Adult literacy programs are programs that help to improve adult reading and writing styles in order to provide skilled assessment in a safe environment and at flexible times. This simply means that adults are given a chance to learn and speak English as a second language. This research paper seeks to analyze and discuss opportunities and programs that help to improve literary skills of English as a second language.
Adult literacy programs help to solve problems at proficiency levels in order to allow adults to achieve their professional goals, develop their knowledge and function at any job opportunity. However, the vital question is: “˜’ is adult literary the same as the normal education programs? The challenge is that adult literacy programs require more resources, acute sensitivity and flexibility.
Many adult students choose to pursue literacy and reading opportunities for their professional and personal growth. In this way, their success lies in the literacy education field which includes research, teachers and other factors in society today. Students are able to develop reliable and strong communication skills. However, these skills vary from educational, economic and cultural backgrounds (Lillie 2008). In this case, in order to fully understand the attributes and aspects that are related to the educational ever changing field, it is necessary to study and examine the current trends on specific concentrations on adult education.
Research carried out on adult literacy showed extremely low level of adult literacy due to economic struggle and poverty level. The other problem that is faced by adult literacy and learning English as a second language is that teachers are expected to exercise acute sensibility and must be ready to deal with different circumstances and situations, as opposed to the normal educational system. This simply means that teachers must be flexible in the timings and in preparation of the lesson plans (Ola 1996). However, in cases where there are federally funded adult education programs, the adult literacy levels increase by 70 % yearly.
It is necessary to note that English is a foreign language that is taught in the whole world in many non speaking English countries and regions. In this case, the curriculum used in adult education should be uniquely planned in order to accommodate other persons from other countries and sections. This is because students may have different cultural perceptions and communication styles. They may also have problems in pronunciation of some English words, vowels and consonants. This is because different languages have different syllabus structures and pronunciations (Nora and Irene 2010).
There are many problems faced by adult students in learning English as a second language. Adult literacy and other types of literacy help promote social development improve health, combat and fight poverty. In this way, the improved literacy helps to reduce crime, promote democracy, offer information provision that helps in prevention of HIV/AIDS and other diseases, enhance cultural capacity, increase personal empowerment and confidence, increase civil engagements, operate effectively and provide broader frame works. Adult education also has political benefits, which contribute to quality equitability in democracy and participation in public policies (Corcoran 2008).
Research carried out on adult education shows that adult education enhances and encourages ethnic equality. This simply means that adult education allows the minority ethnic groups to access and benefit from adult literacy. Research on the same also shows that adult literacy programs facilitate transmission of behaviors, attitudes and values in relation to cultural benefits. This helps to promote equity, cultural diversity and peace in the community. The research findings also show that adult literacy has many social benefits in the community that helps people to reduce child motility, increase life expectancy and maintain proper health. This has also significantly contributed to the economic growth in the society (McCaffery and Millikam 2007). This is because most of adults who access knowledge on the same are likely to enjoy better economic benefits such as getting better jobs.
The biggest problem that is faced by adult education programs and students is a lack of finances and resources. It is also necessary to note that professionalism in the field is extremely low or poor. This is because of inadequate financial resources to sustain the institutions and support professional development in the field. In this way, there should be a professional development model in relation to adult literacy and professionalism. This simply means that external and internal procedures in adult education programs should not be evaluated in an attempt to determine the greater accountability on the same.
According to the national adult literacy data base, millions of adults still face literacy challenges. However, the drop out levels from adult literacy programs is ever increasing. This is because of economic, cultural and other related problems that affect adults negatively. A report on the same has shown that many adults drop out due to many reasons such as busy schedules, lack of confidence or health problems (Francis 2008). Research carried out on the same shows that 39% drop out due to work conflicts, 39% due to money problems, 26% due to health and personal problems and 4% due to not getting support from family and friends.
Research shows that contextualized learning English as a second language helps adult students to create thematic frame works in a discourse pattern in order to connect written and oral production. However, the pattern or frame work is not sufficient to promote the language development and generate structural solutions.