Adult Education

National Action Plan to Improve Health Literacy,
U.S. Department of Health and Human Services (HHS), 2010, 73 pp.
The Action Plan contains seven goals, each with recommended strategies, to address the growing challenges most Americans face in understanding health information. Because the challenges are especially severe among minorities, immigrants, and people from lower socioeconomic groups, Goal 4 urges stakeholders from diverse fields to "support and expand local efforts to provide adult education, English language instruction, and culturally and linguistically appropriate health information services in the community." The plan grew out of the 2006 Surgeon General's Workshop on Improving Health Literacy, a series of town hall meetings in 2007 and 2008, and feedback from stakeholder organizations in 2009.

Professional Development for Experienced Teachers Working with Adult English Language Learners,
Center for Adult English Language Acquisition (CAELA), Center for Applied Linguistics, May, 2010, 10 pp.
This research brief attempts to identify the characteristics of the experienced adult English language teacher, as opposed to the novice teacher or the "experienced non-expert," and notes that professional development for such teachers has generally been neglected. Reviewing the limited amount of research data on this subject, mostly drawn from K-12 studies, the authors identify and explain three broad strategies that have proven effective in teacher development: classroom-based action research; mentoring, coaching, and peer observation; and opportunities for reflection, including study circles. These strategies may be initiated by practitioners themselves or by a program, district, region or state.

Local Perspectives on WIA Reauthorization,
Policy Brief, Council for the Advancement of Adult Literacy, March 26, 2010, 21 pp.
On February 18, 2010, CAAL convened an all-day, roundtable meeting of 19 local adult education providers operating model "adult education for work" programs. The purpose of the convening was to recommend changes to the Workforce Investment Act (WIA) to facilitate transitions to work and post-secondary education. Addressing the perception of adult education "as a failed system with limited learning gains and low persistence," the participants urged "substantial, systematic, and categorical support" for adult education for work, revised accountability measures based on "momentum points" in students' lives, greater flexibility in program design to meet local need, articulation agreements between colleges and local education programs, and recognition that people with low basic skills are a major portion of the population to be served. This report provides a detailed summary of the conversation and recommendations.

Adult Student Waiting List Survey, 2009-2010,
National Council of State Directors of Adult Education, March 24, 2010, 7 pp.
Sent to over 4,000 programs providing adult education services in the United States, this survey found that some 160,000 potential learns (6,680 in New Jersey) were unable to access services during the year, doubling from the 80,000 reported in the 2008 survey. The 2009 numbers are compiled only from the 1,368 programs that returned the survey.

Promoting Learner Transitions to Postsecondary Education and Work: Developing Academic Readiness Skills from the Beginning,
Policy Brief, Center for Adult English Language Acquisition (CAELA), Center for Applied Linguistics, March, 2010, 13 pp
Designed primarily for ESL teachers, this brief makes the case for the early introduction of "academic readiness skills" into the adult ESL curriculum in order to facilitate transitions to postsecondary education or vocational training. Although acknowledging that certain "higher order skills" can't be taught until students reach advanced ESL levels, the authors give examples of certain skills, such as reading for specific information and organizing information graphically, that can be taught to beginning English language learners.

The Power of Technology to Transform Adult Learning,
Council for Advancement of Adult Literacy, October 21, 2009, 65 pp.
This report calls for "wholesale change" in the nation's adult education and workforce skills training effort "by deploying technology on an unprecedented scale." Such change will open up doors of opportunity for millions of adults, including English language learners, un-served by the existing system. The author, Mary L. McCain, an Affiliate Fellow at the Center for Women and Work at Rutgers University, provides a summary of existing research on the uses and impact of technology in adult education. She asserts that "many assumptions about the reluctance of adults to use technology in independent learning are misinformed." She also questions an approach that simply "attaches" technology to the existing delivery system. A major recommendation is the development of a National Web Portal, available to both learners and professional educators.

Literacy Matters: Helping Newcomers Unlock Their Potential,
TD Bank Financial Group, 2009, 16 pp.
This Canadian report cites evidence that poor language and literacy skills not only account for some of the labor market challenges facing recent immigrants but also negatively impact Canada’s economy and society. The report discusses the "puzzle" of rising education levels among immigrants (over half of immigrants to Canada between 2001 and 2006 had a university degree) and high levels of unemployment and underemployment, particularly since 1996. The authors conclude that weak communication skills in Canada's two official languages probably "contribute between one-third to two-thirds of earnings gap" between immigrants and native-born Canadians. The report also contains an analysis of publicly-funded, language training programs in Canada.

English Language Learning: Diverse Federal and State Efforts to Support Adult English Language Learning Could Benefit from More Coordination,
General Accounting Office, July, 2009, 68 pp.

This study surveys the landscape of adult English language instruction in the United States and urges greater collaboration and information-sharing among the three federal agencies most heavily involved in the delivery of English language services to the adult immigrant population: Education, HHS, and Labor. The authors note that only the federal Department of Education tracks performance data specific to English language learners through its Adult Education State Grant Program, making it difficult to assess the effectiveness of a "multifaceted" federal effort. The report also examines the extent of coordination among providers on the state and local level, and mentions numerous promising practices. Twelve states, including New Jersey, were selected for in-depth study, on the basis of the size or rate of growth of their LEP populations. The GAO concludes by recommending regular meetings among federal agencies to develop joint initiatives, the development of time frames for the accomplishment of interdepartmental objectives, and a coordinated approach to research on effective educational practices in the field.

Expanding Horizons: Pacesetters in Adult Education for Work,
Council for Advancement of Adult Literacy, June 26, 2009, 27 pp
The author of this report calls for a "radical transformation" of adult education in the U.S. to create career and job pathways. The report summarizes the findings of a Roundtable of adult education for work practitioners convened by the Council on April 6-7, 2009. The report discusses the range of obstacles to reform, including the challenge of building collaborations across institutional lines, creating new longitudinal measures for tracking student outcomes, accessing reliable data on current and future workforce hiring trends, and the greater costs associated with this type of instruction. While not dismissing the importance of "traditional" forms of adult education, such as ESL, citizenship, and family literacy programs, the report argues that adult education for work should become "the predominant growth sector of adult education."

Taking Limited English Proficient Adults into Account in the Federal Adult Education Funding Formula,
Migration Policy Institute, June, 2009, 11 pp.
Title II of the Workforce Investment Act (WIA) of 1998 is the primary federal funding source for both general adult literacy education and adult English language instruction in the United States. As Congress considers reauthorization of WIA, this report suggests that the time is ripe to "revisit" the current state funding formula. The current formula is based on the number of individuals in each state lacking a high school diploma. As such, the formula omits from consideration the 11.2 million limited English proficient adults in the United States with high school diplomas, who although eligible to participate in WIA-funded programs, are not counted in the formula. It also fails to consider the greater costs associated with educating immigrants, who may need both literacy and English language training. The report notes the adverse impact of the formula on northeastern states like Massachusetts, New Jersey, and New York, where there are more immigrants with high school diplomas than elsewhere in the United States.

The Importance of Social Interaction and Support for Women Learners: Evidence from Family Literacy Programs,
Research Brief #2, Goodling Institute for Research on Family Literacy, Pennsylvania State University, May, 2009, 5 pp.
Based in part on interviews and focus groups conducted with immigrant learners, this research brief emphasizes the "psychosocial" value of center-based programs for women in poverty. According to the authors, classroom-based "relationships are crucial to physical, mental, social, and economic well-being, yet they are often considered less important than instrumental outcomes such as increasing children’s school readiness or obtaining employment."

Empty Promises: The Unmet Need for ESL Instruction across Illinois,
Illinois Coalition for Immigrant and Refugee Rights, May, 2009, 42 pp.
This report urges an enhanced role for community-based organizations (CBOs) in the delivery of ESL education in Illinois and questions the soundness of a 2001 decision to transfer responsibility for adult education from the Illinois State Board of Education to the Illinois Community College Board. The report laments plunging class enrollments at a time of growing need for language instruction and spotlights the innovative educational work of several CBOs in the greater Chicago area. Finally, the report calls for true partnerships between community colleges and CBOs to improve educational outcomes for low-level ESL learners.

Supporting and Supervising Teachers Working with Adults Learning English,
Center for Adult English Language Acquisition, Center for Applied Linguistics, March, 2009, 6 pp.

This brief offers pointers for supervisors overseeing adult ESL programs, many of which use part-time or volunteer teachers. In 2006, only 15% of adult ESL teachers in the United States were full-time teachers. 49% were part-time, and 35% were volunteers. At the same time, some supervisors lack sufficient formal training in adult ESL language instruction. The brief describes a "collaborative approach" to supervision, as well as professional development approaches, suitable for such situations.

Uses of Technology in the Instruction of Adult English Language Learners,
Center for Adult English Language Acquisition, Center for Applied Linguistics, February, 2009
This brief explores the potential of new technology to promote language learning and to create new opportunities for interaction between and among students and instructors. The brief reviews research on onsite, blended, and online approaches and summarizes key issues that should be considered when using technology to support instruction for English language learners.

Public Discourse on Immigration: Media Content and Opinion Analysis (English-Language Acquisition and Children of Immigrants),
The Opportunity Agenda, 2008, 32 pp.
Based on an analysis of media coverage during the period from October 2007 to April 2008, this study sets forth the requirements for a more effective media strategy to achieve greater public support for English language programs for adult immigrants. A separate section analyzes media coverage for the Dream Act

The Vital Role of Community Colleges in the Education and Integration of Immigrants,
Grantmakers Concerned with Immigrants and Refugees, 2008, 25 pp.
Referring to community colleges as the "Ellis Island" of higher education, this report outlines numerous ways that foundations can strenghten the immigrant integration work of community colleges. The report highlights some of the more innovative community college programs around the country, including multi-institutional projects, such as the "Achieving the Dream" initiative of the Lumina Foundation, the "Project Shine" initiative of Temple University, and Washington State's I-Best Program. In addition, projects and strategies at the following individual colleges are profiled: Bunker Hill Community College (Boston), Kingsborough Community College (Brooklyn, NY), LaGuardia Community College (Queens, NY), The College of Lake County (Suburban Chicago), City College of San Francisco, and Pima Community College (Tucson).

Building Capacity for ESL, Legal Services, and Citizenship: A Guide for Philanthropic Investments and Partnerships,
Grantmakers Concerned with Immigrants and Refugees, 2008, 39 pp.
Arguing that the "time is ripe" for local and regional foundations to help develop "a strong infrastructure of services" to facilitate the integration of immigrants, the authors of this guide offer a series of practical suggestions for consideration by the philanthropic community. Topics include: techniques for community mapping, promising ESL program practices, attributes of successful citizenship assistance programs, and the advantages of collaborative funding. The guide features sidebars about successful projects around the country.

Reclaiming Voice: Challenges and Opportunities for Immigrant Women Learning English,
CERIS - The Ontario Metropolis, Centre, Policy Matters, November, 2008, 5 pp.
This policy brief is drawn from a larger study undertaken by researchers at Ryerson University who sought to understand why significant numbers of Canadian immigrant women were slow to learn English. The study found that women's language needs were different from those of men and that a "one-dize-fits-all" approach to language instruction was not effective in reaching female immigrants.

Investigating the Language and Literacy Skills Required for Independent Online Learning,
National Institute for Literacy, October, 2008, 43 pp.
Acknowledging the paucity of research data, especially about adults engaged in online learning outside the confines of formal programs, as well as the impediment of the digital divide, the author of this report concludes that "learners at even the lowest levels of literacy and language proficiency can engage with online learning content." Not only does this approach facilitate "self-directed learning," but it also holds out the promise of "boosting system capacity" so that more adults can benefit from current programs. To realize this goal, research must pinpoint the kinds of supports necessary to facilitate online learning, taking into consideration the advance of mobile technology which may supercede desktop equipment and broadband connections.

ESL and Literacy: Finding Common Ground, Serving Learners' Needs, A Survey of the Literature,
The Centre for Literacy of Quebec, August, 2008, 13 pp.

This paper reviews available research on the special challenges associated with teaching English to adult immigrants with limited literacy in native language. Among the issues covered in the paper are: how to define "ESL literacy learners," how to assess literacy levels, whether acquistion of native language literacy improves outcomes in English, and the training needs of instructors working with this population. The paper laments the "amorphous nature of the field itself - existing in the grey area between two fields (ESL and literacy) that tend to operate under different certification, funding and policy frameworks."

Adult ESL Teacher Credentialing and Certification,
Center for Adult English Language Acquisition, Center for Applied Linguistics, January, 2008, 8 pp.
Recognizing the importance of developing a qualified teacher workforce in the field of immigrant adult education, the authors of this report review current state practices related to teacher credentialing and certification. The report also features a section on the efforts of professional associations to implement content and teacher standards for adult English language programs.

Professional Development for Adult ESL Practitioners: Building Capacity,
Center for Adult English Language Acquisition, Center for Applied Linguistics, October, 2007, 17 pp.
In an effort to address the dearth of professional development opportunities for adult ESL practitioners, this research brief reviews the literature on professional development from 1990 to 2007 and identifies eight key components of successful professional development.

Workplace Instruction and Workforce Preparation for Adult Immigrants,
Center for Adult English Language Acquisition, Center for Applied Linguistics, September, 2007, 8 pp.
This policy brief discusses and evaluates various strategies for helping immigrants succeed in the workplace, including workplace classes, vocational classes, and community ESL programs.

Research Utilization in the Field of Adult Learning and Literacy: Lessons Learned by NCSALL About Connecting Practice, Policy, and Research,
National Center for the Study of Adult Learning and Literacy (NCSALL), Harvard Graduate School of Education, August, 2007, 39 pp.
This "swan song" paper was published upon conclusion of NCSALL's 10-year history as a major national research and dissemination center in the field of adult education funded by the U.S. Department of Education. The paper is written for policymakers at the national and state level concerned about promoting evidence-based adult education practice. The paper outlines the "five main lessons" learned by NCSALL in its quest to connect practice, policy, and research. NCSALL's partners included the Rutgers Graduate School of Education, Portland State University, the Center for Literacy Studies at the University of Tennessee, and World Education.

Adult English Language Instruction in the United States: Determining Need and Investing Wisely, National Center on Immigrant Integration Policy, Migration Policy Institute, July 2007, 24pp.
The authors of this report argue that learning to speak, read, and write in the English language is "among the most neglected domestic policy issues in our nation today." Using available census data and a set of assumptions about demand for classroom instruction, as well as the likelihood of self-study and computer-based alternatives to traditional classroom instruction, the report estimates that $200 million a year would be necessary to serve the existing legal immigrant population. Costs would skyrocket in the event of a legalization program for unauthorized workers. Finally, the authors suggest that these costs could be met through various funding mechanisms, which are spelled out in the report.
http://www.migrationpolicy.org/pubs/NCIIP_English_Instruction073107.pdf

A More Perfect Union: A National Citizenship Plan, Catholic Legal Immigration Network, January, 2007, 192 pp.
Responding to the challenge of integrating a record number of immigrants, The Catholic Legal Immigration Network (CLINIC), with support from the Carnegie Corporation of New York, interviewed hundreds of experts and community representatives from around the country to determine the resources, activities, and partnerships that would be required to naturalize millions of eligible immigrants. This report summarizes their findings and recommendations.
http://www.issuelab.org/research/more_perfect_union_a_national_citizenship_plan

Adult Literacy Education in Immigrant Communities: Identifying Policy and Program Priorities for Helping Newcomers Learn English, Asian American Justice Center, 2007, 38pp.
With support from the Annie E. Casey Foundation, AAJC convened a panel of stakeholders and experts in immigrant adult education to examine the state of the field and to put forth recommendations for future action. Among the 10 principal recommendations are the need for "contextualized ESOL programs that motivate adult English learners" and the need for increased state and local support of ESOL programs, but with attention to documenting program effectiveness and sharing innovative practices.
http://www.advancingequality.org/files/AAJC_Adult_Literacy_Education_report.pdf

Lost in Translation, Center for an Urban Future, November, 2006, 14 pp.
This report discusses the problem of inadequate resources for adult English-language instruction in New YorkState.
www.nycfuture.org/images_pdfs/pdfs/LostInTranslation.pdf

The ESL Logjam: Waiting Times for Adult ESL Classes and the Impact on English Learners, NALEO Education Fund, October, 2006, 58 pp.
Based on a survey of 184 ESL providers in 16 states, this report argues that adult ESL instruction in the United States is in a state of crisis, with long waiting lists in many sites, overcrowded classes, and insufficient options for instructions beyond basic level.
http://www.naleo.org/downloads/ESLReportLoRes.pdf

The Integration of Immigrants in the Workplace, Institute for Work and the Economy,
July, 2006, 60 pp.
This report summarizes the findings of a two-year project funded by The Joyce Foundation to identify effective ways to integrate immigrants into the workforce. Input was received from a national Advisory Committee of 41 individuals, and participants in 7 community forums. The report is organized according to the 7 major lessons learned by the project, one of which is that "strategies directed explicitly at immigrants must be components of a broader range of initiatives that support the entire workforce." The report is noteworthy for its attention to the diverse backgrounds and needs of immigrants, including both lower skilled immigrants and foreign-trained professionals.
http://www.workandeconomy.org/images/The_Integration_of_Immigrants_in_the_Workplace_Pre-publication_Release_7-31-06.pdf

Supporting English Language Acquisition: Opportunities for Foundations to Strengthen the Social and Economic Well-being of Immigrant Families, Briefing Paper from the Annie E. Casey Foundation and Grantmakers Concerned with Immigrants and Refugees, 2005, 44 pp.
This paper explores how philanthropy can strengthen immigrant families through strategic investments in language acquisition programs. It discusses successful strategies and offers examples of promising programs that have helped immigrants-regardless of their educational background-to increase their employment prospects and economic stability through improved English and other vocational skills. The report also highlights some of the best practices from literacy programs designed for immigrant families, where both adults and pre-school children can develop English and literacy skills. The report concludes with a set of recommendations on how foundations can effectively support English language acquisition in these areas, including gaps in programming and research where strategic philanthropic investment can make a critical difference.
http://www.gcir.org/node/226