In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States

A previous convergent mixed methods study conducted by the author revealed that, based on their preservice preparation and access to in-service professional development, instructors of adult emergent bi/multilingual learners in United States often felt ill-equipped address oppressive dynamics learning challenges that might manifest ESOL classrooms. This follow-up interview explored prevalence these dynamics, such as racism, sexism, linguicism, challenges, neurodiversity, investigated how preparation, continuous program administration, field TESOL issues more consistently equitably. Semi-structured interviews were via Zoom or over telephone with 10 randomly selected volunteers. The findings are commonplace programs States. Recommendations included either routinely incorporating discussions content related throughout coursework development creating postgraduate certificate do so. Participants also should a regular versus ad hoc basis through its conferences, publications, research literature. Limitations areas for future identified.