Transforming English Language Learners’ Work Readiness

Abstract

This qualitative study examined the impact of a six-step framework for work-specific vocabulary instruction in adult English language learners (ELLs). Guided by research in English as a second language (ESL) methodology and the transactional theory, the researchers sought to unveil how these processes supported the acquisition and application of work-specific vocabulary in three adult ELLs. Data were collected in two levels, before and after training. The first data analysis identified and used two themes to develop training modules’ curriculum: (a) policies and procedures related to state and federal regulations and (b) customer service. After participants completed training, the second data analysis identified two additional themes transcending across the three cases: (a) employees’ views in English language proficiency skills and (b) growth in writing within their own continuum of English language development. Data revealed how an explicit, work-specific vocabulary instruction approach has the potential to increase ELLs’ varying levels of English language proficiency, acquisition, and application of work-specific vocabulary, and, simultaneously, confidence in how they view and use English in the workplace.