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Adult Education ESL in the United States: A Systematic Literature Review. CCRC Working Paper No. 139

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Bibliographic Details
Title: Adult Education ESL in the United States: A Systematic Literature Review. CCRC Working Paper No. 139
Language: English
Authors: Benjamin M. James, Kylie A. Kenner, George C. Bunch, Julia Raufman, Xittlali Trejo, Columbia University, Community College Research Center (CCRC)
Source: Community College Research Center, Teachers College, Columbia University. 2026.
Availability: Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Peer Reviewed: N
Page Count: 43
Publication Date: 2026
Sponsoring Agency: Ascendium Education Group, Inc.
Document Type: Information Analyses
Education Level: Adult Education
Descriptors: Adult Education, English (Second Language), Second Language Instruction, Student Diversity, Teacher Characteristics, Educational Practices, Cultural Relevance, Relevance (Education), Student Empowerment, Partnerships in Education, Educational Policy, Language Teachers, Adult Educators, Student Characteristics, Curriculum, Instruction
Abstract: This systematic literature review examines the backgrounds and experiences of students and instructors in U.S. adult education English as a Second Language (AE ESL) programs, as well as the institutional practices, curriculum and pedagogy, and policy contexts relevant to AE ESL. Drawing on 107 peer-reviewed and non-peer-reviewed sources, the review finds that AE ESL students come from diverse linguistic, educational, and employment backgrounds and pursue a wide range of personal, academic, and career goals. It also finds that instructors, often employed part-time and working across multiple institutions, face challenges related to employment stability and professional development. The literature highlights promising curriculum and instructional practices that leverage students' cultural and linguistic assets, align with real-life needs, and foster student agency. The literature also suggests that institutional and community partnerships can expand access and resources for students, yet greater attention to collaboration and clarity about program contexts is needed. Finally, the review shows that researchers exploring AE ESL policy--which prioritizes funding-aligned progress measures over complex and sometimes nonlinear language development--often argue that stronger collaboration among policymakers, administrators, researchers, and educators could improve policy effectiveness and equity. Findings from the review underscore the importance of recognizing AE ESL as a distinct, under-researched segment of ESL programming with critical implications for policy, practice, and future research.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678697
Database: ERIC
Description
Abstract:This systematic literature review examines the backgrounds and experiences of students and instructors in U.S. adult education English as a Second Language (AE ESL) programs, as well as the institutional practices, curriculum and pedagogy, and policy contexts relevant to AE ESL. Drawing on 107 peer-reviewed and non-peer-reviewed sources, the review finds that AE ESL students come from diverse linguistic, educational, and employment backgrounds and pursue a wide range of personal, academic, and career goals. It also finds that instructors, often employed part-time and working across multiple institutions, face challenges related to employment stability and professional development. The literature highlights promising curriculum and instructional practices that leverage students' cultural and linguistic assets, align with real-life needs, and foster student agency. The literature also suggests that institutional and community partnerships can expand access and resources for students, yet greater attention to collaboration and clarity about program contexts is needed. Finally, the review shows that researchers exploring AE ESL policy--which prioritizes funding-aligned progress measures over complex and sometimes nonlinear language development--often argue that stronger collaboration among policymakers, administrators, researchers, and educators could improve policy effectiveness and equity. Findings from the review underscore the importance of recognizing AE ESL as a distinct, under-researched segment of ESL programming with critical implications for policy, practice, and future research.