Abstract
Preparing Adult English Learners to Write for College and the Workplace edited by Schaetzel, Peyton, and Fernández is written for teachers in adult education, college preparatory programs for English language learners at all levels, and for university instructors who are preparing practitioners to work with adult English learners. This book aims to guide teachers to prepare adult learners for effective participation in academic and workforce settings to ultimately attain economic self-sufficiency. The book represents different stages and components in teaching academic writing that are unique to adult learners based on research theories and related principles. The chapter authors present current practices, and alternatives teachers might explore in the classroom and provide specific guidance, examples, tools, and resources for teachers. The book is not simply a book of teaching tips for ESL teachers but a comprehensive guide for teachers seeking to enhance their professional research-based knowledge within their ESL instruction.
The book has four parts. Part 1 of the book begins with a chapter by Fernández in which she initially draws on the notion of Krashen’s (1982) comprehensible input hypothesis, stating that optimal conditions for classroom learning require language input, but input alone is not sufficient for second language acquisition. As per Long’s (1983) interaction hypothesis, during communicative exchanges, interlocutors negotiate for meaning (output), which produces comprehensible input and facilitates language acquisition. Based on this starting point, Fernández, with reference to different research theories, states that writing is a comprehensive output, which supports grammar and vocabulary development, and therefore, supports speaking and listening. It is followed by Chapter 2 by Brinton and Griner in which they propose integrated content and language instruction for academic writing. Part 1 of the book effectively draws teachers’ attention to the writing aspect of second language acquisition, which is often neglected. Part 2 covers the writing process (Chapter 3), scaffolding methods (Chapter 4), clear and prompt feedback (Chapter 5), and technology resources (Chapter 6). The writing process and techniques introduced in Part 2 embrace interactive communications, which correspond well to elements in Part 1 of the book. The methods and resources in Part 2 are clearly illustrated with charts and tables and can be easily adapted and put into practice. Part 3 of the book presents how to use oral language as a bridge to help beginner ESL learners to write professionally and proficiently. It covers getting started with writing from the beginning (Chapter 7) and oral language as a bridge for writing (Chapter 8). In Chapter 8, Egan and Parrish propose using oral language students already possess for great literacy development, which will lead to more effective second language instruction. In Part 4 of the book, Schaetzel and Rubio-Festa discuss how to use the proficiency test materials to train students Habits of Mind to enhance their ability and confidence to pass the high school proficiency test to become successful learners in education.
An assumption of the various authors and editors of this book is that today's adult education is not just limited to basic literacy and life skills. Instead, it involves getting students ready to be problem-solvers that handle complex operations confidently. Therefore, the lesson plans are content-based with various worldly scenarios that challenge students’ language skills, problem-solving skills, and critical thinking. The book's organization is congruent with the authors’ argument and purpose, indicating a self-reflexive awareness of their perspective and positionality.
However, readers will notice the book does not distinctly address gender, race, class, and other identity markers that can influence learning, which is an integral part of education, especially in considering the diversity of the current ESL population.
In general, this book will be a valuable and resourceful handbook for educators working in ESL instruction for adults, as the teaching methods proposed by the book authors are based on research theories, and the book provides step-by-step correspondent examples and lesson plans, respectively, which can be readily adopted and implemented in the classroom with some modifications. However, the methods and resources proposed in this book are primarily targeted towards beginning ESL learners. While the book addresses writing strategies such as guiding students through the writing process, readers will find that teaching more advanced-level writing methods is not addressed. The book will contribute to helping ESL instructors get beginner ESL learners to become linguistically adjusted and equipped for the start of their academic or career pursuits. Addressing the above issues would facilitate students’ agency in academic writing. The agency can increase students’ control over how they navigate an assignment and how they continue developing as English users (Shapiro et al., 2016).