Recent Tools and Trends in English Language Literacy and Social Networking Literature Search

This summary highlights findings related to instruction, especially in the context of English Language Learners (ELL) and reading, writing and telling stories.  It also concentrates on use of technology, a tool that can motivate while providing implementation challenges for adult literacy programs.

Summary of Points from Recent Reports

• There is little research on adult literacy and adult English Language Learners (ELL).  The findings for these reports were thus based, in part, on other populations.  Because of this, more research needs to be done to confirm whether or not the findings apply to adult literacy.
• Adult ELL in the United States are very diverse.  Their education levels range from those who are highly educated with advanced college degrees to those who cannot read or write in their home language.  Those who come from countries where the home language is based on the alphabet rather than symbols generally have an easier time learning English.
• Adults who cannot read or write in their home language need more intensive instruction.  This instruction may be more productive if they initially learn to read and write their home language as a bridge to reading, writing and speaking English.
• Adults learn best when instruction is learner centered and based on authentic instruction that can be immediately applied to their daily life.  Tutors need to find ways to develop learner centered lessons for their students.  
• Writing is a necessary skill for many jobs and daily life.  It also is important to reinforce reading and writing English.  Writing is a complex process which can be broken down into planning, text production, evaluation and revision.  Poor writers do not know how to rewrite, and they rarely consider their audience as they write.  Tutors need to work with ELL learners to help them build their vocabulary to speak and read English better.  Tutors and students need to work together so that learners have multiple ways to easily practice writing.  Tutors also need to write stories along with students to model what they teach.

• Technology (including the use of computers, multimedia, and tools on the Internet) has expanded the ways adults learn to read, speak and write English.  Adults are attracted to learning on computers and younger adults are even more comfortable with multimedia and smart phones.  There are many free and inexpensive tools on the Internet and for smart phones to enhance learning.  Adults, especially those who are younger, enjoy learning through digital storytelling.  They “write” these stories using their recorded and written words with photos, drawings and video media blended with other tools to create  multimedia stories about topics important to them.

VALF Members can go to the VALF members only site to read the full summary of the reports and to get the link to the reports.


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