With an increasing immigrant population in the United States, higher education institutions and community organizations offer a variety of adult English as a second language (ESL) courses. Given that English language learners (ELLs) come from various backgrounds, they face unique challenges. Thus, it is pivotal that adult ESL instructors…

This 17-month ethnographic case study, which is grounded in the notions of citizenship, language, and Bakhtin's ideological becoming, examines the complex interplay of ideologies of citizenship, language, and identity in a church-based citizenship class in a Northeastern U.S. city. This study reveals the disconnects of ideologies of citizenship…

This publication is the outcome of the international conference organized by UNESCO Institute for Lifelong Learning (UIL), in collaboration with the Centre for Validation of Prior Learning at Inholland University of Applied Sciences, the Netherlands, and in partnership with the French National Commission for UNESCO that was held in Hamburg in…

Interrupted formal education is a barrier that makes learning English as an adult an extremely challenging commitment. Besides the many work and family responsibilities that most adult English as a second language (ESL) learners face, students with interrupted formal education (SIFE) often lack familiarity with school-based skills and typical…

Context is a key factor in designing and delivering adult learning programmes, and in multilingual environments the choice of language plays a decisive role. Four programmes, two in Asia (Bhutan Myanmar) and two in Africa (Ghana and Uganda), which focus on learning for development, integrate language considerations in different ways, related both…