An Exploratory Study of Instructors Who Became Administrators of Post-Secondary ESOL Programs in the United States

Abstract

Since the voices of program administrators in adult English to Speakers of Other Languages (ESOL) programs in post-secondary and higher education settings were underrepresented in the research literature, this exploratory study of instructors of adult emergent bi/multilingual learners (EBLs) who became program administrators was an initial attempt at addressing this gap. The professional reflections of three program administrators, specifically regarding their transition into administration, were explored through semi-structured interviews. Analysis of their interview transcripts through a priori coding yielded three overarching themes: (1) leveraging preservice preparation and teaching experience as program administrators; (2) fostering professional development and growth of program staff and instructors; and (3) receiving guidance and support from superiors. The accuracy of the portrayal of the participants and the study’s findings were affirmed through extensive member checking. Characteristics of effective administrators of adult ESOL programs and preliminary suggestions for adjusting preservice preparation and ongoing professional development to support instructors to transition into administrative roles were identified. Areas for future research were also suggested.

Keywords:

• Program administrators
• supervisors
• adult learners
• English-language learners
• qualitative research

Additional information

Notes on contributors

David A. Housel

David A. Housel is the Academic ESL Program Director at LaGuardia Community College (CUNY). He has worked in the field of adult literacy, primarily with adult, immigrant emergent bi/multilingual learners (EBLs), for over 20 years and has been a licensed social worker in the State of New York for over 30 years. He has an EdD in Instructional Leadership from Hunter College (CUNY). His research interests include preservice preparation and ongoing professional development for instructors of adult emergent bi/multilingual learners; the co-occurring factors that can impact adult learning; and enhancing pedagogy, including incorporating strengths-based pedagogies in post-secondary settings, especially higher education.