[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595283-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595283-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","building-literacy-skills-in-adult-eal-students","Building Literacy Skills in Adult EAL Students","","English as an additional language (EAL) adult literacy learners face distinctive needs in decoding, comprehension, and developing foundational reading and writing abilities. Effective literacy instruction requires understanding what “literacy” entails, how EAL literacy learners are defined by education and native-language alphabet background, and the wide range of challenges they bring to the classroom. Teaching decisions must align activities that best support adult learners’ progression in print-related skills and meaningful language use.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/building-literacy-skills-in-adult-eal-students/595283/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/building-literacy-skills-in-adult-eal-students/595283.png","ImageObject",300,407,{"name":42,"@type":43},"Blitz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What makes adult EAL literacy learners’ needs distinct?","Question",{"text":63,"@type":64},"Adult EAL literacy learners often struggle with decoding, comprehending, and building basic reading and writing skills. Their needs also reflect unique backgrounds and learning abilities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is “literacy” defined in the article?",{"text":68,"@type":64},"Literacy is described as a skill base enabling participation and adaptation in workplace, home, and community life. It includes written and communication skills, numeracy and thinking skills, and oral/interpersonal communication, and can extend to computer-related abilities.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges do adult EAL learners commonly face in literacy development?",{"text":72,"@type":64},"Challenges include limited education, reading difficulties such as dyslexia, disabilities affecting reading/listening/comprehension, and disadvantages in print-governed cultures. Multilevel classroom realities and differing approaches to learning new material also affect progress.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595283,1793109639,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","REFEREED ARTICLE  \nBuilding Literacy Skills in Adult EAL Students  \nElena Dupuis  \nAbstract  \nEnglish as an additional language (EAL) adult literacy learners have special needs and unique characteristics. The various challenges they face include decoding, comprehending, and developing basic skills for reading and writing. At the same time, it is extremely important to understand EAL adult literacy programming, as the right approaches for EAL adult literacy learners literacy learners might become a turning point in their future learning. EAL students bring positive experiences, strengths, and needs to the adult EAL classroom. Teachers need to acknowledge and address these strengths and needs.  \nWhen assessing English as an additional language (EAL) students and their literacy skills, it is difficult to determine which combination of teaching and learning activities will bring the best results. Adult EAL students own unique characteristics and abilities to handle the appropriate learning material. Building literacy skills can present many challenges. In addition to learning English, EAL learners face some challenges of developing basic skills for decoding, comprehending, and producing print (Condelli &Wrigley, 2006) . EAL educators need to understand what “literacy” is, who EAL literacy learners are, what challenges EAL literacy students face, and which approaches will achieve the best possible results among Adult EAL learners.  \nBefore analyzing the best ways to teach EAL adult literacy students, one needs to understand what literacy is. Literacy refers to the skill base that helps people to participate and adapt to certain changes in the workplace, the home, and community life (Manitoba Advanced Education and Literacy, 2008) . It also provides a foundation for further learning that includes“written and communication skills (reading text, document use and writing), numeracy, thinking skills to learn and solve problems, oral communication and interpersonal skills”(Manitoba Advanced Education and Literacy, 2008, p. 6) . However, this definition can be extended into abroader term, whereby literacy learners, including EAL literacy learners, need to have the ability to work with computers (The Centre for Literacy, 2008) . Therefore, the definition of literacy is quite complex, as it does not include just the abilities to write and read. In fact, as second language teaching has moved away from an emphasis on grammar alone toward emphasis on communication, literacy has changed its focus on skills to a focus on meaning (Guth & Wrigley, 1992) .  \nIn order to understand the complexity of the literacy issue, one needs to realize who EAL literacy learners are. In the literature, individuals are usually categorized as EAL literacy learners, based on their level of education and native language alphabet (The Centre for Literacy, 2008) . The category of ESL literacy learners may also include people with up to eight years of schooling who have not acquired “‘study skills’ and   anyone who comes from a country with a non-Roman alphabet”(The Centre for Canadian Language Benchmarks, 2000, p. ii) . It is obvious that EAL adult literacy learners will differ from one another. In skills and personal background, Ricardo (a pseudonym), for example, has only six years of schooling in his home country. He has been living in Canada for the last eight years. During these years, he did not formally attend an English literacy program, but chose to join the regular EAL classes. He is competent enough to maintain a basic conversation and shows good results in listening and speaking. Despite the fact that Ricardo can read a little, he has absolutely no writing skills that would allow him to develop further. The latest tests show that his ability to write stops when he sees a challenge (spelling a word or expressing some thoughts) . The fact that he does not have  \nnecessary study skills would prevent him from exploring opportunities for self-study and advancing","cbCaia9QXINfdvSF","https://ap.wps.com/l/cbCaia9QXINfdvSF","pdf",237000,"English","# Abstract\n## Defining EAL adult literacy and literacy\n## Identifying EAL literacy learners\n## Challenges adult EAL learners face","[{\"question\":\"What makes adult EAL literacy learners’ needs distinct?\",\"answer\":\"Adult EAL literacy learners often struggle with decoding, comprehending, and building basic reading and writing skills. Their needs also reflect unique backgrounds and learning abilities.\"},{\"question\":\"How is “literacy” defined in the article?\",\"answer\":\"Literacy is described as a skill base enabling participation and adaptation in workplace, home, and community life. It includes written and communication skills, numeracy and thinking skills, and oral/interpersonal communication, and can extend to computer-related abilities.\"},{\"question\":\"What challenges do adult EAL learners commonly face in literacy development?\",\"answer\":\"Challenges include limited education, reading difficulties such as dyslexia, disabilities affecting reading/listening/comprehension, and disadvantages in print-governed cultures. Multilevel classroom realities and differing approaches to learning new material also affect progress.\"}]","Building Literacy Skills in Adult EAL Students | PDF",1792080771]