To better understand the benets of CTE, let us ask, “How does today’s CTE dier from vocational education?” Before you dismiss the role that participating in occupationally focused programs can play in helping ELLs learn English and in helping them complete high school and pursue and complete postsecondary education, we want to make sure readers understand that the “vocational education” of the past that you may be familiar with no longer exists! e vocational education of yesterday has been radically transformed into today’s CTE. Today, CTE is a viable option for all students-college and career bound, ELL and non-ELL alike. CTE models such as the career academy, tech prep (or career pathways as it is now being referred to), and instructional approaches routinely used in CTE, such as applied, contextual learning and work-based learning, have proved to be very eective models for transforming the American high school and making major curricular changes in two-year institutions. Even though this book is aimed primarily at career and technical educators, this chapter describing CTE, its transformation over the past decade or so, and how it can help ELLs succeed has been included for several reasons:
1. Not all CTE instructors have as yet fully embraced, nor have they fully made, the transition from vocational education to career and technical education. e information in this chapter might assist them in making that transition.