The Case for Collaboration - Aligning ES(O)L and Developmental Literacy to Increase Adult Immigrant Students’ College Access and Preparation

Oct 15, 2026

Uploaded by Đào

Adult English language instruction is the fastest growing segment of U.S. adult basic education, and supporting emergent multilingual learners through ES(O)L alongside developmental literacy programs creates a complex “wicked problem” for many community colleges. This research article compares literacy standards and instruction across adult ES(O)L and developmental literacy contexts in six Texas community college systems. Colleges shared goals but lacked leadership, structure, and time for effective enactment, limiting support for adult immigrants. Using a systems theory lens, the study examines how colleges can become learning organizations that strengthen college transition and access readiness.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract and Purpose

Comparing ES(O)L and Developmental Literacy Contexts

Terminology and Definitions

Barriers for Multilingual Adult Students

Alignment Framework and Study Operational Definitions

Collaboration Model and Learning Organizations

ADULT LITERACY EDUCATION FALL 2023 | [http://doi.org/10.35847/ESuh.5.3.4](http://doi.org/10.35847/ESuh.5.3.4) | | | --- | --- | | | Research Article | The Case for Collaboration: Aligning ES(O)L and Developmental Literacy to Increase Adult Immigrant Students’College Access and Preparation Emily K. Suh, Texas State University Abstract Adult English language instruction is the fastest growing segment of U.S. adult basic education population. Supporting adult emergent multilingual students through English as a Second Language or English for Speakers of Other Languages classes, referred to here as ES(O)L, and developmental literacy programs presents a “wicked problem” for many community colleges. This article compares literacy standards and instruction across adult ES(O)L and developmental literacy contexts in six Texas community college systems. Colleges held loosely shared organizational goals but lacked sufficient leadership, structure, and time for goal enactment. Through a systems theory lens, the article explores colleges’potential to become learning organizations supporting adult multilingual students’ college transition. Keywords: English as a Second Language, English for Speakers of Other Languages, developmental education, systems theory, standards alignment Adult English language learners are among the fastest growing segment of U.S. adult education, particularly in community colleges, where this population is typically comprised of older adult students (Janis, 2013) . Unlike second generation immigrants or Generation 1.5 students who attend U.S. K-12 schools, adult-arrival immigrants frequently begin formal education in adult education English as a Second Language (ESL) and English for Speakers of Other Languages (ESOL) programs. With regard to adult education, in many states, the label“ESL” primarily refers to Title II-funded adult basic education programs, i.e., programs providing basic literacy and mathematics instruction to students aged 16 andover. While“ESL” focuses on basic language and communicative skills,“ESOL” designates student tuition-funded, advanced non-credit bearing college courses that support students’ academic language proficiency for college-level reading and writing tasks similar to developmental literacy programs. However, these naming conventions The author is grateful for to James Dyer, Barrie McGee, and Dr. Emily Miller Payne for their assistance with data collection. This study was funded by a grant from the Texas State University Research Enhancement Program. Correspondence: [Emily.suh@txstate.edu](Emily.suh@txstate.edu) 4 are by no means standard across colleges or states. Therefore, to avoid confusion, I note the following about my terminology: to reflect the range of labels for the type of academic preparatory English language acquisition classes that are the focus of this article, I use “ES(O)L” as a blanket term to refer to the programs and classes examined in this study. However, when discussing existing scholarship, my use of“ESL” or“ESOL” reflects the literature cited. Finally, I refer to the students enrolled in both types of classes as multilingual adult students. For these students, streamlining linguistic and academic support is a matter of equity and offers a unique opportunity for innovative adult education programming and instruction. Like other adult learners (Merriam & Baumgartner, 2020), multilingual adult students often possess vast life experiences and motivations to learn. Many hope to earn a college degree to increase their economic stability, to support children learning in American schools, and to participate in their communities (Almon, 2015), but they can experience multiple barriers including lengthy preparatory coursework to achieve college-level English language proficiency. Complex course sequences, challenges with providing and filling advanced ESL sections, and lack of alignment between adult ESL and ESOL (when the two exist as separat

FAQs

What problem does the article focus on for adult education programs?

It addresses how community colleges struggle to support adult emergent multilingual students when aligning ES(O)L instruction with developmental literacy programs.

How does the study compare ES(O)L and developmental literacy programs?

It compares literacy standards and instructional approaches across six Texas community college systems, examining similarities, gaps, and alignment issues.

Why does the article emphasize collaboration and leadership for college access and preparation?

Because colleges may hold shared goals, but without sufficient leadership, structure, and time, those goals cannot be effectively enacted to support learners’ transition into college.

Oct 15, 2026

Uploaded by Đào