There’s something about spring that invites us to pause, reflect, and reset. In education (especially in adult ESL) this season offers more than a symbolic shift. It presents a necessary opportunity to rethink how we serve the learners who are too often left out of the conversation. And to do so with an open mind, letting go of what hasn’t been working too effectively, even if it involves things have become routine as of late. We can’t start fresh if we refuse to let go of old things.
For years, much of literacy instruction in the United States has been shaped by research and models designed for monolingual, native-speaking children. While valuable in their own right, these frameworks have not always translated effectively to adult English learners. The result is a system that, at times, unintentionally overlooks the linguistic, cultural, and cognitive realities of the very students we aim to support. The rules and landscape are different, as so should be our approaches. Not just in the classroom, but in the attitude prior to one setting foot in that classroom. Is it just side hustle? Is it just something to do? How deep is your heart in this work? The higher up the scale of importance, the more meaning models and data have, and this ultimately affects how you approach what you teach.
As I’ve shared in my work and presentations, this mismatch of data references versus the demographic of adult students they influence is not just theoretical—it’s visible in classrooms across the country. Adult learners bring lived experiences, responsibilities, and goals that differ significantly from younger students. They are navigating work, family, and language acquisition simultaneously. A one-size-fits-all approach simply does not meet the moment. Sure, programs have to commit to curriculums and some are reluctant to make changes, but the same approaches largely render the same outcomes. So, ask yourself: Am I truly happy with the results I am seeing? If the answer is “no” or “Well, it should be better,” then this is the time to think about reshaping your plans going forward. To put it bluntly, this is because it is more about the lives we change with the work we do than anything else.
I have also noticed a lot of anxiety as of late. Programs closing or in danger of closing because of funding issues. It would seem the powers at be don’t always see the value in investing in adult education. It can feel very deflating at times. This isn’t known to be a lucrative business to begin with. The grind is real. The situations are challenging. But the people are authentic. Their goals are simple. Learn more. Get ahead. Get what you need to improve your job opportunities. I see the tiredness in their eyes, the wear of their hands, practicing their pronunciation drills still in their work clothes. I wonder about people in government making hard decisions, pulling the plug on the very programs these hard working people rely on to meet their goals. Do they know what goes on in these evening classes?
And yet, even within a complex and often uncertain political climate, there are signs of progress. Recently, Pennsylvania made a meaningful investment in adult education, supporting workforce development and expanding opportunities for learners in communities like Blair County. Initiatives like this are not just policy decisions—they are statements of value. They affirm that adult learners matter. That their growth matters. That their ability to read, write, and communicate in English is directly tied to economic mobility, community engagement, and long-term success.
You can read more about that effort here:
https://www.pa.gov/agencies/education/newsroom/shapiro-administration-invests-in-adult-education-helps-blair-county-residents-build-job-skills-join-the-workforce
This kind of investment reflects something we’ve known all along: when we center adult learners in our instructional design, outcomes improve. Not just academically, but socially and economically as well. But funding alone isn’t enough. A true spring reset in adult ESL requires us to rethink how instruction is delivered at the classroom level. It means moving beyond generalized literacy models and toward approaches that are culturally responsive, linguistically inclusive, and explicitly scaffolded for adult learners. It also means recognizing that foundational skills (like phonics, sentence construction, and structured writing) are not elementary concepts to be rushed through, but essential tools that unlock higher-level thinking and communication. When taught intentionally and in context, these skills empower learners to move from decoding words to expressing ideas, from completing exercises to telling their own stories. And looking at your data to reshape lessons is something that needs to happen more often.
In my classroom, I’ve seen what happens when instruction aligns with these principles, and when I use class data to modify activities in lessons. Engagement increases. Confidence builds. Writing becomes less of a barrier and more of a bridge—connecting learners to their goals, their families, and their futures. The mission becomes a group effort, and all of us are invested. Having a well funded program is the monetary investment that isn’t just about paying for materials, but about changing lives. And the return on that investment will come in an improvement in the workforce, the community, and (of course) tax revenue. Let’s not kid ourselves, the government wants a return on that investment. But nonetheless, everyone wins.
So, think of this time as the season to plant seeds and set new goals. Spring reminds us that growth is possible, but it doesn’t happen by chance. It requires the right conditions, the right support, and a willingness to rethink what we’ve always done. And always keep in mind that there are always things we can control to counter the things we can’t control. The question moving forward, in this case, is not whether adult learners can succeed—we know they can. The question is whether we are ready to meet them where they are and build systems that reflect their reality. Because when we do, the results speak for themselves.
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