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It highlights a classroom narrative in which an adult learner compensated for limited literacy by using sentence form, illustrating the dual demands of literacy development and second-language learning. The discussion argues for targeted teacher training, needs-and-goals assessment, relevant materials, and inclusive graduate preparation to improve lesson planning, engagement, and learner progress.",{"@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/corrie-mccluskey-professional-development-to-work-with-low-educated-adult-esl-learners-searching-beyond-the-program/597941/",{"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/corrie-mccluskey-professional-development-to-work-with-low-educated-adult-esl-learners-searching-beyond-the-program/597941.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the author emphasize training for low-educated adult ESL learners?","Question",{"text":112,"@type":113},"The author stresses that instructors need adequate preparation to recognize and address learners’ literacy and second-language needs, which develop simultaneously and require specialized instructional responses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the Javier classroom story illustrate?",{"text":117,"@type":113},"It shows how a learner who cannot read uses other cues, such as sentence shape, to reconstruct meaning—demonstrating the importance of appropriate classroom activities and literacy-aware strategies.",{"name":119,"@type":110,"acceptedAnswer":120},"What starting point does the author recommend for designing instruction?",{"text":121,"@type":113},"A basic needs and goals assessment should come first, informed by learner input about backgrounds, objectives, and what they need to become literate in to reach practical goals.","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},597941,1792192221,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CORRIE MCCLUSKEY  \nSan Francisco State University  \nProfessional Development to Work  \nWith Low-Educated Adult ESL Learners: Searching Beyond the Program  \nAfter following career interests that included anthropology and the visual arts, the author realized that working with adult immigrants with limited formal education and literacy skills was her path and her passion. Since few programs in the TESOL field focused on these learners, the author sought out instruction in nontraditional spaces to supplement her master’s course work with the specific training she desired. She views graduate school as an opportunity to explore fundamental questions about what skill set is essential to effectively teach this population, and in this article she shares her insight, resources, and suggestions for how graduate students can take further agency over their own education and how TESOL teacher training might be more inclusive.  \nIntroduction  \nJavier (a pseudonym) hid his lack of literacy from teachers and other stu  \ndents well. One evening I asked my students to look at how individual sen  \ntences fit together to tell a story. I handwrote the sentences in order on apiece of paper and tore them apart for the sentence scramble activity. Rather than work at the table with his group, Javier, one of my students, took his paperslips to the wall. Standing up, he put them against the wall and started moving them around like puzzle pieces. I later learned he could not read the sentences so instead he looked at their shape to fit the torn sides together. He was a motivated, tenacious student, and I was astounded when he told me he could not read in his first or second language.  \nThis experience impressed upon me the importance of receiving adequate training to be able to recognize and address the needs of low-educated adult English language learners. This population, to varying degrees, simultaneously takes on two demanding tasks: becoming literate and learning a second language. They need to learn basic literacy practices, including decoding and sound/symbol correspondence, skills that take longer when done in tandem with second language acquisition. Because my classrooms often include both literate and nonliterate students (known as the “zero-one split”: see McCurdy & Vinogradov, 2011), I need to create multilevel lesson plans that keep all learn-  \n56 • The CATESOL Journal 23.1 • 2011/2012  \ners engaged and moving forward; no one should be left behind, especially the students who need to develop their literacy skills and have the least chance todo so on their own.  \nBackground  \nInstructors of English language learners (ELLs) “need knowledge about the learners they are working with, about the content they are teaching, and about teaching methodologies and instructional strategies that are appropriate and effective”(Burt, Peyton, & Schaetzel, 2008, p. 3) . Much of the research on second language acquisition works with privileged research participants (learners with formal educational backgrounds and literacy in their first language) . These studies, therefore, make conclusions about only a small group of ELL learners and misrepresent the field at large. Bigelow and Tarone (2004) simply remind the field that what we study determines what we know. “If accepted findings describe only literate and educated language learners, then theory has limited applicability and little value in guiding teachers who work with illiterate learners”(p. 690). There has been a mass migration of people in recent decades, resulting in 793.1 million illiterate adults worldwide (UNESCO data—presented in Bigelow & Tarone, 2011). In the US, that includes an estimated 1.3 million functionally illiterate immigrants and refugees (Sweet, 1996, p. 1) . According to Bigelow & Tarone (2011), many of these immigrants and refugees did not attend school because they grew up in refugee camps, fled their homes because of civil war, or did not have the economic means to pay for education","cbCaign3q8pr4cLW","https://ap.wps.com/l/cbCaign3q8pr4cLW","pdf",528019,"English","# Introduction\n# Background\n# Context of My Interest in MA TESOL","[{\"question\":\"Why does the author emphasize training for low-educated adult ESL learners?\",\"answer\":\"The author stresses that instructors need adequate preparation to recognize and address learners’ literacy and second-language needs, which develop simultaneously and require specialized instructional responses.\"},{\"question\":\"What does the Javier classroom story illustrate?\",\"answer\":\"It shows how a learner who cannot read uses other cues, such as sentence shape, to reconstruct meaning—demonstrating the importance of appropriate classroom activities and literacy-aware strategies.\"},{\"question\":\"What starting point does the author recommend for designing instruction?\",\"answer\":\"A basic needs and goals assessment should come first, informed by learner input about backgrounds, objectives, and what they need to become literate in to reach practical goals.\"}]","CORRIE MCCLUSKEY - Professional Development to Work With Low-Educated Adult ESL Learners - Searching Beyond the Program | PDF",1792085993,23]