Explores how philanthropic investments in language acquisition programs can lead to an increase in the economic and social well-being of immigrant families. A demographic overview of Limited English Proficient (LEP) adults shows that almost 14 million working-age immigrants speak English less than “very well.” Some LEP immigrants arrive with education and marketable employment skills, while others have little formal education. Both categories of immigrants face economic and social challenges that require funded intervention programs. The strategies for educated LEP adults require Vocational English-as-a-Second Language (VESL) courses which include: teaching English vocabulary that is workplace specific, instruction in job search/interviewing techniques and computer skills, credentialing instruction, and providing job counseling and placement services. The programs for less educated LEP adults require an integrated approach offering: English instruction, vocational training, and development of basic literacy and mathematical skills. Additional investment is needed in effective intergenerational, or family-based, language acquisition programs that support long-term economic and social integration. Examples include: pre-literacy programs for families of preschoolers, adolescent-parent language discussion groups that integrate real-life issues, and parenting instruction for all age groups.
