Instructors reflect on how their preservice preparation and ongoing professional development prepared them to address oppressive dynamics in adult ESOL programs in the United States

Abstract

For decades, researchers have asserted that the preservice preparation for instructors of adult emergent bi/multilingual learners (EBLs) in the United States can be inconsistent, and access to ongoing professional development (PD) can be insufficient to address the demands of the 21st century classroom. A previous study conducted by the author revealed that instructors of adult EBLs felt adequately prepared to teach English, but they often felt ill-equipped to address the learning challenges and oppressive dynamics that might manifest in their adult English to Speakers of Other Language (ESOL) classrooms. This convergent mixed methods study was a preliminary attempt to address these issues. Eighty-five participants recruited throughout the United States were asked to reflect on the degree to which challenges, like learning dis/abilities, and oppressive dynamics, like racism and sexism, were addressed in their preservice preparation and ongoing PD through a 20-item survey instrument administered via Qualtrics. The findings revealed that issues closely related to language teaching were more commonly addressed, but learning challenges and oppressive dynamics were inadequately addressed, if at all. Suggestions included interweaving discussions of these issues and dynamics throughout preservice coursework but exploring them more extensively in ongoing PD. Limitations of the study and areas for future research were also identified.

In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States

“…These courses should focus on practical, evidenced-based best practices for addressing these issues, which could then be immediately incorporated into instruction. Given the “social work aspect” of teaching adult EBLs, Lori advocated for “mental health program staff” or at least reliable “referral pathways to resources and organizations in the community” that could provide legal, vocational, and other forms of psycho-social-emotional support to adult EBLs (Housel, 2022b).…”

“…Oftentimes, confronting internalized biases and external realities related to oppressive dynamics and learning challenges can feel daunting, almost insurmountable, but, as Ward (2022) asserted, we all have the power to promote needed changes within ourselves and the programs where we work. What the Chinese philosopher, Lao Tzu, said centuries ago remains true today: “The journey of a thousand miles begins with one step.” If we can rally against the allure of ostrichism (Housel, 2022b) and directly and honestly address the conditions and realities that exist in our adult ESOL programs and classrooms, we can do much to disrupt the status quo for our minoritized and marginalized adult EBLs students. By overcoming our own feelings of awkwardness, shame, or pain and addressing these dynamics in a straightforward manner, we will, in turn, be fostering more equitable and inclusive societies.…”

“…Aligned with Housel (2022b) and inspired by Kamisli (2021), critical race and intersectionality theories were also the foundational and conceptual frameworks for this study. Critical race theory (CRT) initially investigated the impact of laws inspired by the Civil Rights movement (Delgado and Stefancic, 2017) but has since expanded beyond explorations of race and racism to include the examination of other oppressive dynamics, like gender bias, within American society.…”

“…Aligned with Housel (2022b) and inspired by Kamisli (2021), critical race and intersectionality theories were also the foundational and conceptual frameworks for this study. Critical race theory (CRT) initially investigated the impact of laws inspired by the Civil Rights movement (Delgado and Stefancic, 2017) (1998) then advocated that CRT be incorporated into the preservice preparation for instructors to promote grappling with oppressive dynamics, including power and privilege, prior to working with BIPOC students.…”

“…Instruction of adult EBLs also occurs within the complex historical, social, and societal context of the United States of America whose oppressive realities infiltrate and impact policies and instructional practices in adult ESOL programs and classrooms. If, as asserted by Housel (2022b) and Gerald (2022), systemic racism and other forms of institutionalized oppression are endemic in the United States, acknowledging that "everyone is infected" with these "diseases" to "a greater or lesser" extent is a critical first step (Closson, 2010: 279). If ostrichism, or the deliberate avoidance or ignorance of conditions that exist, appears to be the modus operandi in many Teaching English to Speakers of Other Languages (TESOL) preservice preparation and adult ESOL programs within the United States regarding oppressive dynamics and learning challenges (Housel, 2022a), how do we affect a needed paradigm shift so that openly addressing and confronting these dynamics and challenges and implementing strengths-based, antioppressive instruction become commonplace?…”