This blended series provides an overview of second language acquisition (SLA) theories and principles, with a focus on their application in the adult ESOL classroom. Participants will explore how research-based approaches to language acquisition support learners in developing the English language skills needed for effective communication, lifelong learning, workforce readiness, and increased opportunities for economic mobility. The series includes three facilitated virtual sessions and three self-directed interim activities. Participation in all three webinars and interim activities is required.
The workshop is based on the revised Massachusetts Professional Standards for Teachers of Adult ESOL, Standard One.
- Novice and experienced ESOL teachers and program directors who would like to deepen their understanding of the principles and theories underlying effective second language acquisition and strengthen instruction that supports learners' personal, educational, and employment goals
This professional development activity/course is designed for:
In this series, we explore research-based principles and practices that support the second language acquisition of adult ESOL learners. Participants will examine how effective language instruction helps learners build the communication skills needed for everyday life, post-secondary education, and workforce preparation. Our exploration is guided by some of the most intriguing questions faced by ESOL teachers:
- What stages do learners go through as they acquire English?
- What individual factors may impact learners' progress?
- What is authentic interaction, and why is it so effective in language acquisition?
- What kinds of questions, corrective feedback, and instructional strategies can we use to encourage language development?
The answers to these questions, grounded in second language acquisition research, will help you make effective instructional decisions that promote meaningful language development and prepare adult learners to participate more fully in their communities, pursue educational opportunities, and succeed in the workplace.
- Part 1: Independent activities in Canvas (9/22/2026)
- Part 2: Virtual workshop on Zoom (9/29/26, 3:30-5:30 p.m.)
- Part 3: Independent activities in Canvas (9/29 - 10/6/2026)
- Part 4: Virtual workshop on Zoom (10/6/26, 3:30–5:30 p.m.)
- Part 5: Independent activities in Canvas (10/06 - 10/13/2026)
- Part 6: Virtual workshop on Zoom (10/13/25, 3:30–5:30 p.m.)
Each virtual session is 2 hours; the interim activities are estimated to take a total of 3.5 hours.
PD hours: 9.5
PLEASE NOTE:
- Before the course opens, registrants will receive a separate email with instructions on how to access your course in Canvas. If you do not receive these instructions, please check your Spam folder and/or send an email to nruskin@edc.org.
- Identify key SLA theories and approaches that support effective ESOL instruction
- Identify learner variables that can impact language learning and progress toward learners' educational and workforce preparation goals
- Identify stages of learners' interlanguage development
- Describe the importance of authentic interaction in ESOL instruction for developing communication skills used in everyday life, education, and the workplace
- Implement effective SLA strategies that maximize meaningful student interaction and communication, supporting learners' English language development and workforce readiness
Upon completion of this professional development activity/course, you will be able to:
Zoom
United States
