Discusses how to use various sources of information such as reference books, vocational education materials, job site observations, and vocational instructors to develop an occupation-specific vocational English-as-a-second-language program. Suggests how to organize this information into content areas and language requirements. (SED)

Describes one approach to discovering what language is needed for entry-level jobs. By observing language use in two health care occupations, it was found that seeking clarification, reporting problems, understanding imperatives and numbers, and being able to socialize are fundamental to most entry-level jobs. (SED)

Describes two approaches to teaching vocational English as a second language: (1) describing work activities in terms of processes and procedures and (2) describing work activities in terms of specific human behaviors. Suggests a goal analysis as an initial step before deciding which approach to take in any training project. (SED)