ABSTRACT
We want to accomplish two things in this chapter. e rst is to help convince policymakers, academic teachers, and those in leadership positions, such as high school principals, community college academic deans and others, that one of the most eective ways for youth and young adults to learn English is for them to participate in work-based learning (WBL) experiences that are a part of today’s CTE. Our second goal is to provide CTE instructors, academic teachers working with them, workplace mentors, ESOL personnel and others who work with LEP students with ideas, suggestions, and strategies for more eectively using WBL as a vehicle to help students learn written and spoken English. is is not intended to be a comprehensive “how-to” guide for implementing WBL experiences; there are numerous excellent resources at the conclusion of this chapter that do that.
