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This paper investigates why over 50 workers who qualified for ESL training did not participate in the EWP pro­ grams offered on-site at two garment factories in Canada. Findings are drawn from a research project commis­ sioned by Levi Strauss & Co. (Canada) in 1990. Results indicate that adver­ tised programs, supervisor resistance, production and income anxiety, domestic and social pressure are more likely to lead to "dropout" than limitations in the programs per se. The authors conclude if an EWP program is to be effective, it must address not only the linguistic needs of the ESL workforce in a particular context, but its relation­ ship to larger social and economic structures in the workplace and wider community. Workplace English as a Second Language (ESL) trammg, also known as EWP, is a rapidly developing branch of the field of English for Specific Purposes (ESP). Like other branches of ESP, such as English for Science and Technology (EST) and English for Academic Purposes (EAP), EWP is characterized by a concern with the language learning and teaching of an identifiable group of adults within a specific learning context (Johns & Dudley-Evans, 1991). According to Strevens (1988), the distinguishing characteristics of ESP are its focus on the specific needs of the learner within a particular setting and the development of appropriate language curricula and materials to meet predetermined goals. The benefit of ESP is that it is considered by its proponents to be more relevant, efficient, and cost-effective than general purpose English. However, as Johns and Dudley-Evans (1991) point out, few empirical studies have been conducted to test the effectiveness of ESP courses. The purpose of this paper is to present some of the results of an EWP research project commissioned by Levi Strauss & Company, the manufacturer of Levi jeans. While a full account of the study and its results can be found in Burnaby, Harper, and Peirce (1990; 1992), this paper will focus on one of the questions that was addressed to the research team by Levi Strauss manage­ ment, namely: Why do some people drop out or refuse to go to the English class? Unless the needs of "dropouts" are addressed, the full potential of EWP will not be realized. We hope that the results of this investigation will be of interest to curriculum planners, teachers, and researchers in other EWP contexts.

Workplace ESL at Levi Strauss: "Dropouts" Speak Out