Handout # 9:Five Options for Workforce-Related Approaches
To Literacy and Language Learning

In efforts to serve the multiple needs of dislocated workers grappling with both marginal literacy in their native language as well as limited English proficiency, a variety of efforts and initiatives have been underway in other parts of the country for many years. A number of models have evolved to meet the varying skills, educational levels, English proficiency, and vocational objectives of learners. The length of time spent in English and literacy classes, the degree of integration of language and vocational training, and the interaction between ESL instructors and vocational instructors all vary, depending upon the type of program. Most importantly, the literacy and language skills of the targeted population should be considered in selecting an effective approach or approaches. In contrast to linear or sequential approaches to instruction, the following offer suggested ways to integrate English language instruction and vocational training:

The ESL approach is usually a pre-employment activity focused on language learning for an employment and vocational context. Classes may consist of general ESL instruction integrated with employment-related concepts that emphasize language competencies in job skills, such as responding to complaints and requests or seeking clarification, but the extent of integration is largely contingent upon learners' emerging English language and literacy proficiencies.

The Vocational ESL Approach includes programs that take place in a vocational setting, providing training in specific occupations and language skills related to a particular occupation. Instruction is very focused, so program developers must confirm in advance that jobs in these specific occupations are indeed available in the community and accessible by the targeted population.

The ESL Work Experience Approach combines workplace experience with class work in vocational ESL and ideally, in combination with vocational skills training. This approach requires extensive time commitments for the components to be adequately addressed, and support services during transition from training to employment are critical. Participants gain work experience and a reference from an employer, and prospective employers benefit from a preview of trainees' work abilities. An added plus: employers learn about the cultural backgrounds of future or potential employees, and the trainees get a look at the company's work culture.

The Workplace ESL Approach focuses on customized training programs, usually requested by an employer and taking place at a particular job site for incumbent workers. This approach stresses language skills related to specific job areas, with emphasis on job functions, occupational knowledge, career opportunities, and organizational culture.

The Bilingual Vocational Approach can be an appropriate response in communities with a population of limited English proficient workers who share a common native language. The learners' native language is used to facilitate ESL instruction and/or vocational training and can be combined with any of the other four approaches. The objective: to accelerate access to full employment by those who are unemployed or underemployed while their English language skills are still emerging.

In its Provision for Adult Education Programs (29.253), the Texas Education Code recognizes the bilingual approach as a viable instructional option with learners who do not function satisfactorily in English "whenever it is appropriate for their optimum development".

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