Charting A Course:
Responding to the Industry-Related
Instructional Needs of the Limited
English Proficient

What’s Already Out There?
Industry-Related Instruction for English Language Learners 

Over forty instructional responses to the work-related needs of adult learners were reviewed for this report. Not all were developed with English language learners in mind but would lend themselves to further development or adaptation. For this reason, they are included in this report. Others are not included because they provide little more than a title as evidence of their appropriateness. Descriptions of twenty-eight instructional responses are included in Appendix D, with references to the industries and occupations targeted as well as special features and strengths.  Most have been developed through educational institutions in response to industry needs, and a few are commercial products. The commercial products are included for four reasons:

  1. Some adult education programs already use these products and have found them to be valuable additions to their instructional programs.
  2. Some industry sectors have already purchased these commercial products as an alternative to instruction by local education providers.
  3. Commercial products often use refreshing approaches and include elements of instruction sometimes overlooked in more traditional instructional approaches; also, they often address skills needed across industry sectors.
  4. Some address the need for employment readiness; and may save time otherwise spent reinventing the wheel.

Many of the products described in Appendix D, listed in no particular order, appear to have potential for adaptation and/or further development, for delivery through adult education programs, and in response to the industry sectors being targeted. Most would require further development/adaptation to accommodate low level English language learners.  Curriculum developers will need to review all – and possibly others not listed here – in preparation for their work.  It is important to note that recommendations regarding commercially available materials continue to come in and are for the most part based on their successful utilization by field practitioners. 

By no means does Appendix D represent a comprehensive inventory of instructional products responsive to the work-related needs of adult learners.  New products continue to appear on the market, although few claim to be a comprehensive curriculum.  Typically, explains Dr. Ana Huerta-Macias, a curriculum should serve as the blueprint for instruction within a program of integrated activities. In response to Education Rider 82, work-related English language instruction is but one critical component of what must be a comprehensive initiative in which support services and collaboration are vital.

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