Reflective Practice in the Professional Development of Teachers of Adult English Language Learners
October 2008
This brief describes the theoretical basis for and research on reflective practice and suggests ways that teachers of adult English language learners can incorporate it into their teaching practice.

Using Data to Plan Professional Development for Practitioners Working with Adult English Language Learners
October 2008
The professional development planning process described in this brief can help adult education staff at the local, regional, and state levels make data-driven, systematic decisions to respond to the needs and concerns of these stakeholders as well as provide a fsoundation upon which to evaluate the outcomes of professional development efforts.

Facilitating Adult Learner Interactions to Build Speaking and Listening Skills
July 2008
This brief, written by Sharon McKay and Kirsten Schaetzel of the Center for Applied Linguistics, examines the research on learner interaction and summarizes the positive effects of classroom interaction on language learning. The brief also describes areas of focus for teachers who want to promote successful language learning interactions, provides examples of activities that can be used to structure and enhance classroom interactions, and discusses special considerations for using learner interaction activities in classes with beginning-level learners.

Education for Adult English Language Learners in the United States: Trends, Research, and Promising Practices
July 2008
This CAELA Network paper, written by staff of the Center for Applied Linguistics, describes the adult education system in the United States—learner populations, programs serving them, assessment, professional development for practitioners, and research.

Working with Adult English Language Learners with Limited Literacy: Research, Practice, and Professional Development
July 2008
This brief was written by Miriam Burt, Joy Kreeft Peyton, and Kirsten Schaetzel and focuses primarily on the needs of preliterate, nonliterate, and semiliterate learners. However, learners whose native languages are written in nonalphabetic, non-Roman alphabetic, and Roman alphabetic scripts may also not be literate in those languages and may be enrolled in literacy level classes.

Framework for Quality Professional  Development for Practitioners Working With Adult English Language Learners
April 2008
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.

For more information about professional development resources, the CAELA Network Web site, and CAELA Network, please contact caelanetwork@cal.org