Vocational English: Preparing for a First Job

This article reports on a 1980 Vocational ESL (VESL) project for adult Indochinese refugees. The project researched entry‐level jobs—jobs requiring a minimum of training—which may be a refugee's first experience in the American job market. Major issues explored during the project were: 1) What are the language and performance skills necessary for entry‐level jobs?; 2) How can these skills be incorporated into a VESL curriculum for beginning level, semiliterate students?; 3) How can ESL, curriculum materials reflect on‐the‐job training techniques? The research team developed two data collection instruments: an oral survey of employers/supervisors and an observation form to collect data on specific work tasks and functional language requirements of entry positions. Survey results from 20 employers indicated that workers with low English proficiency were performing their present jobs adequately, although advancement opportunities were limited. In general, these workers were employed in positions involving assembly, sorting and maintenance/cleaning tasks. Further analysis at 5 work sites was conducted to examine language demands of entry level jobs in general and of on‐the‐job training in particular. Study findings and examples of curricula with language functions relevant to entry‐level positions follow.