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

Handout # 8: Essential Elements
for Successful Workforce-Related Language and Literacy

Deborah D'Amico (1997) identifies elements essential to successful initiatives of this nature, insisting that a successful program have:

• a well-defined mission
• a clear concept of participants' education and other needs
• greater attention to learners' native language literacy
• separate classes for specific target populations
• skilled, experienced teachers
• an emphasis on staff development and support for innovation
• varied instructional approaches involving active learning
• frequent communication about learners' progress among educators and partners
• a stress on regular attendance, with aggressive intervention for absenteeism
• relatively intensive class schedules
• a high degree of teacher-student and student-student interaction

While it may be difficult for any education service provider to meet all the criteria demanded by Title II of WIA, local workforce development boards and program design teams should identify the strengths of local providers and address deficiencies with a plan for continuous improvement that includes technical assistance and professional development addressing the following:

• Can articulate measurable goals
• Has a record of past effectiveness
• Focused on serving those most in need
• Able to provide intensive services
• Utilizes effective, innovative instructional practices
• Integrates use of technology with instruction
• Provides real-life context for work-related instruction
• Has adequate and well-trained staff able to address workforce literacy and ESL issues
• Committed to integrating workforce-related ESL and literacy into workforce development programs
• Can demonstrate a successful track record in coordinating services
• Can provide flexible scheduling and instructional options
• Has compatible information management system in place

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