Successful teaching practices from ESOL (English to Speakers of Other Languages) with a hybrid, synchronous, in-person format using HyFlex technology should be applied to Developmental English courses, especially in rural areas or wherever the student population frequently encounters transportation issues to overcome barriers to completion and…

Student resistance in the language/literacy classroom has been an important focus of research in TESOL and applied linguistics. This article examines resistance by two adult-arrival immigrant students in a developmental literacy classroom, drawing from a larger ethnographic case study focused on students' transition into community college. The…

Most adult English Language Learners (ELLs) in the United States struggle with the basics of English literacy and reading comprehension. The lack of metacognitive awareness during reading prevents ELL students from engaging actively in the learning process. The CALLA method was used as a conceptual framework for explicit instruction. The problem…

This dissertation study explores the relationship between Ladson-Billings' (1992, 1994, 2006) early scholarship and work with Culturally Relevant Pedagogy (CRP) frameworks and the literacy practices of the multilingual students in my community college classroom. This qualitative, interpretive case study draws upon CRP and sociocultural frameworks…

This article argues for the importance of integrating a focus on language, literacy, and academic development for United States-educated language minority (US-LM) students, sometimes called "Generation 1.5." It describes four initiatives at community colleges in California that aim to do so. US-LM students have completed some K-12…

Critical Language Awareness (CLA) is one literacy tool that students need in order to examine limit-situations or "what went wrong." Norman Fairclough defines CLA as an awareness of the ways in which ideas become naturalized or taken for granted as "truths" about the natural and social world and how these "truths" are tied up with language in use.…

In much research, learners' perspectives tend to be considered in light of a program's expectations or U.S. society's definitions of learner needs, rather than considering how learners would define and make sense of their own experiences, hopes, and needs. In contrast, this study considers learners' meanings as the fundamental starting point for…

The authors carefully followed for a year or more the inner experiences of learning and change of 41 ABE/ESOL (Adult Basic Education/English for Speakers of Other Languages) learners from all over the world. They were enrolled in three distinct U.S. programs (a community college, a family literacy site, and a workplace site), each oriented to…

How do ABE/ESOL (Adult Basic Education/English for Speakers of Other Languages) programs shape adult learners, and how do adult learners, in turn, shape their programs? Beyond the acquisition of important skills (such as greater fluency in the English language) what are the bigger internal meanings for adults of participating in ABE/ESOL…