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• W3570594 abstract "Abstract This article presents issues concerning adult ESL learners as recent immigrants who were enrolled at a community-based adult literacy program in the Southwest. In particular, the article introduces stories of the adult learners whose ESL literacy education was crucial to their goals in professional careers and examines issues through their voices. ********** Adult ESL learners, particularly as new immigrants to this society, are dealing with loads of issues in their everyday lives. Factors such as their immigrant status in the U.S., reasons to immigrate to this country, economic stability, and educational background are contributing elements to such issues. They have been broadly addressed and discussed within the work of adult/family literacy, second language literacy, community based language education, and national language policy (Auerbach, 1992; McKay, 1993; McKay & Wong, 2000; Van Duzer & Florez, 1999; Weinstein-Shir, 1993) and in the studies of particular groups of adult ESL learners (e.g., Chung, 2000; Lopez, 2000; Wong & Lopez, 2002). Research studies in the area of adult ESL have informed practitioners, educators, as well as policy makers on how to work with diverse groups of adult ESL populations. Issues concerning adult ESL learners with professional career experiences There are various reasons adult ESL learners attend classes and their learning goals correspond purposes of their immigration to this country. Those who led a professional career in their home country find the opportunity to continue pursuing their profession in ESL classes as they believe that knowing English helps them gain access to social and economic opportunities. While working with adult ESL learners who came to this country recently (less than 2 years), I became familiar with particular concerns and issues pertaining to them. I have learned that many of those who had led a professional life in their home country were going through hardship at various levels in the new country. Most of the time, their lack of English proficiency becomes the main barrier that inhibits them from continuing their careers. A lack of resources and information available to them is another barrier. Recent immigrants in adult ESL classrooms are not well informed on skills, qualifications, and other options in the areas of their profession; English proficiency is considered the key skill/ability to attain. The program standards of adult ESL literacy by various organizations such as NCLE, NCSALL, for example, clearly state that development of workplace and vocational skills among adult ESL learners is identified as a primary factor in the programs. However, in many adult literacy programs, a curriculum for adult ESL learners tends to focus on developing general communication skills, not literacy skills required for specific areas of profession. There are a number of studies that show the significance and urgent needs to develop a curriculum for adult ESL learners that emphasizes vocational literacy skills (Grognet, 1997; Marshall, 2002; McKay, 1993; McKay & Weinstein-Shr, 1993). However, most of ESL textbooks for adult learners are aimed at developing general communication skills rather than specific professional literacy; moreover, careers included in those textbooks are manual jobs and do not include those of higher education. In order to provide appropriate educational opportunities to adult ESL learners seeking professional careers, there needs to be curriculum development based on a critical understanding of significance to serve the needs of those adult learners. Critical approaches to adult ESL literacy discuss issues concerning learners in their educational, social, and cultural contexts from the viewpoints of learners. That is, learners become active participants who engage in the discussion of their problems and issues of concern. Freirean-based participatory literacy practice is one of the exemplary approaches (see Freire, 1998). …" @default.
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• W3570594 date "2004-03-22" @default.
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• W3570594 title "Adult ESL Learners and Professional Career" @default.
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