DOCUMENT RESUME

ED 342 276 FL 800 117

TITLE An Overview of Adult English as a Second LanguagePrograms for Limited English Proficient Adults.

INSTITUTION Office of Vocational and Adult Education (ED),Washington, DC. Div. of Adult Education andLiteracy.

PUB DATE Jan 90NOTE 16p.

PUB TYPE Reports - Descriptive (141)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Adult Education; *English (Second Language);

Enrollment Rate; *Immigrants; *Limited EnglishSpeaking; *Literacy 13ducation; National Surveys;Second Language Programs; *State Programs

IDENTIFIERS *Immigrant Amnesty; United States; WorkplaceLiteracy.

ABSTRACT

A summary of state activities to serve the limitedEnglish proficient (LEP) adult population includes the following: (1)

brief state-by-state descriptions of programs and services offered;(2) a table of educational program enrollment rates for all thestates listed, the District of Columbia, and territories for July 1,1987-June 30, 1988; (3) a summary of the different ways in whichstates are providing services in adult English as a Second Language(ESL); and (4) a list of selected resources for ESL and literacyinstruction, alien amnesty, and workplace ESL. The information in thefirst section was gathered from the Annual Narrative PerformanceReports for 1989 tc the Department of Education, and is based on thestates' stated needs, annual goals, and objectives for the LEP adultpopulations. Data reported in this section include programs ofinstruction, testing, linkages and networking, populations served(e.g., immigrants, aliens), and participation rates. (MSE) (AdjunctERIC Clearinghouse on Literacy Education)

*********************************************************************4Reproductions supplied by EDRS are the best that can be made

from the original document.****************************************************************Ate****

AN OVERVIEW OF ADULT ENGLISH AS A SECOND LANGUAGEPROGRAMS FOR LIMITED ENGLISH PROFICIENT ADULTS

UNITED STATES DEPARTMENT OF EDUCATION

DIVISION OF ADULT EDUCATION AND LITERACY

JANUARY 1990

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

upyoNla

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

U.S. (APARTMENT OP EDUCATIONOnce of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATION

14

CENTER (ERIC)

Thus document has been reproduCed asreceived from the Pert On Or organizationoriginating IL

0 Minor changes have been made to improvereproduction quality.

Points of view Of opinions stated in this document do not neceuanly represent officialOERI position or policy

BEST COPY AVAILABLE

AN OVERVIEW OF ADULT ENGLISH AS A SECOND LANGUAGEPROGRAMS FOR LIMITED ENGLISH PROFICIENT ADULTS

This report provides information on how States are meeting theneeds of limited English proficient adults under the AdultEducation Act. The information was collected from the Annual

and is basd on the States'stated needs, annual goals, and objectives for this population.The reader should keep in mind that this report is not exhaustiveand only covers those States that pravided information relatingto the needs of adults who are limited English proficient. Sincemost States are experiencing an increase in enrollment forEnglish as a second language classes, a copy of enrollment datais attached.

Alabama provides instruction for beginning, intermediate, andadvanced English as a second language classes.

Alaska's English as a second language instruction was providedthrough regularly scheduled classes, citizenship classes, lifeskill activities, and at business worksites. The most commonlyused methods of instruction were Total Physical Reponse, Laubach,Audiolingual, and the Language Experience approach. ESLinstruction was provided to 1,234 students. Alaska natives andIndian students are not always classified as limited Englishproficient, or this number would be much higher.

Arkansas's adult education programs served 835 limited Englishproficient adults in FY 88-89.

California's limited English proficient population has increased,due to both the Immigration Reform and Control Act and second andthird migration from other States. In addition, the continuedrelocation and apparent immigration of illegals continue to swellthe ranks of California's ESL classes. A concern in Californiais that the adult basic education needs of the illiterateEnglish-speaking adults are not being met because of the pressureon programs from the ESL students. While high school dropoutsare now receiving more attention, there continues to be a needfor additional emphasis on the non-literate native speaking adultpopulation.

During 1988-89, the ESL Teacher Institute, a Section 353 project,was funded to deliver training to instructors of ESL in adultbasic education programs, to instructors of amnesty students inprograms receiving SLIAG monies, and to coordinators of ESLprograms. It was also funded to train trainers and to developtraining materials.

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Colorado added six state ESL teacher trainers to the field ofadult education. They also funded a research project to identifycore teaching methods used in the State of Colorado. Thedocument, Core Teaching Materials used by ABE Programs incolorado 1988-89, is designed to provide greater knowledge ofwhat other programs are using, and help program's in theirevaluation of materials.

o Under Colorado,s Amnesty Education Program, technicalassistance is provided to approximately 39 localprograms that offer instructional classes in Englishas a second language, citizenship and civics to adultsin over 100 locations.

o The Colorado Refugee English as a Second LanguageProgram (CRESL) provides limited English speakingrefugee adults with basic language skills needed tobecome self sufficient members of their communities.

connecticut's programmatic emphasis is on English as a secondlanguage and the improvement of basic skills and consumer lifeskill competencies. Enrollment in ESL classes increased by 17%over Fiscal Year 1988. Other activities include: implementingstandardized intake and completion procedures for ESL classes atBerlin; implementing ESL training program, field ',:esting of ESLmodules, and designing and implementing mini workshops throughoutthe State to include the ESL Institute Training.

De aware held classes in the Hispanic community where greateremphasis was placed on making referrals to attend educationclasses. A statewide conference was held to improve the referralprocess for Hispanic students.

Elprida served 120,052 adults with limited English proficiency in1989. Of those participants, 52 percent completed a program ofinstruction in Beginning, Intermediate, and Advanced ESL classes.

alagiAls goal is to expand strategies for program developmentthrough developing and adopting uniform, statewide competency-based instructional programs for adult literacy, adult education,and English as a second language classes.

Hawaii provided special assistance to the needs of persons withlimited English proficiency by providing bilingual adulteducation programs of instruction in English and, to the extentnecessary, in the native language of these adults.

Idaho will hold area workshops and conferences on English as asecond language teaching strategies.

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Illinois funded special projects that relate to limited Englishproficient adults. One project "Determining Reading Levels forNon-Native Speakers of English" was designed to determine readinglevels for non-native speakers of English for purposes of

reporting progress to employers and funding sources. Anotherproject, "Private Sector Partnerships for English Literacy,"developed a manual to help local companies establish literacyprograms for non-English speaking workers.

I2EA!A ESL needs center around the following areas: bilingual/bicultural instruction, societal coping skills, and job seekingand related vocational skills.

Kentucky added several ESL programs statewide. In severalinstances, limited English proficient adults were integrated intoregular adult basic education programs when their numbers weretoo small to warrant the establishment of an ESL program in aparticular community.

Louisiana continued twenty eight English as a second languageclasses in populated areas of the State. In those classes, 1,131adults were served. Because of limited State funds, classes werereduced by 6 percent. There was a 1 percent increase inenrollment over last year.

Maryland reports that fifty percent of the total adult basicparticipants were enrolled in English as a second languageclasses. The limited English proficient population increasedparticipation among non-English proficient and limited Englishproficient groups continued at about twice the rate of theprevious three years. During FY 89, the LEP enrollment increasedby 25%, while the non-LEP enrollment increased by 7.5%.

o Representatives from three local ESOL programsassisted the Maryland State Department of Educationwith the design and development of the ESL curriculaframework which was incorporated in with the MarylandAdult Performance Plan (MAPP) competency-based model.

Massachusetts is evaluating the efficiency of using nativelanguage literacy instruction for limited English proficientadults who are illiterate in their own language. An initialevaluation was undertaken by the Program Effectiveness TaskForce. Further analysis will be forthcoming as a great number offield tests begin for FY's 91-93.

Minnesota continues to provide ways for the development andimplementation of alternatives from classroom teaching to ESLtutors.

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Mississippi served 812 limited English proficient adults in 1989.

Missouri stated that their first priority is the development andoperation of adult basic education classes to include adults withlimited English language among other areas.

Montana's Great Falls adult basic education program continues toaccomodate more limited English speaking participants. TheOffice of Public Instruction worked with Rural EducationalOpportunities on the needs of those aliens working toward U.S.citizenship.

Nebraska enrolled 1,463 students in English as a second languageclasses in 1989. This compares to 537 in 1988.

Nevada stated that many adults who would have been counted underthe adult education program were enrolled in the amnesty program;therefore, they were not reported in adult basic educationclasses.

New Jersey held eleven training workshops for English as a secondlanguage and foreign born teachers.

New Mexico funded Section 353 projects in the area of English asa second language. Two of these projects include Tips forAnnesty Teachers and an Iaea Book on Amnesty. Enrollment figuresfor ESL students numbered 11,017. The break out is as follows:Beginning level - 5,462, Intermediate level - 2,339, and Advancedlevel - 3,316.

The State was severely impacted by State Legalization ImpactAssitance Grant (SLIAG) students. Some 8300 were reported asbeing served. Many SLIAG students still need ESL services asthey enter phase II of the legalization process. Althoughfunding has been irregular, New Mexico continues to serve thesestudents. They are being encouraged to take courses atpostsecondary institutions.

North Dakota's ESL programs were strengthened through cooperationwith the State Human Service Agencies and private agencies indelivering services for migrants and refugees.

ghio's objective is to expand services to limited Englishproficient adults. Enrollment of limited English proficientadults increased by 2 percent in 1989 from 1988 where asimmigrant enrollment increased by 8.9 percent during the sameperiod.

Oklahoma reported that the increase in the number of limitedEnglish speaking adults had been above their projection. Therewas an increase of two classes in ESL during 87-88. The 1988-89enrol]ment has increased by 50 percent over the 1987-88

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enrollment. Student participation in ESL classes by learninglevel was as follows: Beginning ESL - 1639, Intermediate ESL -915, and Advanced ESL -642.

Oreaon reported that other needs have been identified throughprogram evaluations, observations, and issues that have surfacedsince the completion of the last State Plan, i.e., providingadditional training to basic literacy and English as a secondlanguage teachers and tutors. Local programs have reported thefollowing accomplishments: pools of trained ESL tutors,expansion of ESL sites and classes, new curriculum materials anddesigns to meet the needs of the SLIAG population, and hiring ofbilingual ESL recruiters in the south.

Pennsylvania funded Section 353 ESL projects such as ESL TeachingMethods, innsitignaLyagidijam, and Competency-BasedVocational ESL Curriculum. ESL and staff development trainingcontinues to be a priority.

Rhode Island created linkages with three new service providersincuding the Genesis School which received a grant to helptwenty-six refugee Asian women improve their English skills.Also, the International Institute continued to offer its combinedcitizenship and English as a second language program. The agencyprovided 1,356 hours of instruction to over 120 learners.

South Dakota's programs for limited English proficient adultsinclude adult immigrants. Adult education services were providedto 147 immigrant adults during FY 89. Ten percent of the adultsserved by adult basic education programs required some level ofESL instruction.

Tennessee enrolled 1,523 immigrant adults in English as a secondlanguage programs.

Texas addressed instructional methodologies for limited Englishproficient adults through Section 353 projects. A model wasdeveloped for limited English proficient adults who had little orno literacy in their native language. The focus of this model wason improving "literacy behaviors" in the home which are conduciveto a child's school environment.

Utah's largest ESL program was in Salt Lake City with 475enrollees and the smallest was in the Grand School Districtprogram with four enrollees. Under the SLIAG program, fromOctober 1 - June 30, 1989, 8336,820 of Federal SLIAG monies wasdisseminated to twenty three legalized aliens.

Virginia experienced a 10 percent increase in participation ofadults with limited English proficiency over 1988.

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washingtonlg local adult basic education programs conducted localworkshops with assistance from the Center for Program and StaffDevelopment including a major workshop for ABE/ESL and IRCA/ESLteachers.

west_zirILDILLa ESL programs were conducted whenever needed.Over 900 adults were enrolled in ESL programs across the State.

Wisconsin plans to expand the basic skills and English as asecond language instructional services offered to businesses andindustries in the State. Coordinated efforts with both labor andmanagement are being planned.

Wyoming's IRCA impact does not show up in the adult basiceducation figures because the Department of Education was unableto administer the programs. Severe staff cuts at the Stateoffice precluded the State from taking on the responsibilities ofEnglish and citizenship for the legalization programs.Consequently, the program was contracted to a community basedorganization in another city, and therefore, many of thelegalization students are not being counted by the adult learningcenters as ABE students.

Prepared by Joyce Campbell, Education Program Specialist, U.S.Department of Education, Division of Adult Education andLiteracy, Office of Vocational and Adult Education, Mary E.Switzer Building, Room 4428, 400 Maryland Avenue, S.W.,Washington, D.C. 20202-7240. Tel: (202) 732-2412. (MARCH1990)

DIVISION OF ADULT EDUCATION AND LITERACY, USDESTATE-ADMINISTERED PROGRAM -- ABE/E5L/ASEPERIOD: JULY 1, 1987 TO JUNE 30, 1988

1988 1 I I

STATE or I TOTAL I ABE 1 ESL 1

OTHER AREA ENROLLMENT Itincludes ESL)! 1

ALABAMA I 37,154 I 24,430 I 2,639 I

ALASKA I 5,519 I 4,479 I 1,332 I

ARIZONA I 27,122 I 20,102 I 12,224 I

ARKANSAS I 24,182 I 16,061 1 707 I

CALIFORNIA I 945,023 I 603,243 I 442,977 1

COLORADO I 10,536 I 8,527 I 3,317 I

CONNECTICUT I 35,862 I 19,238 I 12,356 I

DELAWARE I 2,259 I 1,918 I 344 I

DIST. of COLUMBIA I 17,569 I 11,144 I 4,053 I

FLORIDA I 404,277 I 203,856 I 86,885 1

GEORGIA I 47,344 I 32,486 I 6,367 I

HAWAII I 46,900 I 26,692 I 9,900 I

IDAHO I 12,284 I 9,342 I 1,193 I

ILLINOIS 77,628 I 61,477 I 36,624 I

INDIANA I 32,128 I 28,215 I 2,885 I

IOWA I 32,623 I 26,840 I 2,383 I

KANSAS I 8,353 I 6,916 I 1,132 I

KENTUCKY I 30,635 I 23,051 I 250 I

LOUISIANA I 41,103 1 20,966 I 1,331 I

MAINE I 12,822 I 4,612 I 857 I

MARYLAND I 31,659 I 28,829 1 14,703 I

MASSACHUSETTS I 33,035 1 25,975 1 13,853 I

MICHIGAN I 168,79? 1 47,334 1 13,130 1

MINNESOTA I 31,146 I 22,006 I 7,263 I

MISSISSIPPI I 16,528 I 11,556 I 652 I

MISSOURI i 29,815 I 25,785 I 2,467 I

MONTANA I 5,793 I 2,887 I 345 I

NEBRASKA I 5,570 I 5,102 1 913 I

NEVADA I 2,872 I 2,872 I 1,973 1

NEW HAMPSHIRE 5,332 I 3,869 I 642 I

NEW JERSEY I 43,522 1 31,363 I 12,968 I

NEW MEXICO I 27,374 1 12,234 I 11,875 I

NEW YORK I 122,942 I 96,732 I 44,846 I

NORTH CAROLINA 101,401 1 56,816 I NA I

NORTH DAKOTA I 3,300 I 2,708 I 385 I

OHIO 72,054 I 58,129 I 7,152 I

OKLAHOMA I 18,629 I 15,418 I 2,668 I

OREGON I 29,231 1 17,622 I 7,902 I

PENNSYLVANIA I 39,555 I 31,981 I 5,973 I

RHODE ISLAND I 7,110 1 4,876 I 1,806 I

SOUTH CAROLINA 74,614 I 36,714 I 1,912 I

SOUTH DAKOTA I

TENNESSEE4,3E928,320

1

1

3,48523,398

1

1

6531, 013

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TEXAS I 216,931 , 133,461 I 77,846 I

UTAH I 20,025 I 3,766 1 2,504 I

VERMONT I 4,448 1 3,9179 1 315 1

VIRGINIA 17,903 1 17,210 I 6,111 I

WASHINGTON 24,834 I 21,335 I 9,578 1

WEST VIRGINIA I 20,738 1 10,758 1 488 1

WISCONSIN I 52,362 1 43,492 I 2,772 I

WYOMING 3,655 1 1,942 I 641 I

PUERTO RICO 28,031 1 19,843 I 21,037 I

GUAMNO. MARIANA 15.

1,444175

1

I

398155

I

I

267175

1

1

VIRGIN ISLANDS 2,611 1 857 1 91 I

UNITED STATES I 3,039,430 1 1,972,342 1 986,667 1

NA - NOT AVAILABLEPREPARED BY THE U.S. DEPARTMENT OF EDUCATIONOFFICE OF VOCATIONAL AND ADULT9 EDUCATIONDIVISION OF ADULT EDUCATION AND LITERACYOCTOBER 1989

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ADULT ENGLISH AS A SECOND LANGUAGELITERACY PROFILES

Below is a sampling of ways States are providing services tolimited English proficient adults under the Federally funded AdultEducation Act. Each State has taken a different approach toaddressinq the literacy and language needs of migrants andimmigrahts through English as a second language programs. Thisinformation is taken from the Adult Education State Plans - FiscalYears 1990-93.

Migrants

States report that the needs and services for migrants are varied.The most reported needs are: ESL instruction with a strong lifeskills and basic skills emphasis, accessible outreach sites forarea program facilities, and support services. Instruction is alsoneeded in basic employability skills, citizenship, GED,pre-vocational, alx1 family community living.

States such as Montana, California, Maryland, Minnesota andPennsylvania report that most of the migrants are Hispanics.However, Pennsylvania, Maryland, Florida, and Washington report adiverse group of migrants that include Haitians, Blacks, Whites,and Jamaicans.

Most migrants are being served by ongoing adult basic educationprograms throughout the country. Oregon and New Jersey want todevelop family literacy models for this population. Oregon is alsodeveloping a curriculum project for migrant workers. Georgia,Oregon, and Washington are offering adult basic education classesin migrant housing projects.

IMmigrants

The needs that the States report for immigrants also vary. Themost reported needs are literacy skills, citizenship and ESLinstruction. Massachusetts reports that immigrants who are limitedEnglish proficient are one of the largest sectors of the targetpopulation served by adult basic education programs. Washingtonreports that adult immigrants are the largest group served.California projects that "53% of the immigration will be fromHispanic regions, 2/3 from Mexico, and some 39% of immigrants comefrom Asian nations, mostly Vietnam, China, Korea, and thePhilippines." On the other hand, Minnesota and West Virginiareport that immigrants who are limited English proficient compriseless than one percent of the total State population.

State English Literacy Proavaas

Most of the grants to the States under the English Literacy programwill be used to expand program offerings in ESL instruction, tonetwork and coordinate with other agencies, and to recruit program

participants. Other States report that program outreach andsupport services will be expanded, curriculum frameworks forEnglish language acquisition will be developed, statewide staffdevelopment activities will be provided, and curriculum materialswill be purchased. California will focus mostly on 18 ruralcounties where school districts are prohibited from receiving Statefunds for adult education as well as counties whose programs areextremely small in relation to the population they serve.

State Concerns

Massachusetts is concerned with identifying and securing theservices of experienced ESL teachers. Wisconsin reports thatprofessional teachers and staff are their most sought afterresource. The development and refinement of ESL curriculumcontinues to be a priority in Texas. Indiana is trying to providemore assistance in native language literacy. The identificationof appropriate programs for the limited English proficient adultwho has ceased to make significant progress in languageacquisition, but whose English skills are still minimal, is notonly a concern of Wisconsin but for many other States as well.

For more information about limited English proficient adults servedunder the Federally funded Adult Education Act, please contact yourState Director of Adult Education or the Division of AdultEducation and Literacy, 400 Maryland Avenue, S.W., Washington, D.C.20202.

January 1990

SELECTED RESOURCES ON ESL AND LITERACY INSTRUCTION

Clearinghouse cn Adult Educationand Literacy

U.S. Department of Education400 Maryland Avenue, S.W.Room 4428, Mary E. Switzer Bldg.

Washington, D.C. 20202-7240202) 732-2396

ERIC Clearinghouse on Adult, Career,and Vocational Education

The Ohio State University

Provides referral services,dissemjnates publications ofState and nationalsignificance, and acts as aninformation source forresource materials.

Is a national informationsystem which identifies,selects, processes and

1960 Kenny RoadColumbus, OH 43210

disseminates information ineducation. Services include:

(614) 486-3655 microfiche or paper copies of(800) 548-4815 materials,

synthesissearches.

review andpapers, and computer

National Clearinghouse forBilingual Education

1118 22nd Street, NWWashington, DC 20037(201) 467-0867

ERIC Clearinghouse on Languagesand Linguistics

Center for Applied Linguistics1118 22nd Street, N.W.Washington, D.C.. 20037(202) 429-9292

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Is a joint effort with theGeorge Washington Universityand the Center for AppliedLinguistics to perform anumber of Clearinghouseactivties. Some of theseactivities include developingand implementing an outreachprogram and conducting needsassessmet activities inaddition to producing anddisseminating products.

Provides access to a varietyof resources to enrichclassroom lessons, supportresearch projects, developlanguage programs, andinformation on research andpractice to educators.Publications and servicesinclude: Mini-bibliographies,Questions & Answers, ERICDigests, ERIC/CLL NewsBulletin, Tailored ComputerSearches, Special ERIC/CLLPublications, cnd workshoptraining on ERIC.

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Teachers of English to Speakerscf Other Languages ,TESOL)

1601 Cameron Street, #300Alexandria, 7A :2314703) 836 0774

California Adult StudentAssessment System (CASAS)

2725 Congress Streetsuite 1-MSan Diego, CA 92110(619) 298-4681

The Community and ContinuingEducation Information ServiceThe New York State Education

DepartmentRoom 330 E-BAlbany, NY 12234(518) 474-3636

ESL Adult EducationService Center

Northwest Educational Cooperative1855 Mt. Prospect RoadDes Plaines, IL 60018(312) 803-3535

:s an inti.rnationalprofessional organizationconcerned with teachingEnalish as a Second Languageor foreign language andstandard English as a seconddialect in many diversesettings throughout the World.TESOL publishes the TESOLQUARTERLY and the TESOL:!ewsletter.

Is a consortium of educationinstitutions in Californiathat developed an assessmentsystem which reflects thecompetency-based curriculaused by local programs. Thesystem will help: (1) placeadults in ESL and ABEprograms, as well asvocational and high schooldiploma programs (2) measurestudent's achievement, and (3:certify competencyattainments.

Provides community andcontinuing education teachersand administrators with pro-fessional resources that willassist them with theimprovement of instructionalprograms in English as asecond language and adultbasic and secondary educationprograms. Some of the serviceinclude: customized databasesearches, topicalbibliographies, and editedsearches, and CCEIS ResourceCataloa.

Provides a variety of adultESL staff developmentactivities for teachers andadministrators. The Centeralso disemminates curriculumand program developmentmaterials in addition to

13 providing consultationservices.

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National Clearinghouse onLiteracy Education

Center for Applied Linguistics1118 22nd Street, N.W.Washington, D.C. 20037(202) 429-9292

Provides information,materials, and technicalassistance for limited Englishproficient adults and out-of-school youth. It also linkspublic and private institu-tions, agencies, and communitygroups concerned with literacyissues for the limited Englishproficient population.

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AMNESTY RESOURCES

National Asociation of LatinoAppointed and Elected Officials(NAELO) Citizenship Center3409 Garnet StreetLos Angeles, CA 90023(213) 262-8503

National Immigration, Refugeeand Citizenship Forum

220 I Street, NE #220Washington, D.C. 20002i(202) 544-0004

Immigration Reform LanguageIssues (IR= Network2-117, CSU Long BeachLong Beach, CA 90804(213) 985-4680

CASAS Curriculum Packetfor IRCA ESL Programs2725 Congress StreetSuite 1MSan Diego, CA 92110k619) 298-4681

U.S. Government Printing OfficeSuperintendent of DocumentsWashington D.C. 20402(202) 275-2091 (ordering info.)(202) 783-3282 (information)

Northwest Educational CooperativeIllinois ESL Adult Education

Service Center1855 Mt. Prospect RoadDes Plaines, IL 60018

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Distributes a citizenshipmaterials bibliography,conducts regional informationmeetings and publishes TheNaturalization Quarterly.

Publishes The Advisor, main-tains English PlusClearinghouse materials, andprovides information onimmigration and policy issues.

Publishes IRLI Notes, conductsstaff development prgarems,and assists inff6gramplanning.

Includes a competency listthat integrates ESL and civiccompetencies, a curriculumindex of publishers andmaterials, and CASAS scalescore.

Distributes the threetextbooks developed by theCenter for Applied tinguisticsfor Amnesty classes. Thesebooks consist of exerciseswhich integrate ESL langugaeskills with history andcivics. The textbooks are asfollows: Of the People M302$5.00, By the People M303$10.00, and For the PeopleM304 $13.00.

Distributes copies of a

Mater1als: A Selected Biblo-2E1211X (cost $6.00). Thisis an annotated bibliographyprepared for Phase Two of thelegalization process foramnesty students.

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WORKPLACE ESL RESOURCES

Business Council on EffectiveLiteracy

1221 Avenue of the Americas35th FloorNew York City, NY 10020

The Bottom Line: Basic Skillsin the Workplace

Office of Public InformationEmployment and TrainingAdministration

U.S. Department of Labor200 Constitution Ave., NWRoom 52307Washington, DC 20210

Workplace Basics: The SkillsEmPloyers Want

American Society for Trainingand Development1630 Duke Street, Box 1443Alexandria, VA 22313(703) 683-8100

Approaches to Employment-RelatedTrainina

Employment Training Network560 "J" Street, #385Sacramento, CA 95814(916) 323-8055

Job-Related Basic Skills: Casesand Conclusions

Clearinghouse on Adult, Career,and Vocational Education

National Center4Or Researchin Vocationaladucation

Ohio State Univirmity1960 West 7th Street, llth FloorLos Angeles, CA 90017

Special Answers for Special Needs:A Guide to Section 353Atesources

Clearinghouse on Adult Educationand Literacy

U.S. Department of Education400 Maryland Avenue, S.W.Room 4428, MES BuildingWashington, D.C. 20202-7240(202) 732-2396

1 6

Is a business-supportedorganization promotinggeneral literacy effortsincluding in-companyprograms.

/s a basic document infederal workplace literacyefforts. Includes needsassessment and program designresources.

Discusses the importance ofbasic skills in competive-ness, the skills employerswant, and designing aworkplace basics program.

Is a program design guide forVocational English as aSecond Language (VESL)programs.

Is a conceptual model withspecific cases andillustrations. Written bytwo key researchers in thefield.

Is a compilation of State'sSection 353 special experi-mental demonstration andteacher training projects.The employability and Englishas a second language sectionemphasizes job site ESLresources.

U.S. Department of Education, Division of Adult Education and Literacy.