Teachers of adults learning English often compete with many demands on learners' attention. Concerns about family, jobs, money, and transportation; fatigue; and negative past experiences with education are some of the factors that might inhibit an adult learner's full engagement in class. In a study of learner engagement in adult literacy programs, Beder, Tomkins, Medina, Riccioni, and Deng (2006) noted that engaged learners in K-12 settings have both the will and the ability to participate in and carry out work in class, and Schalge and Soga (2008) suggest that students' persistence in adult ESL classes may be related to their engagement in the class. Unlike students in K-12 programs, the vast majority of adult learners are voluntary participants in their learning, so the "motivation to engage is a cognitive disposition that learners bring with them when they enroll in adult literacy classes". This brief gives an overview of theory and research on learner engagement in language-learning settings, describes specific instructional strategies and program structures to promote the engagement of adults learning English, and makes recommendations for further research on learner engagement in this population. This brief is written for experienced teachers working with adult English language learners and for program administrators and trainers seeking to help teachers engage learners in instruction.