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The article intends to highlight several relevant points in ABE ESL literacy instruction. It focuses on (a) the nature of adult learning,(b) the structure of ABE programs,(c) who the students, in particular ESL students, are in ABE programs, and (d) ESL students’ instructional needs. It also refers to the Generation 1.5 phenomenon and describes studies comparing native and nonnative English-speaking students’ literacy development. Finally, it proposes some recommendations for future research projects and underlines the necessity of developing literacy programs with a focus on adult ESL learners.  \neading the world always precedes reading the word, and reading  \nRthfreowmord implthe wordies coto thentinuaworldlliy readins alwaysgpthe wresento; rldeventhheisspmokoevenmweontrd  \nflows from our reading of the world. In a way, however, we can go further and say that reading the word is not preceded merely by reading the world, but by a certain form of writing it or rewriting it.… For me, this dynamic movement is central to the literacy process. (Freire & Macedo, 1987, p. 35)  \nFreire and Macedo grasp the essence of literacy instruction: The relative closeness of the relationship between the real world and the literacy instruction of the students may lead to success or failure in literacy education. If classroom instruction incorporates students’ lives into instruction, if students can take school words home, that is the movement that Freire and Macedo described as“central to the literacy process”(p. 35) .  \nBut what do the world and words of students look like to their teachers? How different are the world and words in the case of immigrants in mainstream classes?“In ESL learning contexts, teachers must be cautious about making assumptions about the cultural or language backgrounds ofELL”(Ediger, 2001, p. 156). Thus, teachers should investigate their students’ world and words to bring their reality—as opposed to the teacher’s reality—into classrooms.  \nNative and nonnative English-speaking adults can find literacy classrooms  \nThe CATESOL Journal 21.1 • 2009/2010 • 125  \n“through a wide range of venues such as adult schools, community colleges, community-based organizations, libraries, workplaces, or in their own homes through one-on-one volunteer programs”(Weinstein, 2001, p. 174) . However, the majority of adult literacy learners enroll in federally funded adult-education literacy programs (Weinstein, 2001), which serve a wide range of learners, from native English-speaking students to nonnative students. In many cases, the students’ goals are common: to improve literacy skills in order to leave a dead-end job and obtain a better position (Weinstein, 2001) . Nonetheless, the ways to advance their literacy skills might be very different—as different as their worldsand words are. Yet all the differences end up in the same classroom with the same curriculum, which predictably cannot fit all the worlds and words that meet in ABE literacy classrooms.  \nIf we believe in education, if we believe in Freire’s notion that knowledge helps people liberate themselves from social oppression (2006), we need to scrutinize instruction in adult literacy education to find the best practices and meet the world and words of the students. In my classes, I attempt to bring the different worlds and words into a close proximity on behalf of adult ESL learners who through their improved literacy hope to better their immigrant life ina new country. The vignettes in this paper are from my own language-learning experience in an ABE ESL class. Through my personal stories I intend to highlight some experiences from the point of view of a former ABE ESL s","cbCaiuZnBbqMUzTX","https://ap.wps.com/l/cbCaiuZnBbqMUzTX","pdf",199064,23,"English","# Adult literacy focus in ABE ESL\n## Nature of adult learning\n## Structure of ABE programs\n## Students and ESL instructional needs\n## Generation 1.5 and comparative literacy development\n## Recommendations for future research","[{\"question\":\"What is the central focus of the article?\",\"answer\":\"The article summarizes findings about adult literacy studies, emphasizing adult ESL learners in ABE literacy programs. It highlights key aspects of adult learning, program structure, student characteristics, and instructional needs.\"},{\"question\":\"How does the article relate literacy instruction to students’ lives?\",\"answer\":\"It argues that literacy success depends on the closeness between students’ real worlds and literacy instruction. Teachers should investigate students’ worlds and words so classroom content reflects learners’ reality rather than the teacher’s.\"},{\"question\":\"Why does the article emphasize nonnative English-speaking adults in research and program design?\",\"answer\":\"It notes that this population receives less attention in research and cites advocacy for creating separate literacy programs for nonnative English-speaking adults. The paper also describes studies comparing native and nonnative English-speaking students’ literacy development.\"}]","Their Words and Worlds - English as a Second Language Students in Adult Basic Education Literacy Programs | PDF",1792086022,58]