Abstract
This article discusses the contributions of foreign-born TESOL instructors helping adult language learners develop literacy skills through a pen pal project, which lasted 10 weeks and consisted of writing letters back and forth weekly. The project provided adult immigrant learners with an opportunity to practice meaningful writing to support their English literacy development. The research questions include how do foreign-born TESOL instructors support adult immigrant learners develop literacy through a pen pal project? and what components of the pen pal project promote the development of civic literacy skills? Data for this article come from 159 letters product of the writing exchange between instructors and learners, and individual conversational interviews with the instructors. Study findings are presented through four themes: teachers as cultural informants, emotional connection, life and learning advice, and adult ESL learners’ linguistic competence. Study findings add to the body of literature focusing on the powerful contributions of foreign-born TESOL instructors to the education and language-culture acquisition of adult immigrant English learners.
Highlights
Throughout U.S history, English as a second language (ESL) instruction has been an important form of adult education and a path to the preparation of passing the citizenship test for immigrants
The research questions include (1) how do foreign-born TESOL instructors support adult immigrant learners develop literacy through a pen pal project? and (2) what components of the pen pal project promote the development of civic literacy skills? Data for this article come from 159 letters product of the writing exchange between instructors and learners, and individual conversational interviews with the instructors
Study findings are presented through four themes: teachers as cultural informants, emotional connection, life and learning advice, and adult ESL learners’ linguistic competence
Summary
Throughout U.S history, English as a second language (ESL) instruction has been an important form of adult education and a path to the preparation of passing the citizenship test for immigrants. During Colonial times, for example, when Europeans from different nationalities and languages accounted for most of the immigrant population, the government campaigned for Americanization via language education (Cavanaugh, 1996). Suffice it to say, language instruction has been a primary concern towards the acculturation of immigrants. There is a gap in the literature documenting the benefits and contributions of foreign-born TESOL (teachers of English to speakers of other languages) instructors supporting adult ESL learners’ literacy development through writing. We know that being immigrants and language learners, foreign-born TESOL instructors have an insider perspective and the support they can offer to English learners is unique
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