Who are adult English language learners?

Generally speaking, adult English language learners (ELLs) in the United States share two characteristics: English is not their native or dominant language and they have enough difficulty speaking, understanding, reading, or writing English that they perceive a barrier between them and full participation in U.S. society.

Aside from these shared realities, however, adult ELLs are a richly diverse group. This diversity will impact decisions you make when you write for, employ, train, or serve adult ELLs:

• ELLs speak many languages. The majority speaks Spanish as a first language, but there are also very large numbers of Chinese, Tagalog, French, Vietnamese, Korean, and Arabic speakers in the U.S., as well as speakers of hundreds of other languages. You may need to decide whether or how to use your audience's native language(s) in your outreach to them.

• ELLs are often well educated. Many ELLs are highly educated professionals. Just over half have at least a high school education. While some adult ELLs do struggle with literacy skills in their own language(s) as well as in English, this should definitely not be assumed.

• ELLs are motivated to learn. Aware of the link between English proficiency and job success, educational attainment, and social status, large numbers of ELLs want to take English language classes. It is certainly not the case that most immigrants "don't want to learn English". However, there are long waiting lists in English language classes around the country and many of those programs are poorly funded. In addition, adult immigrants often have multiple jobs, family responsibilities, and other challenges that can make regular class participation difficult.

Training and writing for ELLs are skills that can be learned. Essential Language introduces you to research-based guidelines and best practices for speaking comprehensibly, writing clearly, and designing training for adult ELLs without sacrificing the sophistication of your message.