We Had a Good Thing Going: The Rise, Fall, and Future of Vocational ESL in the United States

Autor/in	Hardin, Katherine
Titel	We Had a Good Thing Going: The Rise, Fall, and Future of Vocational ESL in the United States
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 73 (2023) 3, S.231-247 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hardin, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/07417136231168381
Schlagwörter	Vocational Education; English (Second Language); Adult Education; Second Language Instruction; English for Special Purposes; Welfare Services; Labor Force Development; Policy; Educational Policy; Educational History; Federal Legislation; Labor Legislation; Educational Research + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Fremdsprachenunterricht; Fürsorgeeinrichtung; Arbeitskräftebestand; Politik; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Bundesrecht; Labor law; Arbeitsrecht; Bildungsforschung; Pädagogische Forschung
Abstract	Vocational English as a Second Language (VESL) is a form of adult language education that teaches communicative skills in the context of preparing learners for a particular vocation. Despite their pedagogical and logistical benefits for adult language learners, such programs are uncommon today. This literature review traces the emergence and disappearance of VESL in the United States through a corpus study. It then explains these trends by analyzing second language acquisition research and policies related to adult education. It finds that VESL remains a promising approach that fell out of favor due to welfare and workforce policy reforms in the 1990s. It concludes by arguing for the continued relevance of VESL today and the need for adult educators to be vigilant of unintended policy impacts on their programs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01