Research proposal Student Name Institutional Affiliation Introduction Adult English Language Learners (ELLs) with Limited Literacy: challenges and solutions. This proposal researches on the challenges and their solutions to students with limited literacy and teachers of the Adult English Language Learners (ELLs). The ELLs passes a lot of challenges as most of them are the newcomers, still, their teachers face challenges on which they need solutions. There has been a lot of challenges which faces this program, one of the challenges is if there are adequate resources, which may help improve this program (Abrar, 2016). Still, there has been an issue cornering many languages or bilingual spoke in the class which may affect the achievements of these students. Still, there have been some students who may have previous trauma or psychological problems which may affect their current learning. Furthermore, there is a proposal of which the teachers should come up with a way of ensuring enough resources in the classes to help to improve their achievements. And lastly, the teachers should start controlling the students in a positive manner, may help boost their achievements. Every nation is now increasing its focus on this development of education, the main stakeholders, however, are the one supposed to come up with some reforms which will help to improve the schools and the courses. One of the most important strategies is getting fulcrum teachers who will help in recognizing and helping in coming up with a tip in order to progress in their success. This types of strategies will help improve the production of students such as those who have limited literacy when leaning he Adult ELLs. Adult ELL s with limited literacy have suffered a lot when it comes to learning formal education, more so when it comes to learning the English language. Still the other stakeholder, who are the educators and the policymakers, still have been affected with this challenges, in which they struggle a lot to having strategies which will help the adults in learning English. This research paper will mostly focus on, literacy development in adults, language acquisition, cognition, and brain functioning, adult education, and professional development. There is limited research base which covers ore about the Adults ELL s who have limited literacy. However, these researches have not expounded much on what can be done to improve this sector of education. These special group of learners have been advocated in the use of programs and having of the special class apart from the general classes. The educators still need learners culture influences and the experience these people have when it comes to formal education. Most cases the best program to include is the use of PD which will help to get attention on their backgrounds, needs, and strength. The best thing which may come up with the conditions is more engagement of the teachers and the students. The teacher n.

1. Research proposal
Student Name
Institutional Affiliation
Introduction
Adult English Language Learners (ELLs) with Limited Literacy:
challenges and solutions.
This proposal researches on the challenges and their solutions to
students with limited literacy and teachers of the Adult English
Language Learners (ELLs). The ELLs passes a lot of challenges
as most of them are the newcomers, still, their teachers face
challenges on which they need solutions. There has been a lot of
challenges which faces this program, one of the challenges is if
there are adequate resources, which may help improve this
program (Abrar, 2016). Still, there has been an issue cornering
many languages or bilingual spoke in the class which may affect
the achievements of these students. Still, there have been some
students who may have previous trauma or psychological
problems which may affect their current learning. Furthermore,
there is a proposal of which the teachers should come up with a

2. way of ensuring enough resources in the classes to help to
improve their achievements. And lastly, the teachers should
start controlling the students in a positive manner, may help
boost their achievements.
Every nation is now increasing its focus on this development of
education, the main stakeholders, however, are the one
supposed to come up with some reforms which will help to
improve the schools and the courses. One of the most important
strategies is getting fulcrum teachers who will help in
recognizing and helping in coming up with a tip in order to
progress in their success. This types of strategies will help
improve the production of students such as those who have
limited literacy when leaning he Adult ELLs. Adult ELL s with
limited literacy have suffered a lot when it comes to learning
formal education, more so when it comes to learning the English
language. Still the other stakeholder, who are the educators and
the policymakers, still have been affected with this challenges,
in which they struggle a lot to having strategies which will help
the adults in learning English. This research paper will mostly
focus on, literacy development in adults, language acquisition,
cognition, and brain functioning, adult education, and
professional development. There is limited research base which
covers ore about the Adults ELL s who have limited literacy.
However, these researches have not expounded much on what
can be done to improve this sector of education.
These special group of learners have been advocated in the use
of programs and having of the special class apart from the
general classes. The educators still need learners culture
influences and the experience these people have when it comes
to formal education. Most cases the best program to include is
the use of PD which will help to get attention on their
backgrounds, needs, and strength.
The best thing which may come up with the conditions is more
engagement of the teachers and the students. The teacher needs
to impose a positive support to the child such as the teacher
disusing each student results separately. The program also needs

3. to be funded well, in which their classes would be filled with
adequate resources to bring a successful result. The teachers
also need to come up with counseling programs which help
improve and also solve the challenges faced by both
stakeholders. This will help discuss the past of the students, and
even ease the way teacher handles some of the students. Which
may be special than the rest.
Research Question
What are the challenges and solutions, from students’ and
teachers’ perspectives to acquiring academic language literacy
skills for Adult English Language Learners (ELLs)?
Literature Review
A research form one of the articles stresses that one of the
problems in learning English is learning it as a second language.
The authors suggest that there is the existence of many changes
when learning a foreign language, as this is seen struggled by
the student. The research by this article studied a chines woman
who was learning English as her second language. The article
described very well in which the learner was able to solve the
problem by herself, in which means the student was well
engaged an learned about her past which will help the educator
in understanding her. The student’s first priority was giving the
second language a priory in which she would engage more often
in covering in the English language. The author also,
emphasized on the student engaging in practicing the language
and having a quality teaching which will help improve the
leaning of English. The author also insisted on giving the
student attention, on which gave the student the motivation to
learn more (Wold, 2006). The article showcases that when a
student is well engaged, the student treating each student in a
special way will help the student learn to include both internal
and external factors when it comes to learning.
In another article by Turkan et al. (2012), discusses the

4. effective practices which will help improve the students
engaging in ELL. The research showcase that the students
needed prolific teachers who are competent in the English
language, even to other subjects. The article thinks that the
teachers will have a perfect knowledge of literacy skills in ELL
s. This will help the students in using their native language into
processing h new language. Still, the passage suggests the
teachers involved in the teaching should have a mastery in
academic vocabulary. To be more specific the teacher should be
able to educate the students in engaging ELL in all activities
they do at school and still, the student is advised to learn
through their everyday experience in learning English. The
article also emphasized the guiding the students through
metacognitive reading, a tool which may help the educators in
observing students comprehension of text whenever there is a
correction needed.
Still, Turkan et al. (2012)suggested that the native language
may affect the learning of the new language. However, this
could be resolved if the teacher identifies the mistakes and
corrects where possible. The teachers may involve the use of
word and recognition and phonological in reading skills which
may help to perfect their English language (Sultan Turkan,
2012). The students still may be engaged in the sentences
memorizing which will help understand the English language.
Batt (2008)the author argues on the teacher being devolved in a
professional manner which will help solve the challenges faced
while teaching the ELL students. Batt thinks that when cultural
awareness is taken into care will help a lot on improving the
ELL learning. In contrary Gomez and Diarrassouba (2014)
opposes, on which they purport their study through a survey
conducted on teachers. From their study, the teachers claimed
that cultural awareness is not an efficient tool in benefiting ELL
literary. From this argument, the teacher thought of the
professional development which is the best strategy in solving
ELL challenges. Wold (2006) in his study on difficulties in
learning English as a second language. Suggest that the adults

5. need to be entitled to the Adult Learning Themes, in which the
education should comfortable without pressure, interesting
materials and also the classrooms and the schools should be set
like a community. The professional teachers should underhand
the adult theme, such as the adults always requires slower
instructions as compared to children, more so the cognitive
ability.
Ryan (2006), think distance learning can be a challenge when it
comes to gaining proficiency in English. The article argues that
the classes should offer Lowe rates as compared to other with
high proficiency. The author argues that distance learning will
prevent them from gaining proficiency as people with low
proficiency has a low probability of asking questions. “When
adults with low levels of education attend ABE classes, they
advance more slowly because they must acclimate to the school
setting in addition to the new language.”(Elizabeth & Ryan)
Method
My research participants will be the students and teachers at the
English Language Institute (ELI). As my aim was to explore
both the teachers and the students in ELL. In order to achieve
my purpose of the study, I would recruit the qualitative
research. In which I also I would employ phenomenological
approach. My main stakeholder would be the teachers and the
students experiencing the challenges, mostly I focused on
adults, more so the one with low literacy. In order to conduct
both interview protocol and the use of memos to the English
Language Institute. First I will require a consent from the head
of studies, in order to be able to conduct my survey.
My main aim is getting the experience behind the stakeholders’
participant ion in the learning. I will use the interview as my
main form of gathering my data. My form of consent will be
“Statement of What the Study Will Ask the Participant to Do or
Have Done to Him/Her.” This method is the best as the question
will be either directed to either the students or the teachers. My
main aim is the Adult ELLs with low literacy proficiency and
their teachers. The method was the best as the research is about

6. the Adult ELLs, the challenges they have and the solution they
think can solve these challenges.
Most of the information is accessible to me, as I will go to ELI
where all my participants will be available. I would use Survey
as my way of analyzing my data. This is the best tool as it was
asking information from the main stakeholder being affected. A
variety of questions would be used in the interview, each inset
in such a way that it will offer some importance to the study.
The questions will be organized under different thematic areas,
including the challenges and the solutions, with the participants
answering questions in turns depending on if they are directed
to the students or the teachers as provided at the appendixes.
The interview will be conducted on free time according to the
school schedule, the time which was convenient for both
participants.
From the information which will be given, it will be possible to
analyze what they want to be changed, what they expect in order
to improve the adult ELLs. I will use memos and questionnaire
to both the teachers and the students. The memos took about
thirty minutes. Using of memos was a quick way to gather
information as the teachers were busy, hence at their own time
they were able to reply to my questionnaire interview. I think
the data collection and analysis I would is the best, as it will
fair, gave confidence to the participants and is very objective to
my research. The interview followed the school protocol on
equality and diversity policy, in order to prevent discrimination.
Discussion
The interview through memo was conducted, which explored the
challenges and possible solution about the Adult ELLs with low
proficiency. From the collection of ted at there were two main
themes which emerged, the main changes being the culture
while the possible solution to their challenges is changing in
techniques approaches.
Culture as a Major Challenge
From the study, the culture prevailed being the major issue to
the learning of the Adult ELLs. The students and even the

7. scholars believed that the culture limited their ability in
learning the language. Coming from a driftnet lingua came with
a different culture from that of English language, hence
preventing the form acquiring key concepts of learning English.
In the 2006-2007 (Cong, 2012) about half of the adults enrolled
in the adult education program English was their second
language.
These students are various characters in which some of the
students may enroll in a class without any formal education,
some even have learning disabilities, and with lack of a
knowledge. Most schools or learning institutions may lack, to
test the newcomers to know their background with formal or any
knowledge in education. The lack of testing mostly is caused by
the language barriers making an issue in communication.
Therefore, this can present something which is out of control to
the teachers, the dynamics and individual reasons, making the
teachers not able to counter.
These students are from a different cultural background and
ethnic groups. They speak a different language while other have
their form of arranging alphabetical systems. These adults are
then set to learn with the people who are proficiently in
alphabetic print literacy. Furthermore, there are those immigrant
adult students who are stereotyped when it comes to learning
the English language. The Chinese and the Asians immigrant are
the one super stereotyped, in which many Americans believe of
them being academics giants (Cong, 2012). However, many of
them are lagging down due to culture stereotype, and access to
limited English proficiency. Immigrants such as the Chinese
have a difference in education, such as learning styles. In their
original home, the Chinese are well equipped with the teacher-
centered classrooms. However, in the US they face another they,
which is student-centered, student-teacher centered and student-
student learning interactions. This showcases the cultural
discourse in their primary home and their secondary home,
bringing a challenge to some of the Adult ELLs. This discourse
is brought by indifference in language literacy beliefs and also

8. how they interact. The students need to be an inconsistency with
the school literacy discourse, however, the one with non-
mainstream home culture may have to adopt a new one which
may lead to difficulty.
Furthermore, most of the Adult ELLs proficient with English
comes from rich families and culture, however there the
immigrant who mostly has low proficiency comes from poor
background. Therefore the rich adults may have access to many
learning material and tutors, while their poor counterpart will
be unable to purchase the learning resources. Many of the
proficient in English are able to learn English from other
people, either by socializing, or even from their family, but the
majority of the low proficiency are immigrants, who have no
family members or social class to mingle and learn English. The
culture plays a vital role in learning English. Most of the
immigrants' culture is always not in favor of modern education,
which has made a lot of them struggle into coping with the new
technique of learning. Therefore, on looking at these culture
problems, it will help solves most of the problems concerning
the adult ELLs. Most of the Adult ELLs being immigrants differ
when it comes to cultural background, hence they have a
possibility of facing different changes in learning. However
there are factors, however, based on culture which play a role in
immigrant education, such as cultural stereotypes.
Different approaches Technique as the Major
Solution
The participants had different techniques which can be
employed in solving their main challenges. The learning of
English requires a lot of skills such as vocabulary, reading

9. comprehension, fluency and alphabetic. Therefore this needs
techniques which need to be employed in order to assert
elective progress on the Adult ELLs.
Khaijloo (2013)at his Problems in Teaching and Learning
English for Students he argues that time is a factor, the teacher
thinks that they are not given enough time to revising their
curriculum and strategies. The students also become
unmotivated, while loaded with a bulk of course works, making
it a change in learning English. More so the students may also
build up a lack of interest and see the language as a boring
subject (Khajloo, 2013). The children may become tired which
may bring lack of concentration among the adults. The author
suggests if the issue of fatigue is eliminated it will boost the
learning of English among the students. The author also
emphasis on the form of teaching in which the teacher should
develop a special way to treat each student, to help boost their
performance.
Raja & Selvi (2011), in their article, suggests that the
government should be involved in setting down the issue on
ELL. The government hold is holding in-service training, in
which the teachers would be taught how to use the English
language in all courses. The schools sound also bring reform
such as including the spoken language in the examination
marks. The encouragement, still should be involved, in which
these students with low literacy should be rewarded when they

10. perform better (SELVI, 2011). The article is seen to an
emphasis on the reading and practicing English more often in
the classrooms which will improve their experience. Still, the
article is an emphasis on teachers supervision in which the
management should be involved in motivating and engaging in
coming up with new programs which help to learn of English
language easier.
ELL needs time and practice to learn and improve in the English
language. English is more acquired than being rushed, however,
English can be practiced when learning. Making the immigrants'
students learn the current system such student-student learning
centers may require the student to sue the language in
communicating and giving concept, hence gaining of the
experience. The other problem-basing technique is also of good
benefit to ELL. The techniques offer a well understanding of the
linguistics, in which the students tend to feel free and interact
with others students, and still make the student more motivated.
Therefore the administration and the teacher are the main
stakeholders in truing the Adult ELLs to being learnable. They
need to sour and important it in the classrooms for the better
outcome.

11. References
Abrar, M. (2016). 94 TEACHING ENGLISH PROBLEMS: AN
ANALYSIS OF EFL PRIMARY SCHOOL TEACHERS IN
KUALA TUNGKAL. Research Gate, 92-100.
Batt, E. G. (2008). Teachers' Perceptions of ELL Education:
Potential