Planning Literacy and Language Services
for Texas' Limited English Proficient Workers:
The Devil is in the Details

Handout # 7: Planning Constraints on ESL Workforce-Related Programs

There are a number of factors to consider when taking a critical look at workforce-related educational programs for America's workers - whether they are emerging, incumbent, or dislocated. How have these constraints been addressed locally? Which areas need work?

• Needs assessment - discovering what skills employees need and employers want takes time and requires participation by those who will be responsible for delivering the services.
• Assessment measures - ESL and literacy programs face difficulties identifying appropriate language assessment measures, particularly for job-related skills developed as part of a workplace training program.
• Attitudes and expectations - both workers and employers may demonstrate either skepticism or unrealistic expectations about what can be accomplished during instruction.
• Enrollment management - and all the issues of eligibility, financial and medical support, childcare and transportation must be considered.
• Language choice - while employers may demand that English be the sole language of instruction, this is not always the most effective use of instructional time; sometimes a combination of English and the learners' native language is more effective.
• Adequate support and funding for basic skills and literacy education (less than 2% of the training dollars spent by corporate America is spent on basic skills).
• Coalitions - successful, enduring coalitions are hard to maintain; appreciation for the concerns and expertise of each stakeholder must be cultivated.
• Decentralization - without single coordination or oversight, gathering information becomes difficult and makes for fragile support coalitions.

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