Equitable Access To Education For Adult English Language Learners

The research question addressed in this project was, How can adult education programs provide more equitable access to education for adult English Learners? To answer this question, the author researched the historical expansion of language access rights for English Language Learners (ELLs) in federally-assisted education programs, including nondiscrimination provisions for adult ELLs in adult basic education programs. These standards of equitability were then used to examine gaps in policy and practice related to equal educational opportunity for adult ELLs in programs governed by the Workforce Innovation and Opportunity Act (2014). The author then developed an advocacy project in the form of a professional development presentation to adult educators and administrators emphasizing the need for more attention to nondiscrimination provisions for adult ELLs. As a result of the literature review, the author recommends remedies including an emphasis on documenting continuous improvement in adult ELL programs, concurrent enrollment of adult ELLs into ABE and high school completion programs, increased teacher credentialing and evidence-based professional development, sustained implementation of academic College and Career Readiness Standards and English Language Proficiency Standards for adults, and adequate funding. (183 words