Some learners may focus on improving their functional literacy for advancement in the workplace (Mikulecky, 1992). Many cannot advance in their jobs or receive the job training they need until they have achieved a functional level of English literacy. In many cases, a General Educational Development (GED) certificate may be required for job promotion (Mikulecky, 1992; Strucker, 1997).

Others may want to improve their literacy skills to help their children in school (Shanahan, Mulhern, & Rodriguez-Brown, 1995). The belief that parents' literacy influences children's eventual literacy attainment is one of the reasons behind the support for family literacy in the U.S. Department of Education (National Center for ESL Literacy Education, 2002). Since much of school-related communication is conducted in written English, limited English literacy may limit parents' involvement in their children's education and their communication with teachers, administrators, and counselors. Furthermore, adults who are not literate in English will have difficulty reading in English with their children and helping them learn English vocabulary.

A common literacy goal of adult ESL students focuses on community participation. Effective community participation includes having the skills to handle financial transactions and keep informed about developments in the community (Klassen & Burnaby, 1993; Strucker, 1997). In addition to integrating into the English-speaking community, adults who speak languages other than English and also are literate in English can be valuable resources for other community members. Opportunities for involvement in community activities are usually announced in writing and in English, and most advocacy activities that reach decision makers are conducted in English.

Adult ESL students also may wish to gain U. S. citizenship. To do this, they need to pass a written test on U.S. government and history, and at every step in the residency and citizenship process, they need to have the literacy skills to fill out immigration and citizenship forms.

Finally, many learners want to improve their literacy skills to increase their opportunities to continue their education. Some need to obtain a high school equivalency degree. Others are seeking English certification of degrees and skills they have in their native language or their home country. Still others need English reading skills to pass tests such as the Test of English as a Foreign Language (TOEFL) in order to enroll in institutions of higher education.

Curricula and materials used in instruction (commercial textbooks and teacher-produced materials) should match the goals of the learners. That is, school-related instruction and materials should be used with parents in family literacy programs, workplace instruction and materials should be used with workers, and civics-focused instruction and materials should be used in citizenship classes. It is a challenge, of course, to address learners' interests when a variety of goals for developing literacy are represented in one class or program.