Standards, Equity, and Advocacy: Employment Conditions of ESOL Teachers in Adult Basic Education and Literacy Systems

Abstract

In 2005, TESOL sponsored a survey to respond to the growing concerns of the organization's Adult Education Interest Section (AEIS). The results showed that interest section members were deeply concerned with inequitable workloads, less‐than‐desirable working conditions, heavy reliance on part‐time teachers, and much‐needed professional development opportunities and support in programs that serve adult English language learners. Previous studies in adult education have shown that such precarious employment patterns undermine the professionalism of the field because many educators have to contend with juggling several jobs, receiving low pay, and being prevented from improving their instructional practices or keeping abreast of current research (Gonzalez, 2009; Smith, Hofer, & Gillespie, 2001; Sun, Carosella, Carscadden, Stevens, & Lamb, 1996; Sun & Maum, 2006). This article reports on these working conditions in the hopes of gaining a better understanding of the issues and concerns that seem to be most pervasive in the field of adult English to speakers of other languages (ESOL). The study's findings will help to plan future directions for the AEIS membership and offer TESOL data to support its advocacy efforts in the field of adult ESOL.