Professionalizing English Instruction for Adult Immigrants and Refugees in the United States: One State’s Work in Teacher Development

Abstract

Immigrants and refugees are resettled all over the United States, coming to classrooms with many primary languages and varying literacy levels and prior experiences with formal education. The adults in families are tasked with not only finding stable housing and employment, but they must also arrange for their children’s schooling and provide for the family’s healthcare and wellbeing. Without English and strong literacy skills, these tasks are almost unsurmountable, and students are left quite vulnerable and struggle to fully participate in their new culture. Adult English learners come to Adult Basic Education (ABE) for language instruction and to learn to navigate their new communities. Teachers in these adult schools bring a wide range of teaching experience and preparation, and requirements vary greatly from state to state. Minnesota, in the upper Midwest of the United States, has long been a leader in professional development for adult educators, in particular those learning English as an additional language. Minnesota provides an array of professional development opportunities such as study circles, conferences, and high-quality, curated online resources. Three characteristics make Minnesota’s system for professional learning unique: a collaborative approach to the work, dedication to leadership development, and integration of language and content instruction.