Adult ESL Literacy Teaching

OFCP Part 1: Teaching with Canvas & Online Accessibility The Online Faculty Certification Program Part 1: Teaching with Canvas & Online Accessibility ensures that all online course instructors are able to create web-enhanced Canvas Courses and are proficient in Canvas tools and apply Canvas accessibility techniques for effective online teaching.

Phonemic awareness is vital for teaching literacy skills to adults. Throughout the summer term, I systematically introduce four letter sounds per week. The first week encompasses a, b, c, and d, while the second week covers e, f, g, and h. In addition, I place emphasis on personal information over these two weeks, integrating relevant vocabulary, numbers 0-9, and practical application to phone and home/apartment numbers, and zip codes. To consolidate knowledge, a bingo review session is held at the end of the second week, focusing on letter sounds and numbers. Since the focus is on decoding skills, slow-stress activities in which students apply the skills they gain without writing lower the affective filter and create a meaningful learning environment.

Probably, you all know that I’ve been an ESL teacher for almost 32 years and a teacher educator for 25 years, but what you might not know is that for the last year, I’ve been teaching Level 1 A/B. This is by far the most empowering teaching assignment I’ve ever had, as it has allowed me to make a profound impact on the lives of my students. A/B means that my students are low-literate adult students. They are immigrants and refugees from Afghanistan, Haiti, Venezuela, Syria, etc. About 90% of them, received little or no education and do not know how to read or write in their own language. In addition, some have experienced trauma, and some of them might have undiagnosed learning disabilities. Now you know why this is the most challenging level to teach, yet the most rewarding! Despite the difficulties, it has also been the most exhilarating experience, as I get to witness my students’ growth and transformation on a daily basis. It has also been a learning experience for me, as I continue to learn and grow alongside my students. In this profession, you never stop learning and evolving! Because many of my students didn’t have the opportunity to attend school in their home countries, they lack academic skills. They come to class with no supplies; they lack basic skills like using scissors, and don’t even know how to use a pencil or a notebook. To create an environment of equality, to ensure they all have the same opportunity to succeed, to not only teach them language skills but academic skills as well, I make sure they have all the support and supplies they need by making student packages. If you want to help change my students’ lives, please consider donating supplies, and together, we can empower them to reach their full potential!

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This week, I’m attending The TESOL 25 International Convention. Attending these events is a great opportunity for teachers to learn, share, get inspired and grow in the field. The sessions I attended yesterday were truly amazing!

After working in the field for more than 30 years, I can honestly say that teaching Literacy A/B is the most challenging level to teach...

Teaching English to adults with low L1 literacy skills presents several unique challenges.

1. Limited Background Knowledge: Adults with low L1 literacy may lack foundational reading and writing skills, making it challenging to build upon existing knowledge. This can hinder their ability to grasp new concepts in English.

2. Difficulty with Phonemic Awareness: Low literacy in their first language often means that these learners may struggle with phonemic awareness, which is crucial for learning to read and write in any language, including English.

3. Low Confidence and Motivation: Many adult learners with low literacy skills may feel embarrassed or discouraged about their abilities. This lack of confidence can result in low motivation to participate in learning activities or improve their skills.

4. Varied Learning Paces: Adult learners may progress at different rates due to their individual experiences with literacy. This can create disparities in the classroom, where some students may quickly grasp concepts while others struggle.

5. Limited Vocabulary: Adults with low L1 literacy may have a restricted vocabulary, making it difficult for them to understand or communicate effectively in English. This limitation can hinder language acquisition and comprehension.

6. Language Transfer Issues: When learners with low L1 literacy attempt to transfer skills from their first language to English, they may face challenges due to differences in syntax, grammar, and phonetics between the languages.

7. Need for Multi-Sensory Approaches: Teaching these learners often requires multi-sensory approaches to engage them effectively. This means incorporating visual aids, hands-on activities, and auditory learning, which may require additional planning and resources.

8. Cultural Factors: Cultural backgrounds and prior educational experiences can influence how adults perceive literacy and learning. Some may have had negative experiences with education, affecting their engagement in the classroom.

9. Resistance to Traditional Methods: Traditional teaching methods that rely heavily on reading and writing may not be effective for learners with low literacy skills. Teachers must find alternative strategies that cater to their needs.

10. Need for Contextualized Learning: Adults with low L1 literacy may benefit from contextualized learning that relates directly to their lives and experiences. Creating relevant and practical lessons can be time-consuming but is essential for effective instruction.

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Equitable and accessible education for all my students!

Last Friday, I made "care" packages for my students. Some of them received little or no formal education in their home countries, so most of the time they arrive to class without bringing essential tools for academic success. They leave their packages in the classroom to ensure that they have what they need everyday.

Providing ESL adult students with a care package that includes essential supplies such as a notebook, folder, and writing tools demonstrates a strong commitment to equity, accessibility, and inclusion in several ways:

Equity
Leveling the Playing Field: By supplying these materials, you ensure that all students have access to the same resources, regardless of their socio-economic background. This helps to minimize barriers that some students may face in obtaining these supplies on their own.
Tailored Support: Understanding that ESL students may have different needs, providing these resources shows that you recognize and are addressing the unique challenges faced by non-native speakers in a learning environment.

Accessibility
Ease of Access: Leaving the supplies in the classroom means that students don’t have to worry about bringing these items from home, which can be particularly beneficial for those who may have transportation issues or other obstacles.
Immediate Availability: Students can access the materials whenever they need them, facilitating a more spontaneous and responsive learning environment. This can help them focus more on their studies rather than logistical concerns.

Inclusion
Creating a Supportive Environment: By providing these care packages, you foster a sense of belonging and support among your students. It signals that their needs are understood and respected, which can enhance their comfort and participation in the classroom.
Encouraging Collaboration: When students have the same resources available, it encourages collaboration and group work. They can freely share ideas and materials, leading to a richer learning experience and a sense of community.

Providing care packages is a proactive approach to promoting a nurturing and supportive educational atmosphere, which is essential for the success of adult ESL students.

Getting ready for Day 1 of my Level 1 A/B Spring 2025 class. This day, I will work on name recognition and vocabulary development for classroom objects.

ESL students at SDCCE sign in the attendance roster when they arrive to class every day, so they need to find themselves in a 40-student roster.

Create name labels for your students, place them on a table and ask students to walk to the table, find their names, and grab their own. You can use this activity to assess reading level. Create a name tracing worksheet for each student, and ask students to complete it as a follow-up. This activity will help to assess directionality and pencil grip.

Welcome! After 30 years of working as an ESL teacher in Mexico and USA, I was assigned to teach Level 1 A/B to a group of immigrants and refugees in San Diego last year. Many of my students had little or no education in their L1! I created this space to share ideas and experiences about being a preliteracy ESL instructor.