Abstract
This study examines the work of Jose V. Torres, author of the Level 1 beginner adult ELL textbook I Want To Learn English, to evaluate the effectiveness of phonics instruction in literacy development for adult English Language Learners (ELLs). Drawing on data from two primary sources—(1) textbook-based assessments focused on students’ ability to distinguish between long and short vowels, and (2) CASAS outcome scores collected under controlled conditions at Baltimore Community College—this research addresses a significant gap in the literature on adult ELL literacy acquisition. Specifically, the study investigates the impact of explicitly integrating phonics instruction into a contextualized curriculum for beginner-level learners. Findings suggest that phonics-inclusive instruction contributes to measurable gains in English proficiency and course completion. By highlighting the instructional value of phonics for adult ELLs, this study supports the need for further research and offers practical implications for curriculum design and classroom practice.
Recommended Citation
Torres, J. V. (2025). The Use of Phonics With Adult ELLs at the Beginner Level. Journal of English Learner Education. (17)1.
Retrieved from https://stars.library.ucf.edu/jele/vol17/iss1/1
Included in
Adult and Continuing Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Language and Literacy Education Commons
