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ERIC Number: ED269640
Record Type: RIE
Publication Date: 1986-Jan
Pages: 15
Abstractor: N/A
Reference Count: 0
Teaching Job-Related English as a Second Language. Revised.
Smith, Nancy E.
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 instead on providing job-related English as a second language. Many parallels exist between program designs for bilingual vocational training and adult basic education-English as a second language classes because the adult learners in both cases are of limited English proficiency and because their educational needs or goals are similar. The overall purpose of adult education is to enable participants to function better in society. For most adults, second language learning should be based on the communication and life coping skills needed on the job and outside the classroom. The products developed for the federally funded bilingual vocational training program are valuable resources for use by educators who work with limited English proficient adults. Because the products have been field tested with limited English proficient adults--and have been shown to work--the job-related English as a second language program strategies and practices described in these products are valuable to ESL teachers. These strategies can improve adult basic education and ESL classes for adults who are limited English proficient. Research and programs concerning teaching limited English speaking persons are described in this paper. A bibliography is appended. (KC)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Office of Vocational and Adult Education (ED), Washington, DC.
Note: A revision of ED 248 717.