Research on the provision of vocational education and training (VET) for Australia's very culturally diverse work force with non-English-speaking backgrounds (NESBs) considers the extent and nature of the disadvantage. The current definition of NESB limits membership to those born overseas; a proposed two-pronged approach is based on "first language spoken" or "main language spoken at home" combined with "other measures of potential disadvantage." Influences on NESB learner diversity are as follows: migration over time; birthplace, age, language, and culture; migration category; settlement location; and literacy, education, occupation, and work. Although NESB people's participation in VET parallels that of the general population overall, they are overrepresented in the lower skill level preparatory courses. Influences on NESB participation and VET outcomes include the following: place of birth and first language; gender; prior educational attainment; labor force participation and unemployment; knowledge and perceptions of VET; access to program information; entry to VET; membership of other equity target groups; English language and literacy levels; educational and cultural traditions; forms of education and training delivery; appropriateness of curriculum; provider type; workplace culture; distance of education and training provider from residence; costs and fees; recognition of existing skills and prior learning; family responsibilities; access to learning support; program resourcing/funding; and access to relevant employment. (Contains 101 references) (YLB)