| Training programs that combine learning English with career and vocational skills are highly desired to prepare many displaced workers that are English speakers of other languages (ESOL). Globalization has caused jobs to be exported and brought to this country, people with needed skills that do not have full command of the English language. The focus of this study was to provide qualitative information about the benefits of participating in ESOL classes integrated with training for career and vocational skills through the perspective of the dislocated workers that took part in such classes. The study aimed at answering the question, How has integrating English language instruction with a career and vocational program influenced participants' job-seeking activities that lead to job search and attainment? The qualitative research involved applying an inductive inquiry process using analysis of narratives. The interviews consisting of open-ended questions were employed to collect anecdotal data. The narratives were analyzed and categorized as emerging themes formed. The study participants were part of a larger group of dislocated workers served by the Texas Workforce Commission. In common with the larger population, the study group shares the situation of unemployment. Unique to the study group was the need to learn English. Findings have relevance for both adult education and human resource development fields. The results of this study support three assertions. First, developing curriculum requires a multilayered approach that includes training, education, and career development. Second, study participants were aware of their learning needs and sought inclusion in creating learning strategies. Third, due to the complexity of learning needs in the current and future workforce, adult education and human resource development must work together to provide unique programs that will contribute to the learning needs of individuals, organizations, and society simultaneously. |
