Improving the Comprehension and Vocabulary Skills of English Language Learners With Content Integrated Language Instruction for Adults

Oct 15, 2026

The study develops Content Integrated Language Instruction for Adults to support English language learners’ deep understanding of complex subject matter through research-based vocabulary and language practices. Each lesson targets subset words critical to comprehension, using group discussion, extensive writing, contextual clues, and morphological analysis. Implemented with two cohorts studying U.S. history and civics, the curriculum produced significant growth in vocabulary and reading comprehension, including intentionally studied, incidentally encountered, and morphologically complex words.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Keywords

Adult EL Learning Context

Literature Review

Language Comprehension and Reading

Vocabulary

ADULT LITERACY EDUCATION Winter 2021 | [http://doi.org/10.35847/AYucesan.ASagar.KFagan.ABrueck.3.1.34](http://doi.org/10.35847/AYucesan.ASagar.KFagan.ABrueck.3.1.34) | | | --- | --- | | | Research Article | Improving the Comprehension and Vocabulary Skills of English Language Learners With Content Integrated Language Instruction for Adults Aydin Yücesan Durgunoglu, University of Minnesota Duluth Anurag Sagar, IHM Center for Literacy Katherine E. Fagan, Center for Literacy (retired) Amy Brueck, Sanata Dharma University Authors note: We thank Mitch Berger, Rachel Brown, and Jane McGovern for their contributions to the study. This study was carried out at a community-based, adult literacy organization (the Center for Literacy) in Philadelphia. Abstract We have developed a program called Content Integrated Language Instruction for Adults, incorporating research-based practices in vocabulary and language instruction to facilitate a deep and broad understanding of complex content. A subset of words critical to comprehension of the subject matter is covered in each lesson, using group discussion and extensive writing as well as utilizing contextual clues and doing morphological analysis. We have implemented this curriculum with two cohorts of English Language learners studying U.S. history and civics. There was significant growth in both vocabulary (for intentionally studied words, incidentally encountered words, morphologically complex words) and comprehension of the content. Keywords: vocabulary, reading comprehension, academic content According to the American Community Survey data, in 2017, there were 247 million adults living in the United States. Of those, 52 million or about 21.5% reported speaking a language other than English at home (U.S. Census, n.d.). For some of those individuals, limited English proficiency is a serious barrier, affecting their access to community resources, job prospectsand in general, their participation in the society. Thus, the challenges faced by this group are not only a specific educational issue but also a broader social justice issue. Adult education classes in communities play an important role in removing this barrier. In fact, according to NCES (n.d.) data, Correspondence: [adurguno@d.umn.edu](adurguno@d.umn.edu) 34 in 2015, 1.5 million adults were enrolled in adult education programs in the United States. Of those, 46% were in English Language (EL) classes In EL classes, the participants tend to have very different backgrounds. Some are recent immigrants with different levels of education and proficiency in their first language (L1). Some, especially Spanish speakers, who have been studied more systematically, are highly literate in their L1. However, their low literacy levels in English may overshadow their existing first language (L1) literacy background. Recent immigrants from South East Asia or East Africa who have escaped from war and lived in camps for many years are less likely to have formal education and do not have strong literacy skills in their L1 (Burt et al., 2003; Condelli et al., 2009; PurcellGates et al., 2002; Strucker & Davidson, 2003). In addition to the diversity in their backgrounds, there is also wide variability in the learners’reasons for enrolling in EL classes, from basic survival needs (e.g., to get access to food, clothing, shelter, medical care) to needs such as employment (e.g., find a job or advance in a job) and participation in social and political institutions (e.g., further continue their education or become a citizen) (Graham & Walsh, 1996; National Research Council, 2012; Skilton-Sylvester, 2002). These varied goals suggest that for EL learners, developing their language skills is a means to other ends. Since language learners need to understand complex information (on topics such as health, finance, civics, law, math and science), language instruction cannot be divorced from academic content. Thus, effective EL instruct

FAQs

What program is developed for adult English language learners?

The study develops “Content Integrated Language Instruction for Adults,” integrating research-based vocabulary and language instruction with academic content to improve understanding of complex material.

How do lessons build vocabulary and comprehension?

Each lesson covers critical vocabulary using group discussion and extensive writing, and also relies on contextual clues and morphological analysis to support comprehension.

What evidence of effectiveness is reported?

The curriculum was implemented with two cohorts studying U.S. history and civics, showing significant growth in vocabulary and comprehension for both intentionally studied and morphologically complex words.

Oct 15, 2026

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