There are an estimated 30 million people in the United States with native languages other than English. Within this group are a number of limited-English-proficient individuals. Whether seeking a first American job or better employment, this group encounters a job market that is changing drastically in the number of jobs it can offer to individuals with limited English skills. As a result, growing numbers of these individuals are seeking courses in Vocational English-as-a-Second-Language (VESL) that combine language education with job specific skills. VESL refers to the language needed to interact with English speaking customers or employees, to fill out job applications, or to use manual or catalogues, and its goal is to teach the language required for successful participation in training programs and for job performance. Several different program models have evolved to meet the different skills, education levels, and vocational goals of students. These models include: (1) the ESL approach; (2) the vocational approach; (3) the work experience approach; and (4) the workplace approach. Another model that should be mentioned is the bilingual vocational training model. The following should be considered when designing a VESL program: finances; administration and staff development; curriculum development; needs assessment; support services; and cross-cultural training. (VWL)
