ABSTRACT
This chapter presents an agenda for investigation of language in vocational education in the English for Specific Purposes tradition. Language proficiency may stand in the way of entering vocational education for non-English background students. Vocational students who are studying in their country of origin also need to focus on the language demands of their trade. In addition to the needs of non-English background students, the claim is also made in the literature that English-background vocational students struggle with literacy. The focus of the vocational trainers and apprentices is literacy that supports their ability to practice their trade rather than a notion of literacy for its own sake. The studies on vocational literacy by R. Ivanic and her colleagues are valuable in their exploration of the literacy practices that students of the different fields must use. The chapter also presents an overview of the key concepts discussed in this book.
