Transforming English Language Learners' Work Readiness: Case Studies in Explicit, Work-Specific Vocabulary Instruction.

LIMITED English-proficient students; VOCABULARY education; ENGLISH as a foreign language; LANGUAGE ability; CURRICULUM planning

This qualitative study examined the impact of a six-step framework for work-specific vocabulary instmction 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. [ABSTRACT FROM AUTHOR]

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