One Size Does Not Fit All: Educational Perspectives and Program Practices in the U.S.

Literacy education for adults who speak English as a second or additional language is shaped by many factors, including funding mandates, teacher preferences, learner goals, and the definitions of literacy that the program supports. Educational philosophies play a role as well, particularly in the area of curriculum. In the 11 innovative programs that were examined as part of a U.S. study on adult ESL literacy, the philosophies that informed the ESL curricula ranged from literacy that encouraged personal growth or individual empowerment to literacy for social adaptation or assimilation, to literacy for social change. Whereas these orientations appear quite distinct when considered in their strong form, in practice, various approaches become intertwined as a result of program realities. However, such syntheses may offer advantages, especially in programs where complementary approaches are linked through a broader conceptual framework that reflects a program's overall goals in serving language minority adults who are new to English and new to literacy.