Depending on the adult educator’s teaching context, this training can be used to serve as a foundation for targeted professional development.

The adult ESL Fast Track course is a self-paced, online training curriculum designed for both the novice and the experienced adult educator who lacks formal ESL teacher training and needs an overview of the subject of learning and teaching English to adults. This training serves instructors who might already be teaching in Adult ESL programs offered through community-based literacy organizations, religious institutions, community colleges and various state-funded programs.

The training course is divided into five instructional modules. It is designed to give the ESL instructor a perspective on practices, research, and theory in the field of Adult ESL so that he or she can:

* explore personal beliefs about learning and teaching,

* gain an understanding of how adults learn and acquire languages,

* build an awareness for ESL pedagogy and an appreciation for lesson planning,

* discover tools and resources to continue self- directed, professional development.

The training, developed by Teachers of English for Speakers of Other Languages (TESOL) experts, is centered on three central themes.

The Adult Learner and Core Issues provides fundamental knowledge of the Adult ESL field, highlighting the issues that make it unique. It begins with an exploration of the teacher’s role and the influence her/his own background and assumptions may play in the classroom. It includes a discussion on the importance of student characteristics and factors that impact students' language learning outcomes. Participants will identify internal and external factors that mediate language teaching and learning between the student and teacher in Adult ESL. After completing this module, participants should be able to articulate an awareness of the assumptions and stereotypes with which new teachers may approach language teaching. Also, they should be able to describe the diverse Adult ESL student community, and the core issues that impact their educational experiences.

Second Language Acquisition in Adulthood provides an overview of the dominant theories and research findings that inform language practice in the Adult ESL field. It relates these theories and research findings to the language learning processes adult students with diverse cultural, educational, and motivational backgrounds undergo. It also describes the nature and importance of student proficiency as it relates to teacher and student expectations. Participants should have an understanding of the key terms used in the TESOL literature in order to facilitate self-directed professional development after the course. They should also be able to apply their understanding of theory and research to classroom observation, textbook evaluation and selection of appropriate instructional practices.

Teaching Practices focuses on establishing the distinction between methods and approaches and how they reflect the dominant theories and research findings of adult English language acquisition. This module will also demonstrate a variety of instructional techniques that are used to implement the particular methods and approaches. Participants should be able match student characteristics and language needs to the appropriate methods and approaches. In addition, they should be able to identify how specific teaching practices (i.e. methods/approaches and techniques) relate to language learning outcomes.

Lesson Planning In this final module, the knowledge and skills gleaned from the previous modules will be applied to lesson planning. The lesson will focus on the key terms and organizational format that ensures a balance of language skills and the importance of making a clear connection between learning objectives and procedures. Participants will be able to demonstrate an understanding of the different teaching approaches and theories that have been discussed in the course by completing a series of lesson plans for different types of learners.

Classroom Observation and Reflection integrates knowledge of the core issues in Adult ESL teaching, including adult English language acquisition theories, research and instructional methodologies, to the Adult ESL classroom setting. It provides the tools and reflection strategies that participants can apply to classroom observations of teacher and student interactions. Participants will engage in virtual observations of classroom videos. They will gain the understanding of observation tools and reflection strategies that set the groundwork for resourceful, self-directed professional growth.