Adult Education ESL Students and Instructors in the United States: A Systematic Literature Review

• In Event: Adult Community, Literacy, and Language Educators: Professional Development and Perspectives

Abstract

This systematic literature review examines the backgrounds and experiences of students and instructors in U.S. Adult Education (AE) ESL programs. We report on 69 peer-reviewed and non-peer-reviewed entries. The literature shows that AE ESL students come from diverse linguistic, educational, and employment backgrounds and pursue a wide range of personal, academic, and career goals. Instructors, often part-time and working across multiple institutions, face challenges related to employment stability and professional development. Although these facts are known anecdotally in the field, as the first systematic review focused specifically on AE ESL, these findings underscore the need for greater attention to the unique backgrounds and needs of AE ESL students and instructors and clearer distinctions in research between adult ESL contexts.

Authors

• Benjamin M. James, University of Delaware

• Kylie A. Kenner, University of California - Santa Cruz

• George C. Bunch, University of California - Santa Cruz

• Amy E. Brown, Teachers College, Columbia University

• Julia Raufman, Teachers College, Columbia University