Professional development for LESSLA teachers: a status report

Abstract

Teachers of low-literate adult ESL learners work in challenging contexts. Their learners are unique; they are new to English and also new to print literacy. Teachers of this level must be both language teachers and reading specialists, and they often have not had many opportunities for professional development that focus on their learners. Workshops and conferences often assume literacy in learners, and it can be difficult to apply the ideas and resources shared to low-literate adult ESL classrooms. Where can teachers of such learners go to grow professionally and connect with colleagues? This report outlines current efforts in professional development for these underserved practitioners and presents an argument for nurturing a growing format of PD for LESLLA: study circles.