Youth in Adult Education

Multi-Generational ESL:
Welcoming Adolescents into the Mix

by Sarah Young

Adolescent English language learners (ELLs) are a growing population in secondary schools and a steady presence in adult education programs. Many adult ESL teachers are faced with the unique characteristics and needs that adolescent ELLs present in the adult ESL classroom. Like their adult counterparts, some of these adolescents may be undocumented or may not have high literacy or education levels in their native languages. They may be trying to juggle work, education, community, and family responsibilities. Others may have been born and raised in the U.S. but failed to succeed in traditional K-12 schooling. As a result, these students are turning to adult education, which can be more flexible, accessible, and accepting to earn high school diplomas, increase their job skills, and improve their English language proficiency. Despite their varied educational, social, and cultural backgrounds, these adolescents have one thing in common—their developmental stage and related needs may set them apart from the adult students in adult ESL classes.

Background on adolescent ELLs
In 2003-2004, 14% of all enrollees in adult education programs (ESL, ABE, ASE) were students aged 16 to 18 (U.S. Department of Education, 2005). Many factors contribute to adolescent ELLs’ inability or unwillingness to begin or continue a course of study in a traditional secondary school. School districts may be reluctant to allow older immigrant students into these schools, due to assessment and accountability pressures and doubts that the students will not be able to learn English fast enough to graduate on time. Recently, the use of high-stakes assessments in grades K-12, which determine student promotion and graduation regardless of English proficiency, has led to increased dropout rates among high school students generally, and adolescent ELLs in particular (Orfield, Losen, Wald, & Swanson, 2004; Ruiz-de-Velasco & Fix, 2000). Research shows that even students with considerable schooling in their own countries still need four to seven years of instruction in the U.S. in order to become academically and socially proficient in English (Hakuta, Butler, & Witt, 2000). Adolescents often do not feel that they have that amount of time to invest in their education when they also need to work to support themselves and their families.

Other adolescent ELLs are born and/or raised in the U.S., but for a variety of reasons never managed to gain the academic and literacy skills and content knowledge needed to succeed in high school or to reach English proficiency. Indeed, 56 percent of ELLs in grades 6-12 are second or third generation citizens (i.e., born and raised in the U.S.) (Capps, Fix, Murray, Ost, Passel, & Herwantoro, 2005). Their levels of first and second language literacy (reading and writing skills) and oral proficiency are often unequal, with literacy skills in both languages being significantly lower than their oral language skills.

Differences between adolescent and adult ELLs
While adult ESL classrooms are known to include diverse groups of adult learners, adolescents add a new dimension. They sometimes do not have the wealth of experiences and the general understanding of the world that older learners have. Adults often have high motivation to attend classes; whereas, adolescents may not perceive the long-term benefits of education (Weber, 2004). Adult learning theory emphasizes adults’ need for self-directed, practical learning, using their own experience as a resource and making direct applications to everyday life (Knowles, 1990). These approaches can also be used for adolescents; however, adolescents still have a greater need for structure and guidance in the classroom, particularly if they have limited or interrupted schooling (Mace-Matluck, Alexander-Kasparik, & Queen, 1998).

Cognitively, adolescents’ brains are still forming in ways that differentiate them from adult learners. In terms of language acquisition, adolescents may not yet have exited the hypothesized “critical period” (Birdsong, 1999). As a result, their brains are still malleable, and they may still be able to learn a second language faster than adults. Some adult ESL teachers have found that adolescents may advance more quickly in certain linguistic areas than adults, or may become bored with the pace set by the other students in the class. However, while adolescents may have more energy and learn more quickly, they may not exhibit the skills of reasoning, organization, communication, and self-control that adults have. Adolescents may put their own capacity for participating effectively in the classroom at risk by engaging in unhealthy behaviors.

Working with Adolescent ELLs
Different aspects of adult ESL programs can be adapted to be more welcoming and helpful to adolescent ELLs, including specific policies regarding entry/exit, consultation of educational records, and different types of assessments that reflect their stages of cognitive development and educational goals (CEP, 2005). Partnerships and connections with local community organizations can be created so that adolescents have access to student support groups, tutoring, extracurricular activities, dropout prevention programs, and health and social services. When possible, adult ESL programs should seek and encourage family support.

While most adult ESL teachers are used to teaching multi-level classes, they may need additional training in teaching multigenerational classes. Adolescent learners often look for personal connections with their teachers and may need more assurances from and interactions with them than their adult counterparts do. Mentoring from teachers and classmates can help adolescents develop the life skills they need to function as adults. Adult classmates can serve as role models for adapting to life in the U.S., pursuing educational and career goals, and dealing with pressures that come from the immigrant experience. In turn, adolescents may find that their different life experiences, exposure to American culture, technological savvy, and what may often be faster rate of language acquisition can provide them with opportunities for leadership and peer tutoring among their adult counterparts.

Whenever possible, teachers should differentiate adolescents’ learning goals from those of adults in their classes and select materials and instructional strategies that meet both groups’ real-life needs and goals (Tardaeweather, 2004). Adolescent ELLs with previous experience in the American K-12 education system may expect academic and content-based instruction; however, many adult ESL programs are life skills-based. Motivating and engaging activities, computer-assisted reading instruction, and strategies instruction can be very powerful tools to use with adolescents struggling with literacy. Instructors also should incorporate into the classroom the varied types of reading and writing that adolescents need to do outside of academic contexts (Kamil, 2003). Students who plan to transition (back) to academic programs will benefit from classroom instruction that creates high expectations and standards for student performance and provides access to information about future educational and career options (Council of Chief State School Officers, 2004).

Adolescent ELLs in adult ESL classrooms face challenges in many areas. Traditional high schools are often unprepared to address their unique needs. The consequences of not educating and supporting these students are severe, but the benefits of serving these students with such tremendous future potential are many. Adult ESL instructors will benefit from training on adolescent development, adolescents’ needs, mentoring, and multigenerational instructional techniques. A strong support system is essential to help these students adjust to education in the United States and the various career and life paths that may be open to them.

This article is adapted from the CAELA brief “Adolescent Learners in Adult ESL Classes,” written by the same author and funded by the Office of Vocational and Adult Education (OVAE) of the Department of Education.

Birdsong, D. (Ed.). (1999). Second language acquisition and the critical period hypothesis. Mahwah, NJ: Lawrence Erlbaum.

Capps, R., Fix, M., Murray, J., Ost, J., Passel, J., & Herwantoro, S. (2005). The new demography of America’s schools: Immigration and the No Child Left Behind Act. Washington, DC: The Urban Institute.

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Hakuta, K., Butler, Y., & Witt, D. (2000). How long does it take English learners to attain proficiency? Policy Report 2000-1. University of California Linguistic Minority Research Institute.

Kamil, M. (2003). Adolescents and literacy: Reading for the 21st century. Washington, DC: Alliance for Excellent Education.

Knowles, M. (1990). The adult learner: A neglected species (4th edition). Houston, TX: Gulf Publishing.

Mace-Matluck, B., Alexander-Kasparik, R., & Queen, R. (1998). Through the golden door: Educational approaches for immigrant adolescents with limited schooling. McHenry, IL, and Washington, DC: Delta Systems and Center for Applied Linguistics.

Orfield, G., Losen, D., Wald, J., & Swanson, C., (2004). Losing our future: How minority youth are being left behind by the graduation rate crisis, Cambridge, MA: The Civil Rights Project at Harvard University.

Ruiz-de-Velasco, J., & Fix, M. (2000). Overlooked and underserved: Immigrant students in U.S. secondary schools. Washington , DC : The Urban Institute.

Tardaewether, V. (2004, June). What is the magic mix? Teens in adult education. Focus on Basics, 7(A), 22-23.

U.S. Department of Education, Office of Vocational and Adult Education. (2005). Enrollment and participation in the state-administered adult education program. Retrieved February 28, 2006 from http://www. ed.gov/about/offices/list/ovae/pi/AdultEd aedatatables.html

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Sarah Young is an adult ESL specialist at the Center for Applied Linguistics/Center for Adult English Language Acquisition in Washington, DC. She contributes to technical assistance and professional development projects for adult ESL programs across the country. Her work currently focuses on language assessment, adolescent English language learners, and literacy. As a part-time adult ESL instructor, she has also contributed to the development of a website for low-level literacy learners, http://www.reepworld.org.