Moving toward equity literacy in adult ESL teaching through problematizing curriculum and centering student voices

Abstract

Inspired by Gorski's (2016, 2019) framework of equity literacy and Gulliver and Thurrell's (2016, p. 57) call for more adult English as a second language (ESL) materials that feature the “uninterrupted voices” of immigrant/refugee students, this article proposes considerations for equity‐minded adult ESL teachers. Specifically, the article explores opportunities to move toward equity literacy in adult ESL classes by problematizing survival ESL curriculum and centering voices of immigrant and refugee adult ESL learners. Written by a full‐time high school teacher and volunteer adult ESL teacher, the author offers other teachers frameworks for promoting equity literacy by critically examining curricular materials and critically centering student experiences.