in numeracy remains relatively unexplored; there is a growing collection of research papers emerging that contemplate linguistic difficulties in this area as a peripheral issue not a central one.