The objective of this systematic review of the literature is to synthesize research on the transition of adult-arrival immigrants (referred to as Generation 1 learners) from adult ESL to credit-level courses at the community college. K-12 system (Generation 1.5 learners), leaving a significant gap in the research and a lack of cohesion in terminology regarding adult immigrant students who enter into postsecondary education from another path. However, recent research trends tend to focus on students who enter community colleges from the U.S.
ESL CRITICAL OPS RANKINGS PROFESSIONAL
As a field, we need to work together to understand the qualities of academic and professional writing that students need to produce and to implement effective instruction in adult education, community college, and university programs.Īmidst the growing diverse student population, community colleges are enrolling an increasing number of adult immigrant-background students. The results show some positive trends and a number of challenges. This article reviews this research and reports the results of a survey of over 400 teachers of L2 learners in adult education across the United States about their teaching of writing. The experiences and needs of adults learning English as an additional language (L2 learners) are often not understood and met by teachers, and teachers often have limited professional development in the effective teaching of writing to adults. At the same time, studies of writing in adult education have found that limited time is devoted to writing instruction.
Research on the teaching of writing has articulated the types of texts and features of writing that students need to produce to succeed. Recent legislation and education standards focus on the importance of developing students' academic and professional writing skills.