[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584215-105":59,"doc-detail-584215-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","adult-education-esl-in-the-united-states-a-systematic-literature-review","Adult Education ESL in the United States - A Systematic Literature Review","","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, including institutional practices, curriculum and pedagogy, and relevant policy contexts. Drawing on 107 peer-reviewed and non-peer-reviewed sources, it finds learner diversity across languages, education, and employment, and part-time instructor challenges tied to stability and professional growth. The review identifies promising practices using cultural and linguistic assets, real-life alignment, and student agency. It also highlights partnerships for access while calling for clearer collaboration and program-context definitions. The work positions AE ESL as distinct, under-researched, and important for policy, practice, and future research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adult-education-esl-in-the-united-states-a-systematic-literature-review/584215/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adult-education-esl-in-the-united-states-a-systematic-literature-review/584215.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the review examine about AE ESL programs in the United States?","Question",{"text":112,"@type":113},"The review examines students’ and instructors’ backgrounds and experiences, alongside institutional practices, curriculum and pedagogy, and policy contexts relevant to AE ESL.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many sources does the review draw on?",{"text":117,"@type":113},"The review draws on 107 peer-reviewed and non-peer-reviewed sources.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges do instructors face, according to the review?",{"text":121,"@type":113},"Instructors, often employed part-time and across multiple institutions, face challenges related to employment stability and professional development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584215,1792074265,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Adult Education ESL in the United States: A Systematic Literature Review  \nBenjamin M. James  \nUniversity of Delaware  \nKylie A. Kenner  \nUniversity of California, Santa Cruz, and Cabrillo College  \nGeorge C. Bunch  \nUniversity of California, Santa Cruz  \nJulia Raufman  \nCommunity College Research Center  \nXittlali Trejo  \nUniversity of California, Santa Cruz  \nJanuary 2026  \nCCRC Working Paper No. 139  \nAddress correspondence to:  \nBenjamin M. James  \nAssistant Professor, School of Education University of Delaware  \n133B Willard Hall Education Building 16 W. Main St., Newark, DE 19716  \n(302) 831-1116  \n[benjames@udel.edu](benjames@udel.edu)  \nFunding for this research was provided by Ascendium Education Group. The authors would like to thank Amy Brown, Ariel Deutsch, Nikki Edgecombe, and Jorge Mahecha-Rodriguez for their contributions in preparing this paper, and Tom Brock, Elizabeth Kopko, Hana Lahr, Katelyn Perruc, and Doug Slater for their comments and suggestions on earlier drafts.  \nAbstract  \nThis systematic literature review examines the backgrounds and experiences of students and instructors [in U.S. adult](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.  \nTable of Contents  \n1. Introduction................................................................................................................... 1  \n2. Findings.......................................................................................................................... 3  \n2.1 Students ..................................................................................................................... 4  \n2.2 Instructors ................................................................................................................. 8  \n2.3 Curriculum and Instruction ..................................................................................... 10  \n2.4. Institutions ............................................................................................................. 12  \n2.5 AE ESL Policy ........................................................................................................ 16  \n3. Discussion and Conclusion ......................................................................................... 19  \nReferences ........................................................................................................................ 23  \nAppendix A. Systematic Literature Review Methods ................................................. 34  \nAppendix B. Supplementary Tables............","cbCaigUUWGusjvhr","https://ap.wps.com/l/cbCaigUUWGusjvhr","pdf",914077,43,"English","# Introduction\n# Findings\n## Students\n## Instructors\n## Curriculum and Instruction\n## Institutions\n## AE ESL Policy\n# Discussion and Conclusion\n# References\n# Appendix A. Systematic Literature Review Methods\n# Appendix B. Supplementary Tables","[{\"question\":\"What does the review examine about AE ESL programs in the United States?\",\"answer\":\"The review examines students’ and instructors’ backgrounds and experiences, alongside institutional practices, curriculum and pedagogy, and policy contexts relevant to AE ESL.\"},{\"question\":\"How many sources does the review draw on?\",\"answer\":\"The review draws on 107 peer-reviewed and non-peer-reviewed sources.\"},{\"question\":\"What challenges do instructors face, according to the review?\",\"answer\":\"Instructors, often employed part-time and across multiple institutions, face challenges related to employment stability and professional development.\"}]","Adult Education ESL in the United States - A Systematic Literature Review | PDF",1792050221,108]