Subject Matter Expert

Expertise developed over time through varied experience brings insight, perspective, and creativity to initiatives where success depends on clear, cogent communication. Deborah Kennedy brings practical experience as a teacher, materials developer, teacher trainer, program director, and advocate, as well as extensive knowledge of applied linguistics and adult learning theory, to her consulting and technical assistance work with governmental agencies and nonprofit organizations. She is a catalyst for deepened understanding, personal and organizational growth, and transformative change.

• Advising and technical assistance activities combine resourcefulness, energy, and creativity with understanding of what works and why to generate positive outcomes.
• Review of informational materials and professional articles connects evaluation of readability with suggestions for increasing usefulness, pertinence, accessibility, and quality.
• Workshops on topics related to advocacy, adult education, and language skills development draw on knowledge of the field while facilitating participants’ ability to use new knowledge in practical applications.
• Technical writing activities bring out strengths while ensuring adherence to guidelines and requirements. Editorial work seeks to retain the distinctive voice of the author while increasing clarity, improving organization, and addressing audience needs and expectations. The goal is always to enhance the effectiveness of the author’s writing and to promote reader understanding and appreciation.

Selected Projects

• Luminary Labs ~ trainer and mentor ~ Developed and provided boot camp training on the adult education funding ecosystem in the United States for finalists in the Department of Education’s Future Finder competition.
• CREATE Adult Skills Network ~ stakeholder leader ~ Participate in discussions and document development for Equity in Research on Technology Use Working Group and Research Design and Methods Working Group.
• Literacy Information and Communication System (LINCS) ~ resource reviewer ~ Review research articles and instructional resources in financial literacy, health literacy, and adult English language learning for inclusion in online resource repository.
• Consumer.gov Website for Low Literacy Readers, Federal Trade Commission ~ trainer and mentor ~ Designed, developed, and provided training for FTC Bureau of Consumer Protection staff on creating web-based materials for native and non-native speakers of English with low levels of reading proficiency (www.consumer.gov). As subject matter expert for readability study, advised on recruiting and working with readers with limited literacy as study participants.
• Program Evaluation, Saudi Aramco English Language Training Program ~ co-manager ~ Managed design and implementation of full evaluation of Saudi Aramco’s workplace English language program for incoming employees; wrote evaluation report.
• Program for the International Assessment of Adult Competencies, American Institutes for Research ~ subject matter expert ~ Advised on development of assessment items for use in the United States.
• Work Readiness Oral Language Test, Center for Applied Linguistics ~ subject matter expert ~ Advised on development of test items and overall test structure/content.
• National Work Readiness Credential, SRI International ~ subject matter expert ~ Advised on development and refinement of math, reading, and on-the-job situational judgment assessment items.

Selected Publications

• Kennedy, D. (2024). The role of PIAAC in adult education in the United States. Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy, 6:2. https://www.proliteracy.org/resources/ale-journal-volume-6-issue-2/
• Kennedy, D. (2022). Research and policy: A three-way intersection. Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy, 4:2. http://doi.org/10.35847/DKennedy.4.2.44
• Kennedy, D. (2015). Internet usability and relevance: Promoting digital inclusion with Consumer.gov. In I. Van de Craats & J. J. Kurvers (Eds.), Low-Educated Second Language and Literacy Acquisition: Proceedings of the 10^th Symposium. Nijmegen, Netherlands: Centre for Language Studies.
• Kennedy, D., & Hansen, C. (2014). Developing professional language proficiency and analytical skills for the federal workforce. In T. Brown & J. Bown, Eds., To advanced proficiency and beyond: Theory and methods for developing superior second-language ability. Washington, DC: Georgetown University Press.
• Friedenberg, J., Kennedy, D., Lomperis, A., Martin, W., & Westerfield, K. (2003). Effective practices in workplace language training. Alexandria, VA: Teachers of English to Speakers of Other Languages (TESOL).

Selected Editorial Projects

• ACTFL. (2024). ACTFL Proficiency Guidelines—Listening, ACTFL Proficiency Guidelines—Speaking, ACTFL Proficiency Guidelines—Reading, ACTFL Proficiency Guidelines—Writing.
• Adair-Houck, B., Troyan, F., & Glisan, E. (2023). The Integrated Performance Assessment: Twenty Years and Counting. ACTFL.
• Glisan, E., & Donato, R. (2021). Enacting the work of language instruction, vol. 2. Alexandria, VA: ACTFL.
• Blok, S., Brinks Lockwood, R., & Frendo, E. (2020). The 6 principles for exemplary teaching of English learners: Academic and other specific purposes. Alexandria, VA: TESOL International.
• Center for Applied Linguistics Cultural Orientation Resource Center. (2004). Welcome to the United States: A guidebook for refugees (3rd ed.). Washington, DC.
• Maloof, P. S., & Ross-Sheriff, F. (2003). Muslim refugees in the United States: A guide for service providers. Washington, DC: Center for Applied Linguistics.
• Crandall, J., & Kaufman, D. (2002). Content-based instruction in higher education settings. Alexandria, VA: Teachers of English to Speakers of Other Languages (TESOL).
• Dutcher, N. (2001). Expanding educational opportunity in linguistically diverse societies. Washington, DC: Center for Applied Linguistics.