Adult Education and Literacy Facts

Monday, September 25

Adult Education and Family Literacy Week from Pearson ELT on Vimeo.

September 24-30 is the Adult Education and Family Literacy Week (AEFL Week). In support of the AEFL Week, we are posting articles, stories, and resources on this blog and our social media platforms– Facebook and Twitter (@PearsonELTUSA).

Advancing adult education and English language acquisition benefits immigrants and their families as well as their communities and the nation’s economy. By offering educational opportunities to adults, we help them achieve economic independence and social mobility.

To view the Adult Education and Literacy Fact Sheet, click on the image or go here:


Adult Education and Family Literacy Week: September 24-30, 2017


Friday, September 29: Resources for adult educators and adult education advocates. Click here to view.

Thursday, September 28: Immigration and English Literacy. Click here to view.

Wednesday, September 27: Adult English Literacy Student Success Stories. A handful of inspirational stories from Adult Ed students. Click here to view.

Tuesday, September 26: Have you heard of PIAAC? (And why I think you should!) by Federico Salas-Isnardi. Click here to view.

Monday, September 25: Adult Education and Literacy Facts. Click here to view.

“Every year, the National Coalition for Literacy requests that Congress recognize one week as National Adult Education and Family Literacy Week. This year, that week is September 24-30, 2017.” (From: ProLiteracy National Adult Education and Family Literacy Week Toolkit 2017)

The goal of the Adult Education and Family Literacy Week is to raise public awareness about the value of adult education and family literacy, and to leverage resources and increase access to basic education programs for 36 million U.S. adults with low literacy skills and 26 million individuals with Limited English Proficiency (LEP).

During the Adult Education and Family Literacy Week, Pearson ELT USA re-affirms its dedication to adult education and to adults who are learning English to achieve their educational, career, and life achievement goals.

During the week, we will be promoting adult education on this blog and social media platforms to help raise awareness about the need for adult education and family literacy. Please return to this site every day for interesting facts, articles, resources, and student success stories. You can also follow us on Facebook  and Twitter (@PearsonELTUSA) for updates and information related to Adult Education and family literacy.

Finally, we ask you to promote the value of adult education with your community and your legislators:

  • Tweet about adult education with the handle #AEFLWeek. You can use the social-media-ready posts from the National Coalition for Literacy. Click here to access the site.
  • Contact your legislators to remind them about the importance of adult education. Use this easy tool from the Coalition for Adult Basic Education  to send an email to your legislators.
  • Explore the resources from the National Coalition for Literacy Members and Associates to make this year’s AEFL Week Special

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.

The High Cost of Misplacing University Students in Intensive English Programs

When English communication skills are not thoroughly and accurately assessed, the implications for students, teachers, and Intensive English Program (IEP)/English as a Second Language (ESL) programs are higher than most people realize. It is a topic that has not been sufficiently studied, but when time, resources, and budgets are tight, there is little room for error.

The High Cost for Students

Perhaps more than any other group, the cost of misplacement is the largest for students. Most students are in ESL programs because they must have proficient English skills in order to study their chosen major. If a student is placed too low, they will spend more time and money than is necessary. If they are placed too high, they may fail and again, spend more time and money repeating classes.

The High Cost for Teachers

There are a two “costs” for teachers: One, teacher evaluations are crucial for teachers and they are often tied to compensation and even employment opportunities. A student that is frustrated by their misplacement may express their displeasure in the teacher’s evaluation, even though the quality of the content and the ability of the teacher are excellent. Second, misplaced students can disrupt the educational experience for all students and the teacher’s ability to deliver instruction. For students that are placed too high, teachers will have to adapt and scaffold their teaching to accommodate them.

The High Cost for Administration

The cost for administrators is more literal and persistent because student misplacement could directly affect the program’s ROI. When students pay for courses that they don’t feel they need (if they are, for example, placed too low), there is little incentive for that student to stay. They may move to a school with lower English requirements, which they can complete more quickly. Administrators’ goals are to retain as many students as possible to ensure a consistent and predictable revenue stream. They also want students to move out of remedial courses and into the degree-bearing stream as quickly as possible because those courses are more profitable.

Click here to read the entire article.



Fast Fiction: Teaching Reading and Critical Thinking

2014_Sybil_Marcus  Sybil Marcus

In ESL we’re constantly looking for new ways to surprise and engage our students while teaching core language skills. My focus has always been literature—I’ve found it to be the perfect vehicle for combining all the core language skills of reading, speaking, writing, grammar, and vocabulary with lots of critical thinking and the chance to expand cultural awareness. Continue reading