The CAELA Network Framework Available Online

The CAELA Network in cooperation with the Office of Vocational and Adult Education (OVAE), U.S. Department of Education is pleased to announce the completion of its Framework for Quality Professional  Development for Practitioners Working With Adult English Language Learners. This framework was created to guide the development of high quality professional development opportunities for practitioners working with adult English language learners. It can be used by practitioners across the United States to plan, implement, and evaluate professional development for practitioners working with adult English language learners at the state and program levels.

• To read the framework, click here.
• To learn more about the state selection process and to apply, click here.

The Web site for the CAELA Network is now available at www.cal.org/caelanetwork. The CAELA Network is a new project funded by the Office of Vocational and Adult Education (OVAE), U.S. Department of  Education and housed at the Center for Applied Linguistics (CAL) in Washington, DC.  For more information about the CAELA Network, click here.

Adult ESL Teacher Credentialing and Certification

This latest CAELA brief was written by JoAnn Crandall of the University of Maryland Baltimore County and Genesis Ingersoll and Jacqueline Lopez of the Center for Applied Linguistics. Ths brief describes efforts to professionalize the workforce of adult ESL educators, including efforts to certify and credential these teachers; discusses the qualification requirements for adult ESL teachers in the 50 states and the District of Columbia; and recommends steps for states to take to continue to professionalize the field. Read the brief.

For adult ESL resource links, click here.

Question of the Month: What is reflective teaching and what are benefits and challenges for adult ESL teaching practice?

Answer: For those working in adult English as a second language (ESL) settings, finding practical options for professional development is a concern. The field has a range of program types, a largely part-time workforce, limited financial resources for training, and varied policies and requirements for professional credentialing or certification (Burt & Keenan, 1998). Implementing approaches to professional development that accommodate these factors while providing opportunities for staff to expand their knowledge is a challenge. One practice that has gained popularity in recent years is reflective teaching. More

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