Learning English through vocational courses can be successful because the subject matter is related to personal experience and learners have some control over content, as evidenced by I CAN (Initial Caring and Maturing Course), designed by parents for parents. (SK)

The Bilingual Vocational Training model delivers vocational education to limited-English-proficient students through recruitment, intake and assessment, bilingual instruction, support services, and job placement. The Perkins Act expands the mandate for serving this population, focusing on accessibility, quality, and coordination. (SK)

Using a cooperative and situated learning approach, two vocational English-as-a-Second-Language instructors created a linguistic community of practice among nonnative speaking immigrant restaurant employees and their native speaking coworkers. (Author/VWL)

Describes English-as-a-Second-Language programs for "green workers," or individuals who work in green industries such as golf course maintenance, landscaping, and horticulture. Discusses the benefits of supervisors learning to speak Spanish, and the necessity of workers learning English to avoid accidents, make fewer errors in following…

Vocational English Second Language (VESL) programs have traditionally given immigrant, migrant, and refugee language learners access to employment. VESL programs provide not only the language input needed for learning specific job tasks but also address the sociocultural skills of language needed to negotiate in today's workplace. The demand for…

Describes the bilingual vocational training model, often considered to be the most effective instructional delivery system for limited English proficient (LEP) students. Indicates that LEP students are underrepresented in business education and that individual teachers should learn more about LEP students and welcome them into the classroom. (JOW)

Highlights an instructional model that provides a framework for the incorporation of technical content in a multilevel workplace English course, and a strategy for ensuring the relevance and accuracy of such information through instructor-employer collaboration. The materials and techniques described can be adapted for any workplace English course…

The paper, prepared as a background paper for a larger project on adult English as a Second Language (ESL), discusses a variety of issues and challenges in improving adult ESL services in the United States. An introductory section offers an overview of demographic and educational factors affecting the education of limited-English-proficient (LEP)…

Limited English proficient adults represent a special population group served by the federally funded Adult Education Act. Usually, limited English speakers attend English as a second language (ESL) classes offered by state and local agencies. In the last decade, changes in the approach to ESL instruction have deemphasized academic ESL and focused…

A discussion of the content of workplace English programs for limited-English-speaking immigrants to Australia focuses on the proportions of general and work-specific course content in those programs. It draws, in part, on results of a 1989 study of one workplace English-as-a-Second-Language (ESL) program. It is proposed that reasons for…