Although basic skills and English language instruction are often viewed as real needs at the workplace, few companies provide this for their workers. Those that do are motivated by one or more of these factors: product quality improvement, commitment of top management to training and education, or the sales effort of an educational provider. Those…

There are an estimated 30 million people in the United States with native languages other than English. Within this group are a number of limited-English-proficient individuals. Whether seeking a first American job or better employment, this group encounters a job market that is changing drastically in the number of jobs it can offer to…

Recent trends in immigration and foreign student enrollments are placing a growing demand on community colleges for English-as-a-Second-Language (ESL) instruction. A 1991 study of course sections at 164 two-year colleges nationwide revealed that ESL had grown from 30% of all foreign language courses offered in 1983 to 51% in 1991, and that the…

Language problems are likely the strongest single barrier to success facing limited English proficient (LEP) immigrants to the United States. Therefore, instruction in English as a second language (ESL) for immigrants must be given a high priority. Vocational ESL (VESL) provides adult immigrants with English skills on an as-needed basis in…

This digest describes cultural considerations and effective approaches for limited English proficient (LEP) individuals' workforce development, including the impact of recent training legislation. LEP persons often come from both a different language background and a very different cultural background; so English-language instruction must provide…