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Charting a Course: Responding to the Industry-Related
Adult Basic Education Needs of the Texas Workforce
Handbook One: Planning and Implementation Tips
for Program Planners and Administrators


Module Three: Facilitating a Team of Stakeholders to Provide a Continuum of Services

Literacy and Language Competencies Needed by Limited English Proficient Workers

ESOL Worker Competencies

To get a job (other than through familial connections), English language learners must be able to orally communicate personal information, express ability, likes and dislikes, and ask/answer questions. They also need literacy skills, such as being able to read a want ad and completing an employment application.

To survive on a job, English language learners need to be able to follow oral and written directions, understand and use safety language, ask for clarification, make small talk, and request reasons. If there are manuals and job aids involved, they need to be able to locate written information; find facts or specifications in text materials; determine the meaning of technical vocabulary and those enabling words attached to them like twist, stir, and pour; and cross reference text information with charts, diagrams, and illustrations.

To thrive on a job, they must be able to have discussions; give as well as follow directions; teach others; hypothesize; predict outcomes; state a position; express an opinion; negotiate; interrupt; and take turns. On a literacy level, knowing how to access and use written information from diverse sources is critical.

Miriam Burt, 2002

 

A Profile of Texas’ Limited English Proficient Adults

  • They range from unskilled to advanced professionals.
  • Some are well educated, with a strong academic background, but they often lack the social and linguistic skills needed for effective communications, team building, and conflict resolution.
  • Others have had minimal formal education and need to upgrade their literacy and English language skills in order to advance in the workplace and benefit from academic, vocational, and on-the-job training opportunities.
  • Many are highly motivated and have a strong work ethic; they are looking for opportunities to succeed in the workplace.
  • Generally, they have some difficulty communicating with supervisors, co-workers, and customers; they may depend on others for interpretation or translation.
  • Following written instruction and completing forms are often challenging to the English language learner – just as they are to many native speakers!