Motivating Unmotivated Adult English Language Learners in an Advanced Reading-Writing Course

Abstract

Adult English learners in advanced ESL courses often lose their motivation to deepen their language skills once a functional level of fluency has been achieved. Applying a holistic, dynamic, literature-based curriculum based on the principles of experiential learning to enhance the skills of these students has been a proven success strategy in the design of City University of Seattle's (CityU) Advanced Communications I: Intro to Composition and Literature Course. The proven practices behind this course design can substantially motivate the advanced second language student toward deeper fluency and academic success while remedying the factors that cause second-language error fossilization.