This article aims at a further understanding on the role of formal language education in immigrants' inclusion and identity redefinition in a new society. We analyze adult immigrants' perspectives on education in Icelandic as a second language (ISL) by conducting a cross-analysis of a survey and various ethnographic studies. Many immigrants in…

Questions regarding the most effective teaching modality in foreign language instruction remain especially important for adult educators, since adult students have conflicting demands on their time and need to see the value of training. This research was centered around three cohorts of students taking courses of English of the same content and…

The purpose of the current study was to examine the effect of utilizing a program based on post-constructivism to develop adult learners' English language fluency. The study started with the literature review and previous studies handling post-constructivism and English language fluency. The researcher nominated a group of pre-intermediate to…

Despite the robust literature about teaching intercultural competence, little has been written on exploring culture in community-based English as a second language (ESL) settings, such as classes for adults with immigrant and refugee backgrounds. Educational materials about culture designed for these contexts tend to be prescriptive and…

The article deals with the research of special features of foreigners' integration and language learning in Canada as an integral part of adult education. The paper outlines a complex of basic scientific approaches such as system, structural and functional, andragogical, axiological, intercultural, and competency-based approaches. The study…

Adult education's mission is a critical one. It seeks to provide the large and diverse population of adults who lack basic skills, a high school credential, or English language skills with the competencies they need to be productive workers, family members, and citizens. Federally funded adult education serves learners in three types of programs:…

Title II of the Workforce Innovation and Opportunity Act of 2014 directs the federal government to conduct a national assessment of adult education, including activities to understand the extent to which adult education strategies positively affect learners. A systematic review of the research on the effectiveness of particular strategies in adult…

Teacher educators are crucial for the quality of the teaching workforce and therefore to the outcomes of learners. However, teachers frequently become teacher educators with little or no professional development to support them in these roles. In this paper we report on a professional development programme which aimed to address this gap in…

Racial and ethnic diversity has increased dramatically over the past 35 years, enriching our public schools with students whose families embody a global village. Of the children born in the U.S. to at least one foreign-born parent, the majority are Hispanic. This is a pattern that reflects the recent rise of immigration from Latin America.…

For the growing group of adult migrants, flexible solutions for second language (L2) acquisition are increasingly important, while concerns about the efficacy of online language learning abound. This study on the L2 situation in Flanders has 4 key aims: analyzing adult learner profiles in fully online Dutch beginners' courses; comparing learner…

For the past 50 years, English for Speakers of Other Languages (ESOL) classes provided through state adult education systems have been the primary means of meeting English acquisition for immigrants and refugees, and, to a limited extent, their integration needs. Yet these systems meet only a fraction of the total need for all adult education…

The Federal Workforce Investment Act (WIA) Title II, Adult Education and Family Literacy Act provides funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act language…

The Federal Workforce Investment Act (WIA) Title II, Adult Education and Family Literacy Act provides funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act language…

The purpose of BEST Plus is to assess the ability to understand and use unprepared, conversational, everyday language within topic areas generally covered in adult education courses. It is one of several standardized assessments approved by the National Reporting System (NRS, 2008), which is the accountability system for federally funded ESL and…

This article reports on a study that examines decisive factors for longer-term sustainability of cross-cultural teacher-training initiatives in China. It focuses on the Chinese project implementers' perspectives of a Sino-British adult education English-language teaching project based in central China. Semistructured individual interviews were…