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It describes experiences on professional listservs and an international TESOL presentation, highlighting censorship, criticism of dissenting views, and limited follow-up partnerships. It concludes with reflective concerns about the Summit for Democracy’s relevance to ESL learners’ lived understanding of democracy.",{"@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/democracy-and-adult-esl-education-during-covid/588253/",{"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/democracy-and-adult-esl-education-during-covid/588253.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","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},"How does the article connect politics with adult ESL education?","Question",{"text":112,"@type":113},"It argues that political actions and discourse directly shape whether ESL educators can critique policy and how they frame instruction for adult citizenship and English proficiency.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What happened when the author raised concerns on professional listservs?",{"text":117,"@type":113},"The author reports that dissenting commentary about busing undocumented immigrants was met with abrupt criticism, effectively ending further discussion, and later a post was censored.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author question the Summit for Democracy’s relevance for ESL learners?",{"text":121,"@type":113},"The author believes the Summit’s view of democracy is aimed at world leaders with different governance models, making it less connected to how democracy functions and is understood in the U.S. for ESL learners.","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},588253,1792191781,{"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":39,"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":46,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Acad. Quest . (2023) 36.1 DOI 10.51845.36.1.6  \nDemocracy and Adult ESL Education during COVID  \nJanet L. Eyring  \nPolitics and education have always been closely entwined, but recent interactions with colleagues in my field about the border crisis have convinced me that these individuals are either in complete accord with the idea of large numbers of immigrants crossing the U. S. border illegally or they are completely ignorant of the situation and its implications for teaching English as a Second Language (ESL) . It isn’t clear why ESL teachers are hesitant to voice criticism of this disastrous policy. What is clear is that too many ESL teaching professionals have been silent in the face of a major threat to the basic pedagogical integrity of teaching the basics of American citizenship and English proficiency to millions.  \nThe AAACE/NLA listserv consists of professionals interested in sharing ideas and information about adult education in the U. S. About 52 percent of students taught in the field of adult education are English Language Acquisition (ELA) learners, better known as English as a Second Language (ESL) learners;1 thus, the listserv includes individuals who have spent their careers teaching, doing teacher training, or administering adult education and ESL education programs.  \nOn the listserv, I shared an article published by Todd Bensman, Senior National Security Fellow at the Center for Immigration Studies, which described how the Biden administration was busing thousands of undocumented non-native English speaking immigrants  \n1 National Association of State Directors of Adult Education, \"Adult Education Program fact sheet: July  \n1, 2019 to June 30, 2020,\" (2022) .  \nJanet L. Eyring is Emerita Professor of Teaching English to Speakers of Other Languages (TESOL) at California State University, Fullerton. She has trained ESL students and teachers for the past forty-three years ina variety of adult non-credit settings such as community-based programs, public adult schools, community college continuing education programs, prisons, and other organizations . Her research interests include: pedagogical grammar, experiential learning, service-learning, technology and language learning, literacy, and adult ESL.  \nacross the country to cities of their choice.2 Inside the post I asked the obvious questions—why was there secrecy and limited media coverage of these immigrant dispersions? What type of ESL curriculum would be used with these newcomers? Would the curriculum follow the TESOL Standards for Adult Education ESL Programs? Would trained ESL experts be hired to teach the classes and would AAACE or the International Association of Teachers of English to Speakers of Other Languages (TESOL) serve as consultants? I thought my comment would be met with large numbers of affirming colleagues con  \ncerned about the welfare and education of these newcomers. Instead, one senior colleague peremptorily criticized any dissent about the busing as “anti-migration” and a threat to democracy, and that was the end of further communication on that topic on the listserv. I was essentially silenced.  \nAnother post I made on the Adult Education Interest Section listserv for the TESOL organization informatively detailed the manner in which millions of undocumented immigrants have been encouraged by the Biden administration and assisted by the United Nations and other non-governmental organizations to migrate from Central America to the U. S. border in order to cross illegally, even though only a small percentage qualify for asylum. This post was censored, presumably because of the organization’s goal of “supporting multilingual learners of English, no matter their . . . status.”  \nMy second disappointing experience occurred in March 2022 when I made a virtual presentation at the international TESOL convention in Pittsburgh titled “Impact of Undocumented Immigrants on Adult ESL and Advocacy.” Granted, it is difficult to gauge audience resp","cbCaiui5aXZZVdwa","https://ap.wps.com/l/cbCaiui5aXZZVdwa","pdf",246819,"English","# Key concerns about democracy and adult ESL education\n## Listserv experiences and censorship\n## Virtual TESOL presentation and limited engagement\n## Reflective response to Adult Learning and the Summit for Democracy","[{\"question\":\"How does the article connect politics with adult ESL education?\",\"answer\":\"It argues that political actions and discourse directly shape whether ESL educators can critique policy and how they frame instruction for adult citizenship and English proficiency.\"},{\"question\":\"What happened when the author raised concerns on professional listservs?\",\"answer\":\"The author reports that dissenting commentary about busing undocumented immigrants was met with abrupt criticism, effectively ending further discussion, and later a post was censored.\"},{\"question\":\"Why does the author question the Summit for Democracy’s relevance for ESL learners?\",\"answer\":\"The author believes the Summit’s view of democracy is aimed at world leaders with different governance models, making it less connected to how democracy functions and is understood in the U.S. for ESL learners.\"}]","Democracy and Adult ESL Education during COVID | PDF",1792064849]