New York State Teachers of English to Speakers of Other Languages (NYS TESOL) is a professional organization of 1500 teachers, researchers, administrators, parents, and other individuals concerned with all aspects of the education of English language learners at all levels of public and private education in New York State. We maintain a close working relationship with other educational associations in New York State (New York State Association for Bilingual Education; State Council on Languages; New York State Council of Educational Associations). NYS TESOL is an affiliate of TESOL, an international organization with more than 18,000 members.
Background on
the Issue
Recent passage of the fiscal year 1997 spending bill includes a significant
increase in funding for adult education and literacy programs. These funding
streams provide primary support for many adult ESL providers. The increased
funding for adult education state grants will help make it possible for the
thousands of adults in need of ESL and literacy education--many of whom are
now on waiting lists--to participate in appropriate programs in the coming year.
The strong bipartisan support for these increases, however, is not likely to
change legislative forces pressing for dramatic changes in the structure and
funding for adult education. Congress can be expected to look again at legislation
that would reduce funding for programs that address the pressing needs of adult
ESL learners, including vocational programs, job training, and family literacy
programs. As part of the expected legislative changes, funding for such programs
is likely to come in the form of block grants to the states. Responsibility
for distribution of these funds would rest with state officials. As such, the
long-term stability of programming and the growth necessary to meet increased
demand for adult ESL and literacy will depend on strong support at the state
and local level. New York State has one of the largest populations in need of
adult ESL education in the country. However, in the restructuring of funding
streams proposed for block grants, ESL providers will be in stiff competition
with general vocational and job training programs for more limited funding.
Our Position
As
educators, we recognize that adult ESL learners seek to acquire English language
and literacy skills to meet a variety of needs: to help their children succeed
in school, to get and keep a good job, to become citizens, to continue their
education, and to participate actively in the civic and social life of their
communities. All of these are important and valid aims, and we feel strongly
that educational opportunities should allow students to pursue any of them.
Increasingly, however, funding mandates stress focused training for employability and measure success by job placement figures. We see this shifting emphasis in Welfare-to-Work programs, School-to-Work programs, as well as general adult education, ESL, and refugee programs. While employment is certainly an important goal and one that many adult ESL learners strive for, this focus suggests job placement as a quick fix, rather than providing opportunities for acquiring sustainable skill levels for the long-term. Many adult ESL learners require considerable grounding in basic language and literacy skills before they can benefit fully from vocational training and before they can expect to obtain more than short-term employment.
Looking beyond employment, if we are to provide adult ESL learners with full opportunities to become active and productive members of our society, we must ensure that education and training addresse the full range of their needs, including opportunities for advanced education, citizenship preparation, and family literacy programs to strengthen family stability and promote success of their children.
No single educational model or program structure can be expected to suit all prospective learners and all parts of the country. Community-based organizations, nonprofit organizations, volunteer programs, local education agencies, and community colleges present different strengths in meeting the varied education and training needs of adults learning English. Equitable access to funding by all qualified providers will foster this desirable, even necessary, range of program types.
A crucial factor in enabling adult learners to benefit from education and training programs is the long-term stability and continued operation of those programs. Programs also require sufficient resources--space, materials, and staff--to create an effective learning environment. Both of these can be ensured by legislation that provides adequate funds, guaranteed for more than a single year, and that allows programs the necessary flexibility in planning and curricular choice to meet the various and possibly changing needs of their students.
Staff, including instructors and administrators, can best provide effective services when they themselves participate in on-going staff development and life-long learning programs to enhance their professional skills. Their success will be further supported by interaction with professionals from around the state and around the country, sharing and collaboratively developing effective educational practices. State and national centers of research, dissemination, training, and technical support, such as state literacy resource centers and technical assistance centers, can play a vital role in making educational programming not only more effective but also more efficient.
Recommendations
NYS
TESOL is committed to ensuring equitable, high-quality educational opportunities
that meet the varied needs of adults whose first language is not English. We
urge all educators, policy-makers, and legislators to recognize the importance
of meeting a full range of education and training goals and to support the provision
of programming to meet any and all of those goals. We call on our members to
continue an active advocacy position for non-native English-speaking adults
by maintaining contact with local, state, and federal legislators and policy-makers
concerned with all legislation affecting adult learners.
We support legislation and policy which demonstrate a genuine commitment to quality adult education for all English language learners. Such legislation should provide adequate and stable funding for adult education, accessible to all qualified providers; it should promote staff development and technical assistance; it should not restrict curriculum or goals, and should strongly support development of basic language and literacy skills as well as advanced levels of skill development.
Written by Paula Schlusberg, Ph.D.; approved by NYS TESOL Executive Board, October 1996.