Resources for Adult Educators and Adult Education Advocates

During the Adult Education and Family Literacy Week (AEFL Week), we have been promoting the value of and the need for adult education in the U.S. Advancing adult education and English language acquisition benefits not only individuals and their families but also their communities and the nation’s economy. By offering educational opportunities to adults, we help them achieve economic independence and social mobility.

But advocating for adult education should not be limited to just one week a year. It is important that we bring awareness about the need for adult education every day. Below is a list of resources for anyone who wants to get involved in advocating for adult education and family literacy.

Adult Education Is Needed Now – COABE website that explains the need for adult education

COABE/NCSDAE Educate & Elevate Campaign – A national campaign to help policy makers understand the value of Adult Education.  The website offers a helpful toolkit for organizations and individuals who want to get involved in the campaign.

National Coalition for Literacy – a national coalition of the national organizations and other advocates dedicated to advancing adult education, family literacy, and English language acquisition in the U.S.

Project Literacy – a global campaign founded and convened by Pearson that aims to end illiteracy by 2030 through partnership and action.

“Low literacy has a major impact on income inequality and parenting.” Read this AEFL Week Fact Sheet from the National Coalition for Literacy.

The Case for Investments in Adult Education – A white paper from ProLiteracy

Adult Ed helps immigrants integrate into the U.S—a brief description of why it pays to invest in Adult Education

Adult Education and Family Literacy Week Fact Sheet and articles

The World Education’s blog The Well – interesting posts on the topic of Adult Education, including ESOL.

Adult English language instruction in the United States: Determining need and investing wisely. An article from the Migration Policy Institute.

Links to best practices/resources for teachers:

Six simple ways to strengthen independent learning skills

On teaching effective learning

Tips for collaborative learning

Increasing student engagement

Toward comprehensive assessment in the adult ESOL classroom

English Literacy and Immigration

by Gosia Jaros-White, Marketing Manager, Pearson ELT USA

Immigration Statistics

According to American Community Survey (ACS) data from 2015, there are approximately 43 million immigrants in the U.S., which accounts for about 13.5 percent of the total U.S. population (321.4 million in 2015).i Furthermore, according to the Current Population Survey (CPS) from 2016, immigrants and their U.S.-born children totaled approximately 84.3 million people—27 percent of the overall U.S. population.

In 2015, immigrants accounted for about 17 percent (26.7 million) of the nearly 161 million workers in the civilian labor force in the U.S. The percentage of immigrant workers more than tripled (from 5 percent to 17 percent), between 1970 and 2015. Of the total number of immigrant workers:

31 percent worked in management and professional occupations;
24 percent in the service sector;
16.9 percent in sales and office occupations;
13.1 percent in construction and maintenance;
15 percent in production and transportation business.

The top five states with the highest immigration population were California (10.7 million), Texas (4.7 million), New York (4.5 million), Florida (4.1 million), and New Jersey (2 million).

Demographically, approximately 51 percent of immigrants in 2015 were women. Immigrants were also older than the native-born population—the median age of immigrants was about 44 years in 2015, whereas the median age for the native-born population was 36.

Immigrants with Limited English Proficiency (LEP)

In 2015, there were nearly 26 million individuals in need of English Literacy. ii These individuals are classified as Limited English Proficient (LEP) and represent 9 percent of the total U.S. population ages 5 or older. Out of that number, nearly 5 million LEP individuals are native-born and 21 million are foreign-born. The 21-million number represents approximately 49 percent of the 43 million immigrants ages 5 and older who were LEP.

Spanish speakers accounted for 64 percent (16.4 million) of the LEP population, Chinese speakers accounted for 7 percent (1.8 million), and Vietnamese accounted for 3 percent (867,000). The states with the highest share of LEP residents were California (19%), Texas (14%), New York (14%), Hawaii (12%), Nevada (12%), New Jersey (12%), and Florida (12%).

The overwhelming majority (75%) of LEP individuals were adults between ages 18 and 64. About 16 percent of LEP individuals were adults 65 and over. LEP children constituted 9 percent of the total LEP population.

In general, LEP individuals were less educated than English-proficient individuals. Forty-five percent of LEP adults 25 years old and older did not possess a high school diploma (compared to 9 percent of English-proficient adults). Only about 15 percent of LEP adults had a college diploma (bachelor’s degree or higher), compared to 32 percent of English-proficient individuals.

English Language Education for Adult Learners

According to the 2015 data, 1.5 million adults were enrolled in adult education programs.iii Out of the 1.5 million, 44 percent of adult students were English Language Learners (ELLs). These numbers indicate that only a fraction of LEP adults are served by adult education programs, and most states have waiting lists because of limited funding.

The population of ELLs attending English language courses is very diverse, representing adults from many different cultures, languages, educational backgrounds, and socio-economic and life situations. Many of these learners face very difficult financial circumstances, even though they often work long hours outside the home. Some of the ELLs are refugees from countries torn by wars or conflicts, and many deal with emotional and psychological traumas due to their experiences. The adults attending English literacy programs might possess post-secondary education, or they might be migrant workers from Central America with interrupted education. Some might have low literacy skills in their native language, and some have very little schooling and no written language.iv

Demographically, according to the National Reporting System (NRS) data for years 2014– 2016, about 64 percent of ELLs attending English literacy programs were women. Fifty-six percent of adults in these programs were between the ages of 25 and 44.v

Learning English is not an easy task for adults, especially those with low literacy skills in their native languages. Research shows that adult learners need between 85 and 150 study hours per year for six years in order to gain full English proficiency.vi NRS data indicate that on average, adult ELLs spent 190 hours per year, but two-thirds of them completed only one full level of education. Approximately 40 percent of ELLs completed more than one full level of education.vii What is important to note, however, that the levels most completed by ELLs are the beginning and intermediate levels (NRS Beginning ESL-Literacy–NRS Low-Intermediate ESL). ELLs at these proficiency levels do not have sufficient skills for successful transition into post-secondary education.

The Importance of English Literacy Programs

The importance of English literacy programs cannot be overstated. Since LEP individuals are more likely to live in poverty than their English-proficient counterparts (in 2015, about 23 percent of LEP individuals lived below the official federal poverty line compared to 13 percent of English-proficient individuals),viii adult education and family literacy programs are crucial to help these individuals improve their lives by giving them skills they need to succeed in a career, post-secondary training, family life, and society.

Increased English proficiency:

  • Reduces poverty rates.
  • Raises immigrants’ productivity, earnings, and income tax payments. (On average, English-proficient individuals earn 13–24 percent more than less proficient individuals.ix)
  • Lowers use of public benefits.
  • Allows adults to obtain more specialized training or pursue college education.
  • Allows immigrants to be involved in their children’s education. Research indicates that children of English-proficient parents achieve higher educational and workforce outcomes.x
  • Helps immigrants obtain citizenship and engage in all aspects of civic and community life.

Promoting Adult Education and English Language Learning

Advancing adult education and English language acquisition benefits not only immigrants and their families but also their communities and the nation’s economy. By offering educational opportunities to adults, we help them achieve economic independence and social mobility. A number of organizations are involved in advocating for adult education in the U.S. If you are interested in promoting the value and benefits of adult education and English language learning, explore the sites listed below and get engaged!

COABE/NCSDAE Educate & Elevate Campaign – A national campaign to help policy makers understand the value of Adult Education.

The Educate & Elevate website offers a helpful toolkit for organizations and individuals who want to get involved in the campaign.

National Coalition for Literacy – A coalition of national organizations and other advocates dedicated to advancing adult education, family literacy, and English language acquisition in the U.S.

Project Literacy – a global campaign founded and convened by Pearson that aims to end illiteracy by 2030 through partnership and action.


Sources

i Zong & Batalova (2017). Frequently Requested Statistics on Immigrants and Immigration in the United States. Retrieved from: http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states/#Workforce

ii Batalova & Zong (2016). Language Diversity and English Proficiency in the United States. Retrieved from: http://www.migrationpolicy.org/article/language-diversity-and-english-proficiency-united-states

iii National Council of State Directors of Adult Education (2016). Blue Book: Adult Education Services, the Success, the Impact, and the Need. Retrieved from www.naepdc.org

iv National Coalition for Literacy. Immigration and English Literacy Fact Sheet 2013. Retrieved: http://national-coalition-literacy.org/wp-content/uploads/2014/10/immigration-and-english-literacy-fact-sheet-2013.pdf

v State-Administered Adult Education Program Enrollment of Participants by Age and Enrolled in ESL Functioning Levels Program Year: 2014–2016, using the United States Department of Education’s Office of Adult and Vocational Education’s National Reporting System figures retrieved from: http://wdcrobcolp01.ed.gov/CFAPPS/OVAE/NRS/login.cfm

vi McHugh, Gelatt, & Fix (2007). Adult English language instruction in the United States: Determining need and investing wisely. Washington, DC: Migration Policy Institute.

vii See v.

viii See ii.

ix See vi.

x See vi.

Resources for Educators of DACA Participants

On September 5, 2017 the Administration announced the end of the Deferred Action for Childhood Arrivals (DACA) program. Below is a list of resources for educators of DACA participants and their families.

Five Things You Should Know about DACA

Frequently Asked Questions on DACA Termination

Frequently Asked Questions and Workplace Rights

Mental Health Resources for those dealing with fear and anxiety of ending the DACA program

Resources for Educators Supporting Dreamers

The End of DACA – What This Means for Educators and Students


Pearson CEO John Fallon shared a message regarding Pearson’s support for DACA and DREAMers. Read the full statement here.

Explore the New Pearson ELT eCatalog

ESL16_CAT_CVR1

IMMEDIATE – INTERACTIVE – INFORMATIVE 

These three words describe the new eCatalog from Pearson ELT. This new eCatalog has everything you would expect from a catalog, and so much more! Do you want to know how to use the catalog – click here to watch the video!

What does the fully interactive catalog mean for you?
With just a click of a button, you can:

  • View hundreds of sample units from any level.
  • Listen to podcasts and audio samples.
  • Watch product and author video clips.
  • Search by key word, author, or ISBN.
  • Read articles by Pearson authors.
  • Link to easy online ordering.
  • E-mail your ELT Specialist directly.
  • Share with colleagues by e-mail, Facebook, or Twitter.

Start exploring today! 

Tax Time!

Bill Bliss Photo 2014Bill Bliss

Here are three quotes appropriate for the month of April:
“In this world nothing can be said to be certain, except death and taxes.”
“Why did the colonists fight the British?  Because of high taxes – taxation without representation.”
“When is the last day you can send in federal income tax forms?  April 15.”

The first was penned by Benjamin Franklin in 1789. The second and third are among the 100 official questions and answers on the US citizenship exam.

Tax Tips

Filling out tax forms always seems to occupy too much time – and often it’s our evening time in April that we might otherwise be devoting to lesson preparation, correcting student homework, or other professional work. So in the spirit of helping you get through tax season, here are some tips to ease your lesson planning on those days you’re slogging through your 1040 form. I hope you find these helpful whether you are preparing students for the citizenship exam or you are incorporating civics topics into general EL/Civics instruction. Continue reading