INTEGRATED ESL WITH CAREER AND VOCATIONAL TRAINING

PROGRAM TO ACHIEVE EMPLOYABILITY

by

MaryAngel Boyer

PAUL HARDT, EdD, Faculty Mentor and Chair

PETTI VAN REKOM, EdD, Committee Member

JAMIE BARRON, EdD, Committee Member

Amy Smith, PhD, Dean, School of Education

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Philosophy

Capella University

August 2017




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© MaryAngel Boyer, 2017
 Abstract

Training programs that combine learning English with career and vocational skills are

highly desired to prepare many displaced workers that are English speakers of other

languages (ESOL). Globalization has caused jobs to be exported and brought to this

country, people with needed skills that do not have full command of the English

language. The focus of this study was to provide qualitative information about the

benefits of participating in ESOL classes integrated with training for career and

vocational skills through the perspective of the dislocated workers that took part in such

classes. The study aimed at answering the question, How has integrating English

language instruction with a career and vocational program influenced participants’ job-

seeking activities that lead to job search and attainment? The qualitative research

involved applying an inductive inquiry process using analysis of narratives. The

interviews consisting of open-ended questions were employed to collect anecdotal data.

The narratives were analyzed and categorized as emerging themes formed. The study

participants were part of a larger group of dislocated workers served by the Texas

Workforce Commission. In common with the larger population, the study group shares

the situation of unemployment. Unique to the study group was the need to learn English.

Findings have relevance for both adult education and human resource development fields.

The results of this study support three assertions. First, developing curriculum requires a

multilayered approach that includes training, education, and career development. Second,

study participants were aware of their learning needs and sought inclusion in creating

learning strategies. Third, due to the complexity of learning needs in the current and

future workforce, adult education and human resource development must work together
to provide unique programs that will contribute to the learning needs of individuals,

organizations, and society simultaneously.

 Dedication

To the memory of my parents; to my husband, who is my rock; and to my family,

the core of my world.

iv
 Acknowledgments

I offer my gratitude to a higher power for guiding me step-by-step on this journey.

Thank you to my family and friends for their patience and understanding. With great

appreciation and admiration for Dr. Paul Hardt for his expert advice, guidance, and

longevity in continuing by my side in this very long journey. Thank you to Dr. Petti Van

Rekom and Dr. Jamie Barron for their sage insight and constructive feedback.

v
 Table of Contents

Acknowledgments v

List of Tables viii

List of Figures ix

CHAPTER 1. INTRODUCTION 1

Background of the Study 1

Need for the Study 2

Purpose of the Study 4

Significance of the Study 5

Research Question 6

Definition of Terms 8

Research Design 10

Assumptions and Limitations 12

Organization of the Remainder of the Study 14

CHAPTER 2. LITERATURE REVIEW 16

Methods of Searching 16

Theoretical Orientation for the Study 17

Review of the Literature 18

Synthesis of the Research Findings 45

Critique of Previous Research Methods 46

Summary 46

CHAPTER 3. METHODOLOGY 48

Purpose of the Study 48

Research Question 48

vi
 Research Design 49

Target Population and Sample 50

Instruments 59

Ethical Considerations 62

Summary 64

CHAPTER 4. PRESENTATION OF THE DATA 65

Introduction: The Study and the Researcher 65

Description of the Sample 66

Research Methodology Applied to the Data Analysis 67

Presentation of Data and Results of the Analysis 69

Summary 82

CHAPTER 5. DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS 84

Summary of the Results 84

Discussion of the Results 90

Conclusions Based on the Results 94

Comparison of Findings With Theoretical Framework and Previous

Literature 100

Interpretation of the Findings 103

Limitations 105

Implications for Practice 106

Recommendations for Further Research 106

Conclusion 107

REFERENCES 109

STATEMENT OF ORIGINAL WORK 117

APPENDIX. INTERVIEW PROTOCOL 119

vii
 List of Tables

Table 1. Frame of Interview Questions 60

Table 2. Study Data Individual Themes 71

Table 3. Study Data Composite Themes 77

viii
 List of Figures

Figure 1. Study data metathemes 80

Figure 2. Study data Level 2 analysis: Composite themes 90

Figure 3. Study data Level 4 analysis: Layered themes 93

ix
 CHAPTER 1. INTRODUCTION

Background of the Study

In the current economy, many of the unemployed are English speakers of other

languages (ESOL). The National Council of La Raza (n.d.) stated, “For low-skill and

low-income individuals, basic education and English-as-a-second-language classes are

essential components of their workforce preparation, and academic and career goals are

inseparable” (p. 2); yet, this significant topic receives minimal attention in the human

performance technology (HPT) literature. The field of HPT must gain more knowledge

about these worker characteristics, to guide the design and development of appropriate

interventions.

To comply with the Workforce Investment Act of 1998, Texas created the Texas

Workforce Commission. The Texas Workforce Commission has partnered with local

community colleges to provide retraining for clients (displaced workers) that have lost

their jobs due to the export of their positions to other countries. These workers faced a

job market that was competitive and required updated skills and competencies. Training

programs that incorporated learning English while at the same time gaining new

vocational skills are highly desired to prepare many of the displaced workers that are

ESOL. The study investigated a model used at a local community college that

implemented a curriculum that integrated English second language (ESL) instruction with

vocational skills training and workforce preparation. The integrated ESL model is most

1
effective when tailored to local needs, based on careful analyses of regional labor markets

and gaps in training programs for limited English proficiency (LEP) adults. Research has

not shown how ESOL learners perceived training that integrated ESL courses and

vocational/career programs. The study presents an account of the participants’

experiences and the underlying themes that emerge. It had as its focus a meta-evaluation,

which identifies the success stories and lessons learned per Dessinger, Moseley, and Van

Tiem (2012).

Need for the Study

The field of HPT research had a gap in as far as investigating the perspectives of

ESOL learners in training for careers or jobs. There was little research available

describing career training for dislocated workers who were part of special populations

such as ESOL speakers (Van Horn, King, & Smith, 2011). More and more ESOL

speakers are entering the workforce every day. Not all persons learning English speak it

as a second language; many of them can speak multiple languages. To avoid specifying

the number of languages spoken by an individual, preferred terms such as English

speakers of other languages (ESOL) and limited English proficiency (LEP) are

descriptors of the population that is learning English. The program that was the subject of

this study is titled Integrated ESL With Career and Vocational Training. When referring

to the program that is the subject of this study, the term English second language (ESL)

is applied; in other instances, the terms employed are ESOL or LEP. The term ESL is part

of the program title that this study investigates. According to Emerson (2009), “if you

know you are going to have a major presence of foreign employees you need to create a

strategy for language and intellectual training to help them adapt” (p. 3). Relying on
2
interpretation to native language was not feasible and created power issues within the

workforce. Chow and Vu (2011) stated, “Given that English proficiency is a critical step

toward employment, the lack of English proficiency creates barriers that prevent many

immigrants from working in the jobs that would move them toward self-sufficiency” (p.

47). This study will stimulate the conversation in the field of HPT as to how to develop

the best programs to meet the needs of LEP population that are a significant part of the

workforce. Sid A. Benraouane (as cited in Emerson, 2009, p. 3), a senior lecturer in the

University of Minnesota’s Department of Human Resources, stated,

Your first job as an employer is to understand the cultural background of that

individual and provide them with the knowledge that will allow them to be
functional within the company. If you know you are going to have a major
presence of foreign employees, you need to create a strategy for language and
intellectual training to help them adapt.

Wilson (2014, p. 1) conducted a study of labor market characteristics of the

working-age LEP population in the United States that yielded the following facts:

• Nearly 1 in 10 working-age U.S. adults—19.2 million persons aged 16 to

64—is considered limited English proficient.

• The vast majority of working-age LEP adults are immigrants and those who
entered the United States more recently are more likely to be LEP.

• Seventy percent of LEP adults are employed.

• Workers proficient in English earn anywhere from 17% to 135% more than
LEP workers depending on their metro location.

• English proficiency is an essential gateway to economic opportunity for

immigrant workers in the United States.

• Given the large number of LEP workers in the United States and the fact that
virtually all of the growth in the U.S. labor force over the next 4 decades is
projected to come from immigrants and their children, it is in the country’s
collective interest to tackle this challenge head-on.

3
 Purpose of the Study

The purpose of this study was to present full descriptions of ESOL dislocated

workers’ experiences in a training program that combines English language lessons

integrated with vocational/career training to offer insights into developing innovative

training models for HPT practice. The study described from the ESOL participants’

perspectives how education and training could be leveraged to help enhance performance

regarding seeking and attaining a job. This study was necessary because more and more

ESOL speakers are entering the workforce each day.

According to Wilson (2014), “19.2 million [adults] are considered limited English

proficient (LEP), comprising almost 10% of the working-age population” (p. 2). “New

methods and models are needed to more quickly and effectively improve adults’ English

skills” (Wilson, 2014, p. 29). This qualitative study was intended to describe the point of

view of the participant; the perceived efficacy of a model that employed a methodology

that integrated language learning with skills learning. This research incorporated

qualitative methodology. Per Merriam (1998), this type of the investigation emphasizes

understanding the phenomenon from the participant perspective. The focus of qualitative

research is to understand the experience from the participants’ point of view. The

findings of this type of research are often descriptive and place upon the reader the onus

of interpretation or evaluation. Understanding the impact of unique programs and creative

instructional strategies upon the dislocated workers that are ESOL contributes to the HPT

arsenal of training interventions. Such understanding becomes genuinely authentic when

derived from the personal experiences of those participating in such programs.

4
 Significance of the Study

This study was crucial for the following reasons: Wong, Duff, and Early (2009)

stated, “Lacking is qualitative information about the benefits of participation in

occupational skills and English training programs from the perspectives of immigrants

themselves” (p. 2). This study offered insights into developing innovative training models

for HPT practice. Hamilton and Torraco (2013) stated,

Drawing on these theoretical foundations [experiential learning, contextualized

learning, academic occupational integration and social learning theory], research
is needed to develop instructional strategies that are more responsive to the
distinctive learning needs of adult students and that take advantage of their wealth
of real-life experiences. (p. 324)

This study offered new perspectives on training that have not been the focus of

current research. LaLonde and Sullivan (2010) further stated that “there is little research

that sheds light on the type of training that is most appropriate for displaced workers

which training providers (community colleges, proprietary schools) have the highest

return” (p. 5). Wong et al. (2009) noted that “little research has examined the actual

impact of such programs on the lives of immigrants and their ongoing settlement

process” (p. 2). This study attempted to describe the learning experience of the

participants with limited English that are dislocated workers as they try to find

employment.

Training is a core performance improvement strategy within the HPT model (Van

Tiem, Moseley, & Dessinger, 2012).

Employers stand to benefit from workers who have the English skills to perform
their work safely and productively. And employees stand to benefit by improving
their confidence and access to better pay or working conditions. Therefore, it is
reasonable that employers and employees should be called upon to contribute to
the investment in English skills. (Wilson, 2014, p. 25)

5
 Storberg-Walker (2012) stated, “Workforce development is a pressing challenge

in today’s society yet the discipline of [the training practices within the HPT model] is

not contributing toward research or practice solutions” (p. 586). Per Hamilton and

Terraco (2013), within the HPT model, there is a necessity for training interventions that

can address the needs of adults that lack basic academic skills and require training in

current occupational skills. Such training prepares such adults to function within the

current cultural milieu as well as equip them with a way to meet the exigencies of the

new labor market. Storberg-Walker espoused that HRD must combine research, teaching,

and application into a strategy that professionals can apply in service of society.

This research study added insights that contributed to the components of research,

teaching, and practice of HRD for the betterment of society. The study added to both

adult education and HPT fields of practice by focusing on the individuals’ created

meanings within the context of workforce development. The study attempted to provide a

bridge of understanding that learning and training can be combined to produce necessary

change. Watkins and Marsick (2014) stated,

We believe learning and change are the fundamental focus of both fields—and
that in both, a driving force is the intention to empower people and systems to
expand their capacities and horizons in ways that benefit individuals and the
systems of which they are part. The underlying belief is that these enhancements
will exert a constructive influence on society as a whole. (p .49)

This research study asserts the belief that what enhances the individual will

augment the workplace, which in turn will elevate society.

Research Question

The main research question was, How has integrating an English second language

program with a career and vocational training program influenced participants’

6
performance of job-seeking activities that lead to job search and attainment? The

theoretical framework of the research questions rests on the belief that persons create

knowledge through questions and answers negotiated by the interviewer and the

interviewee. Sutinen (2008) stated, “Transactional constructivism holds that the

knowledge construed by an individual emerges in the transaction between the

individual’s activity and the environment for action” (p. 2). The interviewer’s questions

sought clarification and description of each participant’s experience of the training and its

utility as applied to job search and attainment. The interview questions were formulated

to elicit the participants’ experiences in association with the principles and the

components that guide an integrated curriculum.

The developer of the program under investigation applied the integrated basic

education and skills training program model, which uses an integrated curriculum design.

Integrated curriculum model is also referred to as “interdisciplinary teaching, thematic

teaching and synergistic teaching” (Malik & Malik, 2011, p. 99). Integrated curriculum

rests on the foundational belief that an individual’s direct experience is crucial to

purposeful learning. Contardi, Fall, Flora, Gandee, and Treadway (2000) stated, “An

integrated curriculum is a viable way to enable meaningful learning to become a reality”

(p. 1). The researcher will list the principles of an integrated curriculum in Chapter 3. The

interviewer’s questions focus on clarification and description of each participant’s

experience of the training and its utility as applied to job search and attainment. The

interview questions were formulated to elicit the participants’ experiences in terms

associated with the principles and the components that guide an integrated curriculum.

7
 The interview questions were intended to bring forth narratives of how each

participant experienced the Integrated ESL with Career and Vocational Training program

and its efficacy in preparation for job searching and job attainment, thus contributing data

for the research question. Narratives are considered most feasible in the data collection

because of the reflective nature that it elicits.

As human beings[,] . . . we reflect on what we do. We interpret the situations in

which we find ourselves, we set goals and plan for the future, we communicate
with each other, we adopt conventions and follow traditions. (Tappan, 1997, p.
646)

Súarez-Ortega (2015) further noted that “adopting this kind of approach means

considering the participant’s subjective consciousness, emphasizing the role of meanings,

reflexive knowledge and words (‘voice’) in shaping one’s own experience” (p. 190). “In

practice, narrative inquiry is used to study educational experience since it is argued by

those in this sphere that humans are storytelling organisms who lead storied lives”

(Savin-Baden & Van-Niekerk, 2007, p. 461).

Definition of Terms

The following terms must be delineated because of their extensive appearance in

the study:

Dislocated workers. The individuals that participated in this study. The Texas

Workforce Commission (2006) defined this population as workers who were permanently

laid off or received a notice of termination or layoff from employment, or are employed

at a facility at which the employer made a general announcement that the facility will

close.

8
 English second language (ESL)/English for speakers of other languages

(ESOL). Terms used in this study, the college of the study, and the field of English

language learning interchangeably. The minor distinction can be summed up by the

historical development of the term ESL. Per Nayar (1997), although many of the

immigrants may have already been speaking two or three languages, second language

was a convenient label for the language of the adopted country. Besides the other

languages that they spoke, English was an important language to know. Because English

became part of their educational system, the assumption was made that it was the second

language.

Per Literacy Resources/Rhode Island (2016), for many educators, ESOL is the

preferred term as it does not assume that learners are necessarily taking on a second

language (for many language learners, English is a third, fourth, or even fifth language);

it also shifts a sometimes-invisible emphasis of the importance of English over that of

other languages towards an explicit acknowledgment of the primacy of language and

culture in life.

Human performance technology (HPT). Van Tiem et al. (2012) espoused that

HPT is a model that is used to link business goals and strategies with the workforce

responsible for achieving the goals.

Human resources development (HRD). Per Watkins (1989), HRD is the field of

study and practice responsible for fostering a long-term, work-related learning capacity at

the individual, group and organizational level of organizations. As such, it includes—but

is not limited to—training, career development and organizational development.

9
 Limited English proficiency (LEP). “Individuals who do not speak English as

their primary language and who have a limited ability to read, speak, write, or understand

English can be limited English proficient, or ‘LEP’” (LEP.gov, n.d., p. 1).

Research Design

This study was grounded in a qualitative approach, yielding a description of the

lived experience of participants through narrative. The researcher conceptualized

constructivism in this study as transactional. Sutinen (2008) stated, “Transactional

constructivism holds that the knowledge construed by an individual emerges in the

transaction between the individual’s activity and the environment for action” (p. 2).

Rossiter (1999) summed it up by stating, “The personal life narrative, at any given time,

is that particular interpretation of events and experiences that represent the most coherent

and satisfactory account” (p. 5). It was intended to focus on how a unique group of

students (ESOL dislocated workers) perceived the educational and training experiences

they were involved in while preparing to reenter the job market. The research encouraged

participants to articulate how the specific phenomenon of the Integrated ESL with Career

and Vocational Training program impacted their job-seeking activities that led to job

search and attainment. Clandinin and Rosiek (2006) affirmed that a description of the

lived experience of participants through the narrative is intended to focus on a very

specific a view of the phenomenon. To use narrative inquiry methodology is to adopt a

narrative view of experience as phenomena under study. Connelly and Clandinin (1990)

stated that “yielding a description of the life and education, narrative is situated in a

matrix of qualitative research” (p. 3). Clandinin and Rosiek also stated that “narratives

are the form of representation that describes human experience as it unfolds through time.
10
Therefore, narratives are, arguably, the most appropriate form to use when thinking about

inquiry undertaken within a pragmatic framework” (p. 6).

In the context of the HPT model (Dessinger et al., 2012), the implications for this

study manifest in the phase of the HPT model called intervention selection and design.

The program under study framed its curriculum within the steps of Gagne’s (1985) nine

events of instruction. The instruction students received in the integrated program

emphasized Gagne’s third event—stimulate recall of prior learning. Instructors activate

recall of prior learning by scaffolding, a term derived from Lev Vygotsky’s concept of

zone of proximal development (Wood & Wood, 1996). Vygotsky’s central concern is the

relationship between the development of thought and that of language. Scaffolding occurs

by building upon students’ prior knowledge, adding more details over time, using a

variety of instructional techniques such as demonstration, discussion, role-play,

simulation, and hands-on exercises in settings that include labs and simulators, to move

students progressively toward stronger understanding. Scaffolding allows the learners to

practice with support. The instructor gradually and incrementally removes the support

techniques when they are no longer needed. The ideas of Bruner (1990), who affirmed

that students are active learners who construct their knowledge underpinned this study.

The study intended to illuminate the experiences of the participants. Information provided

by participant narratives afforded the HPT professionals insights into the efficacy of the

program and the unique curriculum design that combined learning English, workforce

preparation, and vocational training.

By providing deep description of the experiences of the participants, the study

added to the improvement of educational practices that form the HPT perspective. This

11
study brought to the surface what the participants in the integrated program perceived as

the efficacy of the program and its impact on their employment. The use of narrative

helps practitioners gain understanding of how learners experienced training offering great

insights on how to meet the needs of their trainees.

Assumptions and Limitations

Assumptions

There were a few assumptions underlying this study. One such assumption could

have been that the program was a success. To guard against if the interviews confirmed

program success, the recorded interview transcripts were reviewed by another researcher

(peer debriefing) to see if different themes and perspectives arise. Other assumptions can

be enumerated.

First, the researcher’s presence may bias the interviewee responses. Second, not

all respondents are equally articulate or perceptive. To address the first assumption, at the

time of the interview, the researcher was no longer working at the site of the study and

two years had passed since the interviewees had seen the researcher. The researcher did

not have supervision of the participants during the program in the study. The researcher’s

role at the time of the study was program management, curriculum development, and

instructor supervision. To ensure that participants could understand and answer the

inquiry coherently, the researcher developed the interview questions at an eighth-grade

English reading and speaking level. Participants were tested upon completion of the

program with the Comprehensive Adult Student Assessment System standardized

English language test and scored in the eighth-grade percentile or higher. Two

12
participants scored after the conclusion of the program at the eighth-grade percentile of

reading and the third participant scored at the 12th-grade percentile of reading.

Limitations

Some limitations included that this research occurred at the college in which the

researcher was the director of the program in which the students had participated. The

program is no longer under the supervision of the researcher although she does have

access to all historical program data. The need to employ multiple strategies of validity is

present because the researcher, as the instrument of research, conducted the study in an

organization that once hired her as director of adult education. To address these

limitations, the researcher inserted the following safeguards in the research process. The

participants reviewed the interview transcriptions. Any changes that they felt were

necessary to the interview transcription text were made. An independent professional

conducted a second transcription of each of the interviews. The researcher needed to be

aware of and state any hidden assumptions on her part as to the efficacy of the program

and any predetermination of how students perceive the program.

There are various other limitations in this study that can be enumerated as

follows: The size of the sample was minuscule and so cannot extend to the prediction of

frequency or instances. The sample represents a critical instance. Interview data do not

lend itself to generalization because not everyone has the same values; therefore,

comparisons of interview data are more suited to small samples. In this study, the

interview format employs semi-structured, open-ended questions to elicit narratives.

Interviews can be labor-intensive in that they provide a deep rich description. It had been

13
two years since participants had been in the program, so recollection of the experience

was subject to time and therefore did not yield immediate impressions.

The researcher imposed certain specific delimitations to this study concerning the

study population. The participants were a homogenous group representing a critical

sampling of the phenomena. The specificity began when the researcher identified the

factor of why they were unemployed. They were unemployed because the company they

worked in (the same company for all nine people) relocated overseas. They became a

critical sample because of two specific reasons: They were all ESOL learners, and they

had all been sent to specific community colleges to attain retraining.

Another delimitation is that the study occurred at a community college. The

program under research was unique to the college and tailored to clients of the Texas

Workforce Commission that are learning English. Research in other settings such as in

private colleges, trade schools, or apprentice situations was not available in the literature

and thus excluded in this study. Future researchers must examine the variables that

manifest in a different context as part of further research. Research on the curricular

design, like the one applied to the program, of this study can be found in the literature

about the Integrated Basic Education and Skills Training Program (Jenkins, Zeidenberg,

& Kienzl, 2009).

Organization of the Remainder of the Study

The first chapter of this study provided contextual information about the study,

elaborates on the need for the research study and presents the purpose and relevance in

conducting this research. Chapter 2 presents a review of the literature by elaborating on

the process used to categorize the literature that the researcher found. The review
14
provides the foundation framing this study. Chapter 3 outlines the methodology for the

study including the research design, target population, and sampling method. Chapter 3

also defines the researcher role and ethical issues that may arise. Chapter 4 presents the

data; the methodology applied in the analysis and the results. Chapter 5 focuses on the

results wielding consideration of the study conclusions, limitations of the study,

implications for practice, and recommendations for future research.

15
 CHAPTER 2. LITERATURE REVIEW

Methods of Searching

Using Creswell’s (2008) concept of a hierarchical literature map design, the

literature research plan came to fruition. The first step was to extract key words out of the

research question. The research question was, How has integrating an English second

language program with a career and vocational training program influenced participants’

performance of job-seeking activities that lead to job search and attainment? Key terms

derived from the questions emerged such as English second language, career and

vocational training, integrated curriculum, job market, and adult training programs. The

researcher grouped these terms into categories such as Adult Education, English Second

Language and Job Training, Integrated Curriculum, and Performance as Related to Job

Training Experience. Under these categories, several peer-reviewed journal articles and

books emerged. The vehicle used to find these articles was the University Search Engine.

As the researcher read the articles and further categorized the references, the citations

yielded supplementary literature for review.

The second step was arranging all the literature into a list of categories that could

justify the research, explain the methodology, articulate the context of the issue that the

research was addressing and provide the explanation of the study relevance for the field

of study. The categories that met such criteria emerged as Unemployment and the Texas

Workforce Commission, Human Resources Development Paradigms and Human

16
Performance Technology Process, Adult Learning Orientations, Theories, Programs, and

Instruction and Qualitative Research Methods and Narratives.

Theoretical Orientation for the Study

The literature review is intended to provide the theoretical foundations,

methodological considerations, and research that provided a framework for this study.

This study aimed to offer insights into developing an innovative training model for

human performance technology (HPT) practice. Hamilton and Torraco (2013) stated,

Drawing on these theoretical foundations [experiential learning, contextualized

learning, academic occupational integration and social learning theory], research
is needed to develop instructional strategies that are more responsive to the
distinctive learning needs of adult students and that take advantage of their wealth
of real-life experiences. (p. 324)

The study was a qualitative interpretive research case using the lens of social

constructivism by conducting research through interpretive narrative analysis. The

researcher conceptualized Constructivism in this study as dialectical and transactional.

Sutinen (2008) stated, “Transactional constructivism holds that the knowledge construed

by an individual emerges in the transaction between the individual’s activity and the

environment for action” (p. 2). According to Lutz and Huitt (2004), the dialectical

position considers that “knowledge and cognitive processing competencies derive from

interaction of the individual and the environment” (p. 86). Rossiter (1999) summed it up

by stating, “The personal life narrative, at any given time, is that particular interpretation

of events and experiences that represents the most coherent and satisfactory account” (p.

5).

The program under study framed its curriculum within the steps of Gagne’s

(1985) nine events of instruction. The instruction students received in the integrated
17
program emphasized Gagne’s third event—stimulate recall of prior learning. Gagne

depicted this event in the curriculum by scaffolding, which is a term derived from

Vygotsky’s concept of zone of proximal development (Wood & Wood, 1996). The

instructors accomplished scaffolding by building upon students’ prior knowledge, adding

more details over a period, using a variety of instructional techniques such as

demonstration, discussion, role-play, simulation, hands-on exercises in settings that

include labs and simulators. Support techniques were incorporated in the lesson to move

students progressively toward stronger understanding and allowing the learners to

practice. The support techniques were removed gradually and incrementally when they

were no longer needed.

Review of the Literature

The literature review yielded several distinct categories, which are

• Unemployment and the Texas Workforce Commission—All these articles in

this category serve to provide the constructs by which the present research
contextualized the construct of job-seeking behavior and acquisition of
employment.

• Human resources development (HRD) paradigms and HPT process—The

literature review in this category serves to situate the application of instruction
used in the program within the realms of two approaches to development of
human capital. “The person-centered approach proposes that employees are
stakeholders in their organizations whose rights are on par with the
shareholders and owners” (Kuchinke, 1999, p. 4). In the production-centered
approach, “the role of the individual is to contribute to the goals set by the
organization, and the task of HRD is to equip employees with the requisite
attributes to do so” (Kuchinke, 1999, p. 5). These two approaches are
intertwined within the program that is the focus of this research.

• Adult learning orientations, theories, programs, and instruction—The

literature review of under this category provides the justification of the
methodology used in the Integrated English second language (ESL) with
Career and Vocational Training Program.

18
 • Qualitative research methods and narratives—The literature review in this
category reinforces the use of narrative research to highlight renegotiation
meaning and how participants deal with what is out of the ordinary. This
category supports how framed by a constructivist stance; narratives serve to
provide data for interpretive research.

An article by Hamilton and Torraco (2013) supports the need for the research of

this study. Per Hamilton and Torraco,

Programs that integrate basic skills with occupational skills have demonstrated
higher levels of student engagement, persistence, and learning gains (Jenkins et
al., 2009). Then, why is it that promising innovations such as accelerated learning,
contextualized learning, and academic occupational integration are not adopted on
a larger scale? (p. 325)

This research addresses the topic of workforce training for adults that are

dislocated workers with limited English, little education, and few skills. By providing

deep description of a curriculum that integrates education and training it will contribute

to the curricular design, program choices and the research gap that exists in the traditional

HRD paradigm. The traditional definition of HRD is “a process of developing and/or

unleashing human expertise through organization development and personnel training

and development for improving performance” (Swanson, 1995, p. 208). Another strong

influence on this research is the article by Storberg-Walker (2012). This author stated,

“The new paradigm views HRD as part of the solution to societal problems and

challenges, and HRD scholars and practitioners adopting this view assume responsibility

for developing a sustainable, ethical and moral society” (p. 596). In this new paradigm,

HRD is responsible for political advocacy regarding HRD scholarly research for policy.

Another area of responsibility in the new model of HRD is for educational purposes, in

which faculty creates degree and nondegree programs. HRD professionals participate in

research to distribute to nonprofits and for advancing HRD practitioners that design and

19
deploy human capital planning and develop interventions. The literature points to

responsibility on the part of the HRD field for policy, education, research, and design. In

the new HRD paradigm, this research study is situated in the realm of developing and

designing interventions. This study provides HRD practitioners a description of a unique

training program that can facilitate a deeper understanding of how to serve the low-skill

workforce in society.

Unemployment and the Texas Workforce Commission

This category explains the context and the environment in which the researcher

conducted the study. The program in this study was specifically created to provide

education and training for a group that had become unemployed due to the exportation of

their jobs overseas. By 2018, nearly two of every three jobs will require postsecondary

education; employment in the top growth professions will require an even greater share

(Helmcamp & Garza, 2013, p. 1). To highlight the issues that affect adult education and

higher education in Texas, the article “Bridges to Better Jobs; How Texas Can Equip

Texas Adults for Good Careers” (Helmcamp & Garza, 2013) points out the following:

• Funding for adult basic education is required at a minimum of 25%; Texas has
the lowest match at 25%.

• There is great need for developmental and remedial education.

• More than 55% of general equivalency diploma recipients in Texas need

developmental education—remedial coursework to prepare students for
college-level math, reading, and writing.

• A lack of centralized data system is not able to capture the full scope of
nonfederal funded adult basic education.

• The lack of data collection between private funding and federal funding also
leads to unnecessary and costly retesting of possible participants.

20
 Although adult education and training were greatly needed to retrain dislocated,

unemployed workers the research points to the fact that Texas was investing very little in

the effort to prepare the workforce.

According to the U.S. Department of Labor, Bureau of Labor Statistics (2014), in

2014, the unemployment rate held at 6.6%, with little movement since December 2013.

The long-term unemployed accounted for 35.8% of the unemployed. The number of

people who had been out of work for more than six months was around 3 million, well

above the historical average. Per Zuckerman (2014), 3.3 million Americans had become

discouraged and had dropped out of the workforce.

Displaced workers have very specific characteristics and experience specific

ramifications. Benedict and VanderHart (1997) explained that a displaced or dislocated

worker is a person that has permanently lost a job that they held for at least three years

due to lack of work, elimination of the job, or plant closing. Displaced workers suffered

large earning losses since skills that were specific to their previous industry are not as

valued in the new job market. For workers with between 10 to 15 years in their former

jobs, average earnings losses amounted to 15%. For workers that had more than 20 years

of tenure, average earning losses were more than 30% (LaLonde & Sullivan, 2010). As a

rule of thumb, displaced workers who had completed some postsecondary education were

likely to benefit from retraining, those who require remedial education were unlikely to

benefit, and high school graduates fell some place in between (LaLonde & Sullivan,

2010). Minorities are less likely to attain reemployment than non-Whites, and they were

more liable to exit the labor force regardless of dislocation status (Benedict &

VanderHart, 1997).

21
 Many variables that affect availability and funding in training programs contribute

to the lack of investment in training by unemployed workers. Some of the causes are the

lack of access to monies because of little or no understanding of the benefits of retraining

and a decline in federal funding of training due to economic conditions. Also,

unemployment insurance benefits do not cover all the time required to complete training

and cause economic hardship in lowering the standard of living to survival. When

unemployment benefits run out, unemployed workers are forced to choose between

training or starvation.

Legislation, the Workforce Investment Act, the Texas

Workforce Commission, and the Trade Adjustment Act

The Workforce Investment Act (WIA, 1997) was enacted during President

Clinton’s administration in the year 2003 during the 105th Congress (King, 1999). WIA

allocated resources and funding in three areas of education: adults, dislocated workers,

and youth (King, 1999). WIA reflected a commitment to focus the job training systems

on customer satisfaction and performance accountability. Its guiding principles were

streamlining services, empowering individuals, and providing universal access while

increasing accountability. States could vary in options for implementing WIA.

King (1999) pointed out that WIA has its critics regarding the services towards

some sectors of the workforce. The National Council of La Raza (2010) noted that a

major issue is underserving those with limited English. Although more than 18 million of
22
working-age Americans speak English less than fluently, only 4.9% of individuals served

by WIA have limited language proficiency (National Council of La Raza, 2010). WIA

emphasis on work first has resulted in treating training as a last resort. Clients receive a

rigid sequence of services that encourage employment as the goal. The need to retrain or

learn English is not a priority.

The Texas Workforce Commission was established to consolidate some two

dozen workforce programs that had been administered by several job agencies into a

single agency that included employment services and unemployment insurance. WIA in

1995 accounted for one sixth of the Texas Workforce Commission’s total budget (King,

1999). In 1962, the Trade Adjustment Assistance (TAA) program began helping

displaced workers because of foreign competition with cash assistance and training. TAA

became one of the programs incorporated into WIA. TAA has stringent eligibility

requirements limited to those that can prove dislocation by foreign competition.

It is in the context of the legislation as mentioned earlier and economic milieu that

the program in this research study took place. TWC provided program funding under the

auspice of WIA and TAA legislation. Many of the issues outlined were relevant during

the program and reflected the exigencies under which the college offered training to the

students.

Human Resources Development Paradigms and

Human Performance Technology Process

The articles in this category help place the current research within the purview of

HRD and HPT. The key to this study is the positioning within the HRD and HPT

paradigm. Storberg-Walker (2012) contended that there is a gap in the current paradigm

that guides HRD because the practice implicitly favors employee issues, problems, and
23
challenges. Storberg-Walker conferred the idea that the focus of HRD is on people with

jobs and not job seekers. HRD has a moral and ethical obligation to contribute to a better

society especially in times of social and economic distress, through workforce

development, research, and practice (Storberg-Walker, 2012). The literature review in

this study contributes to the new HRD paradigm by finding commonality between HPT

and adult learning theories. Situated at the nexus of workforce development this study

attempts to bridge skills training and adult learning theories.

The Link

Training and development for improving the performance of employees are the

link and provides common ground for partnering with adult education through HRD.

According to Hamilton and Torraco (2013), new HRD strategies are needed to help

adults with limited education skills attain and retain employment:

The HRD discipline is unique in embracing a holistic perspective of how

education and work experience can be integrated to capitalize on the reciprocal
reinforcement of learning and work content from the classroom is practiced and
refined on the job and experiences from the workplace enrich the meaning and
relevance of additional learning in the classroom. (p. 324)

Hamilton and Torraco’s (2013) article provides the justification of why HRD

discipline, especially concerning training, is best suited for embracing programs that

combine education, skills training, and work experience.

Training/development and adult education, both have common roots in serving

the purpose of individual growth (through both humanistic and behavioral or

performance lenses) while also benefitting society (progressive lens) and organization

(social psychology and economic lenses; Watkins & Marsick, 2014). New HRD

strategies are needed to help adults with limited education and skills. HRD professionals

24
need to emphasize developing basic academic knowledge, language, and vocational skills

in the context of job-related preparation so these adults can acquire the skills and

knowledge they need to more fully participate in U.S. culture and employment (Hamilton

& Torraco, 2013). In preparing the labor force,

It is clear that the U.S. workforce system represents an underdeveloped

opportunity for the field of HRD to contribute toward a better future.
Interdisciplinary solutions are becoming more and more highly valued because
the types of problems the workforce encounters can’t be solved within just one
specific discipline. (Storberg-Walker, 2012, p. 595)

This article provides the lenses by which the current research can be best

approached.

Location Within the Human Performance Technology Model

Training is a core performance improvement intervention within the HPT model

(Van Tiem et al., 2012). The model is linear and systematic starting with the phase of

analysis and progressing through intervention selection, design and development,

intervention implementation and change, and ending in evaluation. This research study is

pertinent within the phase of intervention selection, design, and development. This phase

includes many types of interventions. Of relevance to this study are (a) learning

interventions—The participants were learning language, reading, and writing along with

new skills and competencies for job seeking and readiness and (b) personal

development—The participants were receiving integrated instruction within the context

of vocational studies and industry-specific career courses such as computers and medical

coding. The program participants were fulfilling two goals during their education and

training experience. They were gaining skills and strategies for attaining a new job while

at the same time developing competencies and knowledge that would ultimately lead to

25
the development of a career. Storberg-Walker (2012) argued that “[training] can and

should contribute to workforce development solutions—especially during times of severe

economic challenges through a focused systematic and intentional campaign of teaching,

research and innovative practice” (p. 587).

Adult Learning Orientations, Theories, Programs, and Instruction

Another category that emerges is adult education is learning theories and

instructional strategies that influence and guide adult education program design. In the

case of the present study, many of the theories and instructional strategies shaped the

curriculum and program design.

Watkins and Marsick (2014), note that both the field of Adult Learning and HRD

have been greatly influenced by Malcom Knowles’s concept of Andragogy. Andragogy

postulates the assumptions that adults need to know why they are learning. Adults move

towards self-direction; prior experience is a rich resource of learning; adults learn when

they need to endure, perform, or explain; orientation to learning is processual to achieve

full potential; and motivation to learn is internal rather than external. In this study, all the

listed assumptions of andragogy were present with a slight variation on motivation. The

participants were seeking to develop new skills and attain jobs. However, they were also

externally motivated to retrain because TWC tied their unemployment benefits to their

participation in training for new skills. The researcher did not offer compensation for

involvement in the present study.

According to Christensen (2008), the best way to approach instructional design is

to determine the type of learning that needs to occur. Determining what kind of learning

26
is required facilitates deciding on a learning theory to use in the design process for the

instruction and serves as a guide for assessment.

Whether one is providing literacy training, corporate leadership development, or

training in environmental advocacy, a good grasp of how individuals learn, how
to design an effective learning event, and how the system or context evolves and
impacts the learner are critical. (Christensen, 2008, p. 26)

In the case of this research study, a combination of learning needs was present.

The participants required training regarding skills for the careers or vocations they had

selected, preparation regarding gaining fluency in English language vocabulary and

education about workforce preparation, and job search.

There are also several other theories about knowledge that affect the instructional

design. Cognitive theory espouses knowledge as negotiated from experiences and reason.

Examples of these orientations are Jean Piaget’s theory of cognitive development from

the mid-1970s and Jack Mezirow’s transformational learning theory from the early

1990s. Learning a new language and new skills are intended to help the program

participants in this study to be able to adjust to the new economy, society, and cultural

realities in which they are thrust; therefore, at many levels, a transformation is achieved.

Behaviorism posits that knowledge is independently out there (in the

environment). They conceptualize knowledge as acquired through connection to prior

knowledge which individuals have stored. Examples are B. F. Skinner’s operant

conditioning model from the late 1940s and Ivan Pavlov’s classical conditioning model

from the late 1920s. Learning is the acquisition of new behaviors. By acquiring new skills

in the program, participants will exhibit job searching strategies, motivation and

confidence. Schmit, Amel, and Ryan (1993) label job-seeking behaviors as job-seeking

27
self-efficacy, employment commitment, conscientiousness, and social support from

interpersonal relationships.

Information processing posits that knowledge can be transmitted which exists

independently. To transmit this knowledge information must relate to prior knowledge

and experiences that the learner already has. An example of this theory would be Gagne’s

(1985) conditions of learning. The conditions are: gaining attention (reception),

informing learners of the objective (expectancy), stimulating recall of prior learning

(retrieval), presenting the stimulus (selective perception), providing learning guidance

(semantic encoding), eliciting performance (responding), providing feedback

(reinforcement), assessing performance (retrieval), and enhancing retention and transfer

(generalization). The nine conditions as listed were prevalent in the program instructional

design. The instruction in the program augmented the focus on the event of stimulating

recall of prior learning through an instructional strategy known as sheltering.

Constructivism regards the nature of knowledge as constructed through

interactions with others. Knowledge is context bound therefore personal meaning and the

environment are part of the construction of knowledge. Examples of this of this

conceptualization of knowledge can be found in Vygotsky’s (1978) zone of proximal

development. The zone of proximal development is the gap between what learners have

already mastered (the actual level of development) and what they can achieve when

provided with educational support (potential development). The zone of proximal

development emphasizes how meanings and understandings grow out of social

encounters. The researcher conducts this research with the previously stated assumption.

28
 In the program, highlighted in this study, the researcher views knowledge as a

process of cocreation between participants and instructors. All the instructional methods

employed encompassed elements of constructivism. The students in the program had

predetermined subjects to study. However, they also had a great amount of freedom and

participatory engagement in knowledge management decisions made. Peer learning was

often employed, group problem solving was encouraged, and the teacher was in the role

of facilitator leading inductive discovery. Even when instruction involved more

structured forms of delivery, the teacher was always encouraging critical thinking from

the participants. Much of the instruction also occurred in experiential formats such as

simulations or the use of mechanic shop or computer labs. Learning theory in both HRD

and adult education accept the idea that meaning and knowledge are co-created. “This

constructivist view opens the door to greater focus on participatory decision making and

knowledge management in HRD, which [adult education] also favors, in order for

systems to maximally leverage everyone’s contributions to improved productivity”

(Watkins & Marsick, 2014, p. 26).

Instructional Methods

The program in this research study used a variety of instructional strategies

derived from a combination of the learning theories previously outlined. All instructors

attended training on how to incorporate the strategies into the instruction. Instructors

attended workshops to reinforce the application of the instructional methods.

Scaffolding instruction “refers to temporary support provided for the completion

of a task that learners otherwise might not be able to complete” (Van de Pol, Volman, &

29
Beishuizen, 2010, p. 272). Scaffolding is closely related to Vygotsky’s (1978) zone of

proximal development.

Specially designed academic instruction (Cline & Necochea, 2003) provides

students with comprehensible input with support and encouragement. The components of

this strategy are (a) connect to previous learning; (b) use visuals, manipulatives,

technology, and realia (real-life objects); (c) provide a low-risk and safe environment; (d)

provide multiple different points of entry into a study unit, enabling students to

understand the concept at various levels of skills; (e) incorporate cooperative and

interactive activities; (f) use chunking and webbing of instruction; (g) respect learner

contributions; and (h) integrate primary language support when needed. Specially

designed academic instruction is meant to provide non-English speakers access to

standard and core curriculum topics.

Integrated instruction is the combination of English (language form) with content

across the curriculum. In the case of the program in this study, integrated instruction

manifests through the combination of teaching that has two objectives one of the forms

(the language) and one of content (the function). For example, such instruction would

involve using English verb tenses in the content of medical or mechanical terminology.

An article by Anderson (2013) contains an outline of the elements of an integrated

curriculum.

Several articles about English for specific purposes (ESP) and content-based

instruction (CBI) had an impact on the program and the curriculum that was the subject

of this research. The articles influenced the curriculum/program developer regarding

decisions concerning the instructors’ roles, teaching strategies, and use of technology. Pei

30
and Milner (2016) conceptualized ESP as courses determined by the content and

requirements of the job. ESP instructors facilitate lessons through CBI, which targets a

job or industry. CBI blends traditional language-based approach (forms) with a

communicative approach (function) within content (skills). The program in this study

called for the application of CBI integrated with English language instruction. By

combining content skills and language instruction, the tenants of constructivism guided

the curriculum design by placing the student at the center of creating knowledge and

focusing on the social, contextual, and procedural variables that affect learning (Perin,

2011).

The curriculum/program developer concluded that a learner-centered curriculum

was necessary based on the understanding that individual student needs must drive the

focus of the curriculum and instruction. Several articles provided insight about the

concept of a learner-centered curriculum. According to Belcher (2006), a focus on learner

needs along with learner feedback and participation in the development of the curriculum

constitutes a learner-centered curriculum. The learners become part of the architectural

team that develops the instruction. Pei and Milner (2016) proposed a slightly different

term: learning-centered. This construct emphasizes the process of learning. Dovey (2006)

further articulated the construct of learning-centered as the ability to understand how one

learns, a form of metacognition about the process of learning that involves reflection. The

program/curriculum developer viewed the creation of the curriculum by employing both

perspectives incorporating in the lessons student feedback opportunities and activities

that necessitated critical thinking so that students could reflect on the process of learning.

31
In the narratives provided by the participants, they articulate their learning styles and the

process they applied to obtain an understanding of the instruction.

ESP positions needs analysis as the basis for designing curriculum. Traditionally,

professionals conceptualize needs analysis as a tool for finding gaps in learners’

knowledge and skills. According to Belcher (2006), needs analysis is an identification by

the student, through reflection, of learning goals, which are then negotiated to reach an

agreement between the curriculum developer and the learner. The focus of the analysis is

not the gaps but rather the learning purpose. The program/curriculum developer of the

program highlighted in this study used two methods to establish a needs analysis. The

program/curriculum developer consulted with the program participants, soliciting their

goals and expectations for the course as well as assessing the linguistic gaps of each

student through a standardized skills assessment.

Much of the literature on ESP also guided the program/curriculum developer’s

view of the instructor’s role regarding classroom interaction and materials usage.

According to Pei and Milner (2016), instructors embody a variety of functions ranging

from designer to researcher. The multiple roles that the instructors could potentially fill

indicated to the developer that the individuals that were to be instructors in the program

needed to be flexible and willing to accept multiple responsibilities.

Another facet of the ESP literature informed the program/curriculum developer of

the relational dynamics between the students and instructors. Belcher (2006) pointed out

that teachers could learn from and with their students. The author further asserted the

requirement for instructors to see the learner’s needs through the perspective of the

student. The participant narratives in this study described instances in which the English

32
instructors attended the vocational classes with them. The instructors participated in the

vocational classes with the dual purpose of learning more about the content and

observing where the students needed extra support and scaffolding of the lesson. The

participant narratives described a relationship between students and instructors within a

culture of mutual respect, acceptance, and collaboration in which each person contributed

knowledge and experience to the learning task.

Several articles provided the justification to the program/curriculum developer to

incorporate a communicative approach to the instruction. According to Krashen (as cited

in Grabe & Stoller, 1997), the hypothesis of comprehensible input provides the

foundation of the communicative approach. According to Hyland (2002), ESP focuses

instruction on the communicative process and emphasizes how the process facilitates

comprehension as both creator and carrier of meaning. Another function of

communication is of transmitting culture, social roles, norms, and individual identities,

per Ananyeva (2013), Belcher (2006), and Hyland. Dovey (2006) pointed out that

complexity of tasks blurs the lines between physical work and discourse in the modern

workplace. In a non-automated job, a manual laborer had to be able to demonstrate as

well as articulate the process involved in completing the work. The ability to

communicate with managers through various forms was imperative. The literature also

highlighted the need for communication and collaboration within and across teams.

Language is used to stress social practices and skills required in creating and maintaining

the collaborative dynamics within a group work (Dovey, 2006).

The program in this research incorporated the student-centered approach, ESP,

and CBI through a communicative focus on language. The participant narratives

33
illustrated how students use English in groups, individually, during job interviews, and on

the job site. The narratives revealed how students employed language for utilitarian

purposes rather than focusing on the language forms. The communicative nature of their

English language usage was intentional and immediate.

According to Belcher (2006) in ESP programs, it is necessary to use technology in

a matrix of intersecting and overlapping resources. The instructors in this program of this

research study used several forms of technology. Students were video-recorded during

interview role-plays. The students used computers to learn the phonetics of English,

research content-specific information, and communicate via e-mail. The students also

used computers to learn applications such as Microsoft Word and PowerPoint. Several

articles illuminated the challenges in ESP program models. Belcher (2006) stated that

because ESP addresses the particular needs of the learner and the situational and

contextual requirements of the learning task, “a tailored to fit” (p. 135) instruction mode

is required. This customized instruction requires the instructor to be flexible and able to

quickly improvise and change direction when the learner is not responding. Ananyeva

(2013) asserted that learner needs are constantly changing to respond to evolving

situations. Hyland (2002) indicated that students learn as a reaction to immediate needs

rather than the order and structure imposed by the instructor or curriculum developer.

Belcher, as well as Pei and Milner (2016), posited that ESP is materials driven as

opposed to methodology dictating the instruction. Pei and Milner reported that in their

study of China’s ESP teachers, 60% of the instructors were not satisfied with the

materials available in the ESP programs. Pei and Milner recommended that ESP teachers

have a basic understanding of the content knowledge of the specialized field. Belcher

34
proposed that the ideal instructor has dual professionalism consisting of subject matter

expertise and training in applied linguistics. This combination of specialization is rare

and such instructors are hard to find. In the average ESP program, subject matter experts

require training in andragogy and experienced instructors require subject-specific

training. The journal articles that presented the challenges of ESP programs motivated the

program/curriculum developer to engage teachers in training that included teaching

strategies such as sheltering and teaming sessions to collaborate in developing relevant

lesson materials. Language instructors were encouraged to consult with vocational

subject matter experts and continuously seek student feedback about the lessons. The

narratives in this study highlighted how students offered feedback regarding program

courses and instructional strategies. Students, instructors, and subject matter experts were

collaborators in the development of knowledge.

In the category of job training programs, several articles informed the

program/curriculum developer about program models and the plethora of vocational

training courses. The program that loosely resembled the training in this study was the

integrated basic education and skills training (I-BEST) model, developed in Washington

State in conjunction with community colleges (Wachen, Jenkins, & Van Noy, 2010). The

program model pairs basic-skills instructors with professional/technical faculty to create

an integrated curriculum that allowed basic-skills students to access college-level courses

directly. The model varied in the level at which integration occurred. Wachen et al.

(2010) identified four models of integration.

35
 Model 1 is nonintegrated. In this model, each instructor delivers course content

separately. The basic-skills instructor assists the students that are struggling with the

professional or technical content.

Model 2 is nonintegrated instruction with contextualized basic skills. In this

model, the professors identify together the skills that are needed for the students to

succeed in the vocational course, then each instructor teaches the skills to the students in

separate classes.

Model 3 is partially integrated instruction. This model requires the

professional/technical curriculum to be modified to accommodate the needs of the basic-

skills students. The basic-skills instructor provides a support role for the student and the

professional/technical instructor.

Model 4 is fully integrated instruction. This model requires that both the skills

instructor and professional/technical instructor develop a customized curriculum to

accommodate the basic-skills instruction students. Instruction occurs in the same

classroom and instructor team thus each teach 50% of the lesson.

The developer of the program in this study loosely aligned the curriculum to

Model 2. The instruction of core competencies for language was taught separately from

the vocation. The instructors worked together to identify the necessary skills required to

succeed in the vocation. Instructors in the language classroom adhered to learning goals

that focused on language forms (linguistics) and skills (content). The classes were taught

separately by each instructor, with the caveat that the English instructor provided support

for the English speakers of other languages students through sheltering the vocational

content. The students were in the vocational classroom with other English-only speakers.

36
The vocational content teacher consulted with the language teacher for assistance and

reinforcement but the developer did not modify the curriculum for the ESOL students.

Another significant difference between the I-BEST program and the program featured in

this study was funding. The I-BEST program was tuition based. Thus, students had to pay

for it out of pocket or obtain loans or scholarships. The Trade Adjustment Assistance

(TAA) program funded the program featured in this study.

Park (2012) stated that the TAA program was designed to compensate U.S.

workers that had lost their jobs due to import competition and relocation of their jobs out

of the country. TAA clients are dislocated workers whose skills have been rendered

obsolete. Park listed several problems that TAA clients face. Only 33.53% of the clients

find jobs in occupations that aligned with their training (Park, 2012). “This occurrence is

an inherent problem of federal training programs since the supply of trainees is loosely

linked to demand” (Park, 2012, p. 1000). The author further explained that dislocated

workers have longer tenure with their first employers, which causes high salaries with

narrow job experience. The postprogram earnings of trainees do not equal or surpass their

previous earnings. Park also noted that in some cases, “trainees of customized training

showed wage replacement rates lower than those nontrainees where preparticipation

earnings were not controlled” (p. 1012). Customized training participants acquire new

skills that reduce the loss of income in the future. At the beginning of the program

featured in this study, TAA representatives running the funding allocations counseled

participants about the job market. According to Park (p. 1012), on-the-job training was

beneficial to trainees, raising their wages by 3.6% to 4.7%. Park concluded his article by

recommending that more resources be allocated towards assessment and counseling of

37
participant candidates to help them choose occupations that are more aligned to their

abilities and that are in market demand. The program highlighted in this research did not

track post-training employment of participants; however, two of the participants indicated

that they worked in the field of their training at the time of the study interview.

The program/curriculum developer read several other articles that pertain to

public and private training program models. Gerdes and Wilberschied (2003) described

an English language course facilitated on-site in a restaurant chain. The authors identified

several issues deriving from the physical location of the on-site course. Upper leadership

and management of the restaurant chain aligned on the identification of ESL training as

the solution to meet their employees’ needs; however, they varied significantly on the

focus and goals of the instruction. Leadership saw the purpose of instruction as intended

to increase employee competencies, flexibility, and social skills. Management envisioned

the focus of training as designed to be job specific and task related. The participants in

the course viewed the focus of instruction as intended to encompass both job skills and

literacies beyond the job. The instructional goals of the program highlighted in this study

were developed by the curriculum developer using an amalgamation of student

participant feedback, vocational skills/industry requirements, and instructor input. The

program developer did not solicit feedback from the TAA fund allocators; thus, this

became an issue when the program participants wanted to add extra courses to develop

competencies and skills further. In general, when the TAA money ran out, the TAA

allocation representatives were not willing to extend additional funding. In such cases,

the college provided the extra classes at no cost to the student.

38
 Gerdes and Wilberschied (2003) also found some challenges in the power

structure of the workplace. Many of the managers of the restaurant chain in their study

prevented the employees from attending classes by citing workload or schedule changes.

The company leadership planned to move the workforce to a performance team structure

but they did not consider the language barriers the nonnative English speakers would

encounter in the teams. Oral and written English proficiency became a prerequisite to

maintaining workers’ jobs. The instructors of the workplace English program decided to

facilitate instruction with an emphasis on bilingualism. This approach was meant to

empower the training participants and help them recognize that they brought experience

that could be communicated through multiple languages, thus contributing positively to

the workplace. The focus shifted from a deficit in speaking English to the benefit of

speaking more than one language. The program highlighted in this research study

required instructors to facilitate instruction in English and use sheltering techniques,

which supported usage of students’ native language when needed to improve

comprehension. The integrated program in this research hired two instructors that were

bilingual Spanish and English speakers and two instructors that were monolingual

English speakers. Throughout the program, the instructors placed emphasis on the value

of communicating experience and gaining knowledge regardless of the language spoken.

Community colleges have combined credit courses with continuing adult

education to meet the needs of unemployed or underemployed adults. Bradford and

Franklin (2013) identified a program in Houston Community College that uses co-

enrollment, also known as concurrent enrollment. Under the Adult Basic Education

Innovation Grant, community colleges can offer general equivalency diploma, ESL,

39
technical training, and medical coding classes. The technical training and medical courses

are based on credit hours that are applicable towards a degree or certificate. The general

equivalency diploma and ESL students accumulate continuing education units. These

students can use these units toward certification. Students in the Adult Basic Education

Innovation Grant program must have passing scores on the Test of Adult Basic Education

and college placement tests. The program developer tested the participants of the

program highlighted in this study with the Comprehensive Adult Student Assessment

System. This standardized test focuses on language proficiency and aligns with the

Equipped for the Future Skills Standards.

According to Barman, Lawrence, Rabon, and White (2012), some challenges exist

in community college courses. The first challenge is determining the needs of the local

labor market regarding deciding what certificates to offer. The second challenge is that

although community colleges rely heavily on advisory industry boards to provide subject

matter experts as potential instructors, colleges incur the cost of training them to develop

facilitation skills and teaching techniques. Compensation is also an issue as salaries paid

to the instructors are not competitive with what they can make in their field outside the

classroom. The program in this research study offered vocational courses that were part

of the schedule of credit classes historically available. The instructors in the vocational

courses had tenure and a sense of ownership of the courses. The challenge addressed by

the developer of the program in this study was the requirement of finding language

instructors that were dedicated, flexible, and willing to learn content-based instruction

and vocational content. The language instructors had to adapt to embodying multiple

roles and put in the extra hours to provide support for the students and vocational

40
instructors, and to meet the need to cultivate knowledge of the content field. The

language instructors of the integrated program had the prerequisites of persistence and

dedication to students to obtain their teaching position.

Qualitative Research Methods and Narratives

This research was a qualitative study using interviews to compile narratives as

produced by study participants to analyze the data and categorize findings. The literature

review postulates the relevant aspects of the design of the research for this study.

Qualitative design aims to address questions concerned with developing an understanding

of people in their personal lives and social world. The focus of this research was to

illuminate the subjective meanings and perceived experiences of the participants in the

research program study. Articles that support this method are by Maxwell (1996) and

Lieblich, Tuval-Mashiach, and Zilber (1998). Maxwell presented a model with five

components that guide the research methods. His components are purpose, conceptual

context, research questions, methods, and validity. In other words, (a) What is the goal of

the study? (b) What theories or framework relate to the phenomena under study? (c)What

is it you want to understand? (d) How will you conduct the study? and (e) How can you

be wrong? Lieblich et al. pointed out some limitations in narrative research. Per the

authors, data can be influenced by the interactions in the narrative interview by the

interviewer, the interviewee, as well as other factors in the context or environment.

Researchers need to engage in more research about narrative interviews that will focus on

the variables that can contribute to the distortion of the interview data.

Elements of Qualitative Design

The research methodology in this study encompassed the following beliefs:

41
 • Participant meanings—Addressing the research in terms of the experiences
and meanings shared by the participants (Creswell, 2009).

• Phenomenological research—There is a need to understand a phenomenon

from the point of view of the lived experience to be able to discover the
meaning (Englander, 2012). The question asked in this type of study is, What
is it like? This type of question elicits description to arrive at comprehension.

• Interpretive inquiry—Requires understanding that that there are several

interpretive roles in the research study. These roles include the perspectives of
participant interpretation, researcher interpretation, and reader interpretation
(Creswell, 2009).

• Inductive data analysis—Researchers analyze data by building patterns or

themes from an amalgamation of all the data collected, organizing it into more
abstract units until all categories are exhausted (Creswell, 2009).

The Role of the Researcher

Participant interviews provided the data collected in this study. The researcher

was responsible for doing the interviews and the analysis of the data collected. It is

important to understand the metaphor in which researchers understand their role in the

process as it affects how the interviews are structured and applied.

• The data miner—The interviewer extracts knowledge through questioning of

the subject’s experience. The answers are considered real, objective facts that
express the subjective meanings of the interviewee (Kvale & Brinkman,
2015). This is very like data mining in the social sciences.

• The traveler—The interviewer encourages participants to tell stories and then

the stories are differentiated and retold through the interviewer’s interpretation
of the stories (Kvale & Brinkman, 2015).

• The action—The interview is an action and it is a collaborative meaning-

making practice (Gubrium, Holstein, Marvasti, & McKinney, 2012).
Knowledge is produced socially in the interaction of interviewer and
interviewee. The very production of data rests on the interviewer’s skills and
situated judgement in the posing of questions (Kvale & Brinkman, 2015).

This study placed emphasis on the metaphor of the interview as action. The

interviewer was aware that meaning is constructed and negotiated through the

42
interpretation of the questions and answers by the interviewee as well as the interviewer.

The interview was a process in which action was taken by participant and interviewer to

develop shared meanings.

Interview Design

Mishler (1986) pointed out that narratives offer everyday conversations and

answers to questions. This idea supports the view that narratives are one of the natural

cognitive linguistic forms through which individuals attempt to organize and express

meaning and knowledge. Narrative interviews involve long sections of discourse

provided by the participants sharing extended accounts of their lives in context from their

perspectives (Reissman, 2008). Narratives provide thick description that emphasizes the

temporal, social, and meaning structures of the interview (Mishler, 1986). The

interviewer mainly listens but can ask questions about specific episodes within the

account of the story.

The semi- structured, open-ended interview develops the frame of reference of the

respondent. In semi- structured interviews, the interviewer prepares a set of the same

open-ended questions to be answered by all interviewees; however, additional questions

can be asked during interviews to clarify or probe replies to draw out respondents’

meanings in their terms. Probes can be scripted or arise from the dialogue between

interviewer and interviewee for clarification (McIntosh & Morse, 2015). Per McIntosh

and Morse (2015), semi- structured interviews are designed to explore a situation or

phenomenon from the subjective responses of the interviewees. The structure emanates

from the fact that the questions are scripted and asked of each respondent in the same

order. The questions are bound to a particular experience and time, such as

43
unemployment and ESOL classes combined with vocational studies within two years. In

this research, the researcher had prior knowledge of the phenomenon under study. In this

study, the researcher had knowledge of ESOL from the perspective of someone that has a

native language other than English, took ESOL classes, and taught ESOL as an instructor.

The semi-structured interview allows interviewees to elaborate, confirm, or refute any

assumptions or perspective that the interviewer may have. The interviewer facilitates

clarification by probing. The interviewer maintains the structure of the interview

questions by adhering to the topic of the questions and the order of presentation.

In this study, the interview format employed semi-structured open-ended

questions to elicit narratives. The intent was to understand the interviewees’ meanings

within the context of their lived experiences; however, the focus of the questions was the

instance or phenomena of training during a stated period of unemployment. The semi-

structured form allowed the interviewer to provide the frame of reference known as

specification (McIntosh & Morse, 2015). Qualitative interview design was used in this

research study because it was intended to elicit descriptive information about a very

precise phenomenon at an exact specified time in the participants’ lives. The researcher

based the design of the interview questions on the following assumptions:

• The interviewee could use language to express interior and exterior thought.

• The interviewer and interviewee had a common understanding of the research

topic and questions.

• It was possible to minimize or avoid influencing the interviewees.

• The interviewer did not express personal perspectives on the research topic.

• The interviewer minimized bias, using open-ended and non-leading questions.

44
 • The interviewer asked the same questions of each participant in a sequence
that generated reliable data about the topic of discussion.

The intent was comprehension of the phenomena rather than explanation or

prescription. The assertions from the reflection of the participants’ meanings provide

insight into alternative training/teaching models that practitioners can use. The use of

semi-structured interview has both positive and negative aspects per (McIntosh & Morse,

2015). The presence of verbal and nonverbal cues in face-to-face communication

optimize understanding of the message. The interviewer can clarify questions and

continue to probe for clarity or elaboration. The experience can be enriching for

interviewees, who may obtain new and enriching insights into their life (Kvale &

Brinkmann, 2015). Kvale and Brinkmann (2015) posited that this type of interview could

be a learning process for both interviewer and interviewee, leading to reflection and

growth. Disadvantages can also ensue when the presence of the interviewer compels the

interviewees to answer in ways that they feel the interviewer wants to hear (McIntosh &

Morse, 2015). It takes much time and money to conduct this type of interview and can be

difficult to end if the interviewee wants to continue the dialogue (Kvale & Brinkmann,

2015).

Synthesis of the Research Findings

The literature reviews presented several studies in skills training, on the job

training and career training. No studies were available that specifically target the

population of ESOL learners within the context of job dislocation and within the frame of

integrated education and training. A few articles focused on workforce training for ESOL

such as those of Emerson (n.d.) and Wong et al. (2009).

45
 Other studies such as Russell’s (2011) focused on displaced workers. The

uniqueness of this research study is that it looks at a population that shares the experience

of learning English as a second language while at the same time sharing the critical

incident of unemployment due to workplace dislocation bound within the context of an

integrated curriculum.

The different categories ascribed to in the literature review provided evidence of

the need for the study constructs applied in the study, and placement of the study’s

relevance between the fields of human resource development and adult education as well

as the justification for the use of narratives in the research data.

Critique of Previous Research Methods

It is of significance that, within the literature review, the research yielded no

writings about studies involving dislocated workers that were ESOL speakers. This study

attempted to begin to fill that void. It is not possible to critique nonexistent research. This

study may initiate the conversation regarding the critical analysis and research that needs

to be present regarding training for dislocated workers that are English Speakers of other

languages.

Summary

The literature review summarized four themes that anchor this study, which were

(a) unemployment and the Texas Workforce Commission; (b) HRD paradigms and the

HPT process; (c) adult learning orientations, theories, programs, and instruction; and (d)

qualitative research methods and narratives. Each of these themes provided insight into

the different components of the study. Unemployment and the Texas Workforce

46
Commission literature highlighted the state of the economy and the policy regulations

that were present in the context in which the study took place. HRD paradigms and the

HPT process literature contribute to situating the study’s application within training

interventions. The adult learning orientations and programs literature provided the

epistemological assumptions that guided the research study. Qualitative methods and

narratives literature provided the assumptions and beliefs that supported the methodology

employed in doing the research.

47
 CHAPTER 3. METHODOLOGY

Purpose of the Study

The purpose of this study was to answer the question, How has integrating an

English second language (ESL) program with a career and vocational training program

influenced participants’ perception and performance of job-seeking activities that lead to

job search and attainment? The field of human performance technology (HPT) is

obligated to learn the perspectives of ESOL learners in training for careers or jobs to fully

comprehend the efficacy of such endeavors.

HPT must learn more about career training for dislocated workers who are part of

special populations such as English second language speakers because the U.S.

workforce is diverse and has a large population that is not composed of native English

language speakers. There is little research available describing career training for

dislocated workers who are part of special populations such as English second language

speakers (Van Horn et al., 2011). Wong et al. (2009) stated, “Lacking is qualitative

information about the benefits of participation in occupational skills and English training

programs from the perspectives of immigrants themselves” (p. 2).

Research Question

The research question was, How has integrating an English second language

program with a career and vocational training program influenced participants’

performance of job-seeking activities that lead to job search and attainment? The study

48
attempted to describe from the ESOL participants’ perspectives how education and

training can be leveraged to help enhance performance regarding seeking and getting a

job. The central phenomenon was the job-seeking and attaining behavior that ESOL

speakers feel they have or have not gained. No, a priori hypothesis was available; the

intent was description and understanding of a phenomenon, from the participants’ points

of view. There was no prescription or prediction associated with the study.

Research Design

This research was qualitative. Per Merriam (1998), this type of the investigation

places emphasis on understanding the phenomenon from the participant perspective. This

investigation was a qualitative research study, in which the researcher applied interpretive

narrative analysis. “The personal life narrative, at any given time, is that particular

interpretation of events and experiences that represents the most coherent and satisfactory

account” (Rossiter, 1999, p. 60). Creswell (2008) pointed out that in education, narrative

studies can focus on an event or episode rather than an entire life story. In this study, the

stories produced by the participants focused on the instance of training for vocational

skills combined with learning English. Bold (2012) stated,

If we are interested in meaning then it is useful to know that narratives reflect

human interests and support our sense-making processes. . . . Narratives help us
understand ourselves and others by describing and explaining, by defining self
and personal identity. However, a personal narrative is not an exact record of
what happened, and nor does it mirror the wider world. . . . They are complex,
creative and engage the audience. Each person brings to the narrative a different
interpretation. The narrative re-presents experience rather than providing the
reality. (p. 30)

Narratives are subject to interpretation by the narrator, interviewer, and audience.

According to Riessman (2008), narratives are functional and can serve various purposes

49
such as explaining the past, persuading an audience, entertaining, misleading, or inviting

the listener into the narrator’s perspective. The researcher based the steps in this narrative

research on the model offered by Creswell (2008):

1. Identify a phenomenon to explore and address an educational problem (p.

253).

2. Purposely select an individual from whom you can learn about the
phenomenon (p. 253).

3. Collect stories from individuals (p. 254).

4. Analyze their stories for themes (p. 525).

5. Collaborate with the participants in all phases of research (p. 525).

6. Write a story about the participant’s personal and social experience (p. 525).

7. Validate the accuracy of the report (pp. 525-526).

Target Population and Sample

Population

The study participants were part of a larger group of dislocated workers served by

the Texas Workforce Commission. In common with the larger population served by

Texas Workforce Commission, the study group shared the situation of unemployment.

Unique to the study group was the need to learn English as a second language.

Sample

The sample was purposive because participants in it had a shared common

experience. They became unemployed because the company they worked in (the same

company for all study participants) closed and moved overseas. They were all ESOL

learners. This sample of three people was the homogenous group representing a critical

sampling of the phenomena investigated in the study. The three participants in the study

50
were male and ranged between the ages of 30 to 50 years old. One of the participants was

a former engineer with academic skills and experience in university studies; the other two

did not have an education beyond the required compulsory levels that existed in their

native country. All three participants were Spanish language native speakers. Based on

their English placement tests, one was at an intermediate level of English fluency, and the

other two were at a low advanced level of English fluency.

Crouch and McKenzie (2006) argued that a small number of participants is the

best sample for analytic, inductive, exploratory studies. Crouch and McKenzie also

stated,

The work of linking interview accounts continually analyzed and conceptual

frameworks under construction throughout the research clearly requires small
sample sizes so that all emerging material can be kept in the researcher’s mind as
a totality under investigation at all stages of the research. (p. 495)

“The overall ability of a researcher to provide an in-depth picture diminishes with

the addition of each new individual or site” (Creswell, 2008, p. 217). Crouch and

McKenzie (2006) considered each participant as to be unique states of being rather than

just people with mutual basic demographics. Crouch and McKenzie asserted this

conception in the following statement:

Respondents are “cases,” or instances of states, rather than (just) individuals who
are bearers of certain designated properties (or “variables”). Thus, in principle,
just one “case” can lead to new insights (as a number of studies has shown; see,
for example, Frank [1995]) if it is recognized that any such case is an instance of
social reality. (p. 493)

The participants were unique because of their specific circumstances. They were

unemployed due to work dislocation. Unemployment and dislocation were variables they

shared with a larger pool of possible samples. The specificity and criticality occurred

when the researcher included the variable of limited English proficiency. This uniqueness
51
made for a minuscule pool of participants for training. The National Council of La Raza

(2010) noted that a major issue was underserving those with limited English in training

programs funded by TWC. The program of this study only had nine people enrolled.

Regardless of the rarity and uniqueness of the participants and the study focus, the

findings could be applied to training and educating our present and future workforce, the

majority of whom are limited English proficient or speak multiple languages. The

richness of the data provided deep description that served as the key to unlocking the

perspectives of people that could not always articulate what they experienced in a

training program. The research bestowed voice to a population that for the present is

considered invisible. Malterud, Siersma, and Guassora (2015) surmised the value of a

small sample when they stated,

A study will need the least amount of participants when the study aim is narrow,
if the combination of participants is highly specific for the study aim, if it is
supported by established theory, if the interview dialogue is strong, and if the
analysis includes longitudinal in-depth exploration of narratives or discourse
details. (p. 1756)

It is not the size of the sample but rather the richness of the data, the expressions

of the nuances and the intricacies in the narratives that the researcher sought. The

researcher exhausted all the codes in the data analysis until reaching saturation. Most

importantly were the themes and the complexity of their intersections that manifested

during the process of analysis. Through the analysis of the data the researcher captured

the threads that wound the participants’ experiences together and offered a window into

their conception of the training program they experienced. Holloway and Wheeler (2009)

articulated that

Most often, the sample consists of between 4 and 40 informants, though certain
research projects contain as many as 200 participants and as few as 2. Sample
52
 size, however, does not necessarily determine the importance of the study or the
quality of the data. (p. 146)

The researcher assigned the following selection criteria: Workforce Commission

ESOL clients, (b) lost their job due to their company relocating outside the United States,

(c) enrolled in a community college adult continuing education program, and (d)

consented in writing that they wanted to participate in the study. The selection process

occurred after University Institutional Review Board approval of the study. Students were

contacted by the director through a phone call to inquire if they wanted to participate. The

phone conversation provided the former student with a brief description of the focus of

the study.

Possible participants also received a recruitment e-mail explaining the purpose of

the study, the selection criteria, options for participating or not, and the contact

information for the researcher. If persons agreed to participate, appointments were made

to meet.

Protection of Participants

The issue of communication ability was prevalent in that the participants in the

study were English limited and studied the language. There was a concern that they might

not understand the interview questions and consent form. To mitigate the lack of

comprehension, the researcher disclosed that the participants took the Comprehensive

Adult Student Assessment Systems standardized English reading and language test before

entering the program and post-program participation. Based on the results of the pre-

program testing, all recruitment documents in the study were written at a sixth-grade

reading level to accommodate their reading and language skills. The consent form was

written at a sixth-grade reading level and explained the nature of the study and provided
53
them with the option to participate or not. The consent form was e-mailed to the

participants several days before the interview so that they could read and ask questions

before signing and giving permission. The consent form included assurances that no

repercussions would occur regarding participation in the study. The consent form also

stated that there was no compensation for participating in the study. Participants were

asked for consent to record the interviews. The researcher provided personal contact

information in the consent form. The contact details of the investigator’s supervisor were

also furnished by the researcher to assure further avenues of communication.

The University Institutional Review Board approved the documentation.

Professionals with experience in language training and second language acquisition

theory conducted field tests of the interview questions.

The issue of authentic disclosure led to the possibility that participants could be

articulating what they thought the researcher wanted to hear. Participants were invited to

look at the interview transcriptions and coding for accuracy and reflection to guard

against the occurrence of inauthenticity. They had the option to change the narrative if

they wanted to rephrase or clarify what they said in the interview. Participants were also

able to look at the findings of the research and provide a rebuttal if so desired. This

portion was part of the research presentation. Issues of privacy and protection of

confidentiality could have arisen, so the researcher instituted safeguards. The researcher

identified each student by a numerical code created randomly. The external auditor and

second transcriber signed confidentiality agreements which included the provision that

once they had completed their task, they would erase all data regarding the study from

their computers.

54
 The researcher kept documentation about the study and participants in a locked

cabinet in her own desk. The researcher stored secondary documentation in a thumb drive

located in the researcher’s private office inside a locked drawer. The third set of

interviews the researcher stored in the online personal journal. In the future, the

researcher will destroy audio recordings after the required seven years have passed from

the completion time of the study. The printed materials will be shredded in two separate

shredders so that not all shreds will be in the same container. Purging data from the

computer drive will be accomplished with the use of the Secure Erase command built into

the firmware of the computer drive. Such programs are available through open source.

Data Collection

The primary method of data collection was open-ended semi- structured

interviews to produce participant narratives. Each interview took about 90 minutes.

Before the interview started, the interviewer engaged in casual conversation with the

participants to make them feel at ease. Questions such as (a) did you have any trouble

getting here or finding the place? (b) how is the weather? and (c) how have you been?

helped participants relax before commencing. The interviewer reminded participants that

they had agreed to be interviewed and asked them if they still wanted to participate.

When the participants confirmed that they wanted to participate, they were asked to sign

the consent form that was previously e-mailed to them to ensure that they had time to

read it and understood it. The interviewer informed the participants that she would

record the interviews. The interviewer asked the participants if they were comfortable

with this procedure. The interviewer also assured the interviewees that the interview

recordings would be kept private.

55
 The interview protocol included the following verbiage:

1. Welcome and thank you.

2. The purpose of this interview.

3. You signed a consent form that allows the interview to be taped.

4. If during the interview, you wish to no longer speak, please say, “Stop.”

5. If you do not understand the question or wish to have it repeated, please say,
“I don’t understand.”

6. Do you have any questions or concerns before we begin?

The interviewer asked the questions as numerated in the script with corresponding

probes. A couple of times the interviewees would indicate that they did not understand

the question and the interviewer would elaborate in English. McIntosh and Morse (2015)

concluded that interviewers can rephrase questions to get more information or clarify the

meaning of the question. In one instance, an interviewee asked for the question to be

translated into Spanish. At this point, the interviewer continued to explain the question in

English but did not use Spanish because the entire program under research had been in

English and translating would have changed or elicited different responses. Cortazzi,

Pilcher, and Jin (2011) conducted a study in which they conducted interviews in English

and the native Chinese language of the participants. They estimated that the data would

have been 41% different had all the interviews they conducted would have been in only

Chinese. Results show numerous differences in the quality of the data obtained

depending upon the choice of language for interviewing. “These results arguably apply to

languages other than Chinese; this is indicated within a framework of scenarios for

language choices for research interviewing, and through recommendations for

researchers” (Cortazzi et al., 2011, p. 505). During the interview, participants took

56
somewhat extended pauses, which could have indicated an attempt to find the vocabulary

to express their thoughts or deep reflection regarding their answers.

Data Analysis

The raw data yielded by the interview were audio-recorded. The transcription of

the interviews occurred a week after the recording. The raw data were typed from the

recording, capturing all utterances. Each instance of utterance was then classified line per

line as belonging to the interviewer or interviewee. The utterances by the interviewer

were in italics and the interviewee utterances were in bold. Next, the researcher

segmented the data into complete sentences or phrases per line. The phrases and

sentences were then numbered starting at 1. The portions of phrases and sentences were

then converted to a table using a Word document. The table displayed one segment of

data per line. A segment consisted of a sentence or phrase. The researcher added five

other columns to the table for participant number, line number, question number, code,

and comments. After completion of this table, the researcher saved the document. To

assure accuracy in transcription of the interviews, the researcher took two other steps.

The researcher sent the typed raw interviews to the participants via e-mail for verification

or edits. In all three interviews, participants verified that the transcription was correct. As

a second check, the recordings of the interviews were sent to an independent researcher

to transcribe. This person had signed a confidentiality agreement and approved in the

research process by the University Institutional Review Board. Upon receipt of this

transcription, the researcher made a comparison with the original transcription. Both

researchers captured the same utterances. Segmentation of the data varied in that one

researcher grouped sentences together as opposed to one segment per row. The researcher

57
noted differences in the spelling of names and terms. The researcher that created the

second transcription had no knowledge of the program, topic of the research, or Spanish.

The researcher transcribed names and words phonetically as heard on the audio

recording.

After establishing the themes, coding and analysis were conducted using the

process indicated by Ruona (2005). Ruona noted that the categories should reflect the

purpose of the research; they should provide answers to the research question. The

question to be answered in this study was, How has integrating an English Second

Language program with a career and vocational training program influenced participants’

performance of job-seeking activities that lead to job search and attainment? Ruona

advised that the emerging categories would reflect the literature review and perceptions

of the participants. The researcher found general themes regarding the perception of the

overall program, ability to find a job, awareness of program impact concerning

applicability to real-life situations, discernment of program success and individual

fulfillment, and barriers encountered.

The coding process involved listening to each interview to find general themes

that applied to each respondent. The narratives that emerged from the interviews were

bound to the specific instances of participation in an integrated ESL with career and

vocational training program. Interview data points ranged from a total of 155 to 188. As

the researcher reviewed each interview numerous times, several themes emerged at the

first level of analysis, which was noted as indicated in Table 2.

58
 Instruments

The researcher created the interview question based on the epistemological

framework of the belief that people create knowledge through inquiry and answers

negotiated by the interviewer and the interviewee. Sutinen (2008) stated, “Transactional

constructivism holds that the knowledge construed by an individual emerges in the

transaction between the individual’s activity and the environment for action” (p. 2). The

program that was the subject of this research study applied the integrated basic education

and skills training program model, which uses an integrated curriculum design. The

researcher developed interview questions anchored by the principals of the integrated

curriculum. Table 1 depicts how each of the interview questions corresponds to the

principles of the integrated curriculum. Integrated curriculum rests on the foundational

belief that an individual’s direct experience is crucial to purposeful learning. Contardi et

al. (2000) stated, “Therefore, an integrated curriculum is a viable way to enable

meaningful learning to become a reality” (p. 2).

The interviewer’s questions aimed at clarification of the subject’s experience of

the training and its utility with the job search. The interview questions were formulated to

elicit the participants’ experiences in terms that associated with the principles and the

components that guide an integrated curriculum. The interview questions were intended

to bring forth narratives of how each participant experienced the integrated program and

its efficacy concerning preparation for job searching and job attainment. The interview

questions depicted in Table 1 appear in the interview script.

59
Table 1. Frame of Interview Questions
Integrated curriculum principles
(Malik & Malik, 2011) and components
(Contardi et al., 2000)
Utilizes thematic units as organizing
principles
Structures learning around themes, big
ideas, and meaningful concepts
Provides connections among various
curricular disciplines
Develop relationships among concepts
Provides a deeper understanding of content
Emphasizes development of skills plus
acquisition of knowledge
Focuses on basic skills, content, and higher
level thinking
Emphasizes practice and therefore
application of knowledge and skills
Provides learners opportunities to apply
skills they have learned
Corresponding interview questions/directives
How would you describe or explain the classes in this program
to other people?
How did your English teacher explain what you were learning
in your vocational class such as Mechanics or Medical
Coding?
What did you learn in the classes that was like or different
from what you found in looking for a job?
Of all the things you learned in your classes, what were the
most important? Why were these things important?
Please describe or give an example of how you used the
English you learned in your classes to look for a job.
These are the things/skills you were taught in class:
• How to use the Internet to search for employment
• How to speak English, ask questions, follow directions
• Writing: How to complete a job application and write a
cover letter and resume
• Team building, getting to work on time, and showing
respect
• Computer skills: Typing and using Word, Excel, e-mail,
and the Internet
• Vocabulary and information in auto mechanics, medical
coding, flower arranging, or irrigation
How did you practice these skills in class? Please give an
example.
Did you use or not use any of these things/skills when looking
for a job?
If yes, please give an example of how you used them.
If no, please give the reason.
60
Table 1. Frame of Interview Questions (continued)

Integrated curriculum principles

(Malik & Malik, 2011) and components
(Contardi et al., 2000) Corresponding interview questions/directives

Captivates, motivates, and challenges Please give an example/describe how the teachers in your
learners classes help or did not help you.
Encourages lifelong learning Was the time you took for coming to these classes a good idea
or bad idea? Please explain.

Encourages active participation in relevant How did you apply the important things you learned to finding
real-life experiences a job?
Offers opportunities for more small-group Did your teachers have you work with other students? How?
instruction
Accommodates a variety of learning
styles/theories (i.e., social learning theory,
cooperative learning, intrinsic motivation,
and self-efficacy) and multiple
intelligence s

Utilize sources that go beyond textbooks What materials other than books did the teacher use to explain
the lesson?

Four different professionals field tested the questions. The researcher incorporated

feedback from all four experts into the final interview questions. The background and

credentials of field testers follow:

• A field tester with a PhD in anthropology, minors in elementary education and

education administration, K–8 teaching certificate, and community college
teaching certificate

• A field tester with a PhD in secondary education and minor in education

administration; who is an adult basic education, ESOL, general equivalency
diploma, and Portuguese/Spanish instructor

• A field tester with a PhD in evaluation, project management, and training who
is a project management professional and certified performance technologist

• A field tester with a PhD in organization systems who is an organizational

development consultant, trainer, and facilitator.

61
The Role of the Researcher

The researcher had prior knowledge, preconceptions, and biases about the topic

that were delineated. The researcher postulated solutions for guarding against these issues

going forward. “Researchers should reflect on ethical issues throughout the research

process from defining the problem to advancing research questions to collecting and

analyzing data to writing the full report” (Creswell, 2008, p. 13). The researcher learned

English as a second language. The researcher was an ESOL teacher for many years. The

researcher shares an understanding of the learning process for a secondary language and

is also sympathetic to the participants. To guard against prior knowledge, preconceptions,

and biases about the topic, the researcher had a second transcriber of interviews that was

not familiar with the subject and a data analysis auditor that was also not familiar with

ESOL.

The researcher previously had a professional relationship with the program that is

the subject of the study. A power dynamic could have been present in which participants

felt obliged to participate in the study. The researcher developed a consent form that

explained that they did not have to take part in the study and that there were no

repercussions for not participating. The consent form also informed that at any time, they

could leave the study without repercussion and that there was no compensation or reward

for participation in the study.

Ethical Considerations

Biases must be watched for and spelled out. The researcher in this study learned

to speak English as a second language; thus, she had a shared/empathetic understanding

of the process of learning a second language. The researcher was also an ESOL teacher
62
for many years. As a former ESOL teacher, this could have presented a problem if the

researcher allowed her voice to interfere with or color her interpretation of the

participants’ narratives. It was important to have the study participants quoted directly as

much as possible and allowed them to check and compare their interpretations of the

findings with what the researcher put forward.

This research occurred in the institution at which the researcher had a prior

professional relationship with the program in which the students had participated. The

researcher developed curriculum and supervised the instructors. Students did not interact

with the director for career counseling, compensation, or job placement. The director

referred all issues that students had to their Texas Workforce Commission counselors.

Combined perception of both roles, simultaneously as the director of the training program

in continuing education and as the study researcher, could have influenced the way

participants answered the interview questions. The researcher kept a journal identifying

facts, opinions, and assumptions to ascertain reflexivity. The researcher divided the

journal into three parts: what the participant stated, the researcher’s interpretation of it,

and the assumptions the researcher made. The journal was also used to record process

notes.

The researcher needed to be aware of and state any hidden assumptions on her

part as to the efficacy of the program and any predetermination of how students perceived

the program. One such assumption was that the program was a success. The recorded

interview transcripts were reviewed by another researcher (peer debriefing) to see if

different themes and perspectives arose, therefore, guarding against this bias.

63
 Summary

Chapter 3 addressed the question of how the research application occurred. The

researcher used a qualitative approach in which narrative interviews provided data that

were used to conceptualize themes regarding the experience that the participants had

during their time in the program. The aim of the analysis was understanding rather than

prescriptive. The interviewer formulated the interview questions guided by the study’s

central question, How has integrating an English second language program with a career

and vocational training program influenced participants’ performance of job-seeking

activities that lead to job search and attainment?

The rest of the chapter outlined the data collection process, analysis, and role of

the researcher. The researcher articulated the issues anticipated regarding validity and

ethics and offered solutions. The researcher firmly understood that clarity and

transparency must be the foundation of the study.

64
 CHAPTER 4. PRESENTATION OF THE DATA

Desirable training programs incorporate learning English while at the same time

addressing new vocational skills. These programs prepare many of the displaced workers

that are English speakers of other languages (ESOL). According to the National Council

of La Raza (2010), “for low-skill and low-income individuals, basic education and

English-as-a-second-language classes are essential components of their workforce

preparation, and academic and career goals are inseparable” (p. 1). This chapter presents

the data, discusses the research method, and includes the results of the investigation about

the studied ESOL dislocated workers and the integrated program in which they

participated.

Introduction: The Study and the Researcher

The field of human performance technology research has a gap in as far as

investigating the perspectives of ESOL learners in training for careers or jobs. There is

little research available describing career training for dislocated workers who are part of

special populations such as ESOL speakers (Van Horn et al., 2011). Wong et al. (2009)

stated, “Lacking is qualitative information about the benefits of participation in

occupational skills and English training programs from the perspectives of immigrants

themselves” (p. 2). Understanding the impact of unique programs and creative

instructional strategies upon the dislocated workers that are ESOL will contribute to the

human performance technology arsenal of training interventions.

65
 The study employed narratives derived from semi-structured face-to-face

interviews of participants to describe and understand the personal experience of the

participants in the training program. “In practice, narrative inquiry is used to study

educational experience since it is argued by those in this sphere that, humans are

storytelling organisms who lead storied lives” (Savin-Baden & Van Niekerk, 2007, p.

461). The research focused on the perception and interpretation of the learning

experience that ESOL dislocated workers had about an innovative training program and

its application to job search and attainment. This study will provide important insight

because participants determine the efficacy of a training solution based on the perceptions

maintained during and after they have engaged in the learning.

Description of the Sample

The research took place in a community college where all program participants

had experienced job displacement from the same organization. The study occurred at a

community college in a large metropolitan area of the United States. The program

investigated in this research was unique to the college and tailored to clients of the State

Workforce Commission that are learning English.

The study participants were part of a larger group of dislocated workers served by

the TWC. In common with the larger population served by the TWC, the study group

shared the situation of unemployment. Unique to the study group was the need to learn

English.

The sample was purposive as they had a shared common experience. The TWC

clients became unemployed because the company they worked in (the same company for

all study participants) moved out of the country. This study was grounded heavily on the
66
interconnection of the individual and context; therefore, this study cannot be examined by

the reader without consideration of both elements. The participants needed to learn

English to find a job. The program participants had lost their jobs due to company

relocation.

This cluster of three people was a homogenous group representing a critical

sampling of the phenomena investigated in the study. Out of the original nine participants

in the training program, only three members volunteered to participate in the study. Three

of the nine students had moved back to their native countries, two did not want to

participate for personal reasons, and one had to cancel due to a medical emergency. A

sample of three is a small population of participants; however, the literature supports the

use of few subjects. According to Englander (2012), “the phenomenological method in

human science recommends that one uses at least three participants” (p. 21). Creswell

(2008) stated,

It is typical in qualitative research to study a few individuals or a few cases. This

is because the overall ability of a researcher to provide an in-depth picture
diminishes with the addition of each new individual or site. . .. Because of the
need to report details about each individual or site, the larger number of cases can
become unwieldly and result in superficial perspectives. (p. 217)

The potential participants were contacted via e-mail using a recruitment script.

Research Methodology Applied to the Data Analysis

This study was narrative research. Per Merriam (1998), this type of the

investigation places emphasis on understanding the phenomenon from the participant

perspective. This qualitative research study employs Interpretive analysis of narratives.

“The personal life narrative, at any given time, is that particular interpretation of events

and experiences that represents the most coherent and satisfactory account” (Rossiter,
67
1999, p. 60). This interpretive nature data analysis led the researcher to an iterative

process. The researcher analyzed the data several times. With each reading of the data,

new interpretations emerged in which codes were combined to show the materialization

of more specific themes. “In practice, narrative inquiry is used to study educational

experience since it is argued by those in this sphere that, humans are storytelling

organisms who lead storied lives” (Savin-Baden & Van-Niekerk, 2007, p. 461) The

researcher employed data analysis based on the model offered by Creswell (2008), in

which individuals identified the central phenomenon that they experienced. Participants

that experienced the anomaly participated in interviews, and the raw data provided by the

respondents were transcribed and validated by the participants. Transcription by a second

researcher was conducted to get a different perspective. The data were then coded and

read several times using the method postulated by Ruona (2005). The researcher applied

an inductive process to identify major themes and recursive analysis led to combination

of themes. Each recursive level of analysis produced fewer, tighter, more concise

categories until only five themes remained. The comparison of themes then yielded a

pattern that emerged showing relationships to the broader concepts of psychology and

system theories.

The research phenomena in this study were the perceptions of the participants

regarding the training they received. The central research question was, How has

integrating an English second language program with a career and vocational training

program influenced participants’ performance of job-seeking activities that lead to job

search and attainment? The primary method of data collection was face-to-face

interviews. Open-ended semi-structured interviews produced participant narratives.

68
Individuals base understanding of reality on how they interpret the experiences they have

had and the future they want to envision (Tappan, 1997). The interviews took 90 minutes

each. See the Appendix for the interview protocol.

The interview questions are framed based on the epistemological belief that

knowledge, created through inquiry and answers negotiated by the interviewer and the

interviewee constitute reality. The integrated basic education and skills training program

model guided the program curriculum that was the subject of this research study., which

uses an integrated curriculum design. Integrated curriculum is also referred to as

“interdisciplinary teaching, thematic teaching and synergistic teaching” (Malik & Malik,

2011, p. 99). Integrated curriculum rests on the foundational belief that an individual’s

direct experience is crucial to purposeful learning. Interview questions were field tested

by four different professionals. The researcher incorporated feedback from all four

experts into the final interview questions.

Presentation of Data and Results of the Analysis

The researcher transcribed the Interview data. An independent researcher

transcribed a second iteration of the interview data to confirm validity. The transcribed

interviews were sent to the participants to ascertain the accuracy and make any changes

they requested. Participants did not ask for changes and accuracy was verified. Raw

interview data produced interviews that varied ranging from six pages of 1,186 words; to

seven pages of 1,886 words; to eight pages of 3,192 words respectively. The researcher

transformed the raw data into a table for each interview. Coding and analysis were done

using the process indicated by Ruona (2005):

1. Create a table by selecting all the data and convert to table.

69
 2. Add four columns to the left of the table and one column to the right of the
table. Create a header row that is labeled Code, ID, Q#, Turn# Data, and
Notes.

3. Listen to the taped interviews.

4. Divide the data into meaningful segments.

5. Merge all data from all sources in research to one master table to conduct a
group-level analysis.

Upon conclusion of the first level of individual analysis of interviews, 15 codes

emerged. The second level of analysis yielded five major themes with subthemes. Table 2

Illustrates the five major themes. The researcher found themes by noting the patterns of

topics among the codes derived from the data points. The major themes were Prior

Experience, Use of Technology, Instructional Strategies, Communication and Reasoning,

and Psychological Factors. Prior Experience contained the subtheme Ownership of

Education. Use of Technology contained subthemes of Computer Use and Cell Phone

Use. Instructional Strategies contained subthemes such as Teaming and Cooperative

Learning, Experiential Learning, Extra Instructor Support, Application of Training and

Education to Job and Life, Job Resume and Interview Preparation, and Test Preparation.

The theme of Communication and Reasoning contained various subthemes such as

Learning to Speak English, Reading and Writing, and Critical Thinking. Under the theme

of Psychological Factors were subthemes such as Life-Changing, Acceptance and

Tolerance, Uncertainty, and Happiness. Table 3 illustrates the five composite themes.

70
Table 2. Study Data Individual Themes

Participant
Interview question no. Participant narrative Theme/subtheme

1. Please describe or 1112 How to communicate with another Communication and

give an example of person, because was a better Reasoning:
how you used the understanding of English. I was Ownership of
English you learned in learning day by day, so I guess that’s Education
your classes to look how.
Communication and
for a job. 1234 Thanks to the English classes, it was
Reasoning: Learning
easy for me to write and explain my
to Speak English
skills at the time that I was looking for
a job. Okay, yeah, bottom line, I
couldn’t make it without this
background, the classes that I took.
2324 Ah, for example, ah, last time is
difficult for me; now, is easy for
application form in English looking for
better job. The program help me the
most.

2. What materials 1112 Eh, like computers. Use of Technology

other than books did 1234 One was on the Internet. It was some
the teacher use to motion; it was the different; it was
explain the lesson? mimic motion, colors, graphic,
examples.
2324 The teacher, ah, used the computer
laboratory is better for explain. The
computer, ah, is more clear.

3. What did you learn 1112 Okay, okay, I received some classes Instructional
in the classes that was during the week for tactical on working Strategies:
like or different from on cars. Experiential Learning
what you found in
1234 Well, I think most of the time was like,
looking for a job?
whatever, I found on the real world,
somehow, we were talking or we talk
about it in the classes. Sometimes,
superficial, sometimes some of our
partner make question.
2324 Yeah, yeah, the main work always was
hands-on . . ., the good things that I like
it.

71
Table 2. Study Data Individual Themes (continued)

Participant
Interview question no. Participant narrative Theme/subtheme

4. These are the

things/skills you were
taught in class:
• How to use the Internet
to search for jobs
• How to speak English,
ask questions, and follow
directions
• Writing: How to
complete a job
application and write a
cover letter and resume
• Team building/working
with others, getting to
work on time, and
showing respect
• Computer skills:
Typing and using Word,
e-mail, and the Internet
• Vocabulary and
information in auto
mechanics, medical
coding, flower
arrangement, or irrigation
a. How did you practice 1112 Practice how to use the tools Instructional
these skills in class? 1234 Strategies:
Okay, well, first of all the Internet, we
Please give an example. Experiential
can say was, it was mandatory. The e-
Learning
mails, it was a must because we have
communication and something change
on the schedule and we have
communications and the e-mails of
every single teacher.
2324
Ah, the class, the computer class, the
teacher learned computer, PowerPoint,
Word. Three, four levels.

72
Table 2. Study Data Individual Themes (continued)

Participant
Interview question no. Participant narrative Theme/subtheme

(4)b. Did you use or 1112 Okay, I’m applying to a job same like Instructional
not use any of these my other job I got before. I write and Strategies: Application
things/skills when read about different situations about of Training and
looking for a job? If the job. Education to Job and
Yes, please give an 1234 Well, I haven’t thought on that, but I Life
example of how you think everything apply. All the
used them. If No, terminology from the motor engines,
please give the reason. we use on the daily basis—carburetor,
ventilation; we use it on a daily basis.
2324 Ah, for example, ah, last time is
difficult for me; now, is easy for
application form in English looking for
better job
My experience last time in [a former Prior Experience
employer] is . . . 10 years but got no,
no, zero English. Ah, but, ah, my skill
is the maintenance technician.

5. Please give an 1112 Teacher help me a lot. Instructional

example/describe how Strategies: Extra
the teachers in your Instructor Support
classes did or did not
help you.

6. Of all the things you 1112 But was too small time for me. I can’t Psychological Factors:
learned in your complete the book very well. I don’t Uncertainty
classes, what were the know why.
most important? 1234 The teacher specifically, like, when we Instructional
want to know something about HVAC, Strategies: Extra
heating ventilation we have [R] talking Instructor Support
about transmission. We have one or
two teachers, very professional.
2324 Yeah, sometimes, she for a long, long
hours help and me for introduce the
exam.
a. Why were these 1112 Ah, the most important, I guess for me Communication and
things important? was writing and reading. Well, because Reasoning: Critical
on the job, I need to read, I need to Thinking
write some papers.

73
Table 2. Study Data Individual Themes (continued)

Participant
Interview question no. Participant narrative Theme/subtheme

(6)a. Why were these 1234 I think the most important was to be Communication and
things important? organized. Organize my mind, Reasoning: Critical
(continued) organize my job, go from Step 1 to Thinking
Step 10 sequentially, because even if
you don’t know nothing about a topic,
you can go through if you just analyze
and organize and try to follow the
steps, the direction. Somehow, it
makes some discipline on me about
that.
Yeah, I think when you try to find a Psychological Factors:
good job, your mind is a little bit Uncertainty
chaos. I’m 65 or 64 years old, so how
can I start as an adult and look for a
good job?
2324 Ah, relation, when different people Communication and
customers understand order, Reasoning: Critical
understand, ah, more job. Thinking
b. How did you apply 1112 Several things they asking on the Instructional Strategies:
the important things paper for apply for the job. I need to Job Resume and
you learned to read it for the instruction to follow Interview Preparation
finding a job? how to fill out the question.
1234 Thanks to the English classes, it was
easy for me to write and explain my
skills at the time that I was looking for
a job.
Yeah, on that one, on that one, we had
two job fair. I remember after that and
we apply every single details that
while we learn with her.
2324 I used computer. I posted my resume
and send resume for a different
company.
7. How would you 1112 Oh, is very important to go to those Psychological Factors:
describe or explain programs because is learning a lot to Life-Changing
the classes in this going every day.
program to other 1234 So when I found this program,
people? immediately, I knew it was a, ah, kind
of like an open door for new things.
Ah, I recommend it this program for
2324
friend for people because the program
is a very important, change the life.

74
Table 2. Study Data Individual Themes (continued)

Participant
Interview question no. Participant narrative Theme/subtheme

8. Was the time you 1112 Because now I am happy with the job I Psychological Factors:
took for coming to have. Happiness
these classes a good 1234 For me, I consider myself a good idea.
idea or bad idea? Believe me, I graduated about 3
Please explain. months ago. It was one of my most
successful or happy day of my life.
2324 Yeah, it’s good experience. It’s good
experience.

9. How did your 1112 Oh, he explain about mechanic for Instructional
English teacher writing on the blackboard, give Strategies: Extra
explain what you were examples. Instructor Support
learning in your 1234 She come and sit down with us and she
vocational class such didn’t answer the question, the quizzes;
as Mechanics or she explained the process.
Medical Coding? Exactly to think rationally.
2324 Shelter teacher communication. She
study all time when we need for
example finish the examines.

10. Did your teachers 1112 Well, is about four groups, maybe four Instructional
have you work with or five persons in each group. Strategies: Teaming
other students? How? and Cooperative
Because everyone help each other and
Learning
make the assignment work.
1234 Yeah, most of the time, we worked in
groups.
Because I studied in my country and I Prior Experience
have no title, I have no diploma over
here in the United States. And you can
say, “I know how to do it. I know this
and I know that and it is easy,” but, ah,
you must prove it.
1234 They have answer. They know and
they have experience and we were able
to gather to collect that information and
this example and finish our plans, our
career.
2324 I like working in group [and] Instructional
individual. Yeah, both. Strategies: Teaming
and Cooperative
Learning
Because opinion is different, is good. Psychological Factors:
Acceptance and
Tolerance

75
Table 2. Study Data Individual Themes (continued)

Participant
Interview question no. Participant narrative Theme/subtheme

10. Did your teachers 1234 We should . . . tolerate one each other Psychological Factors:
have you work with and even understand one guy who Acceptance and
other students? How? came from middle Oriental or from Tolerance
(continued) Latin American or even was born here
in the United States.
1112 We complement with other students
work together.

76
Table 3. Study Data Composite Themes

Theme/subtheme Supporting participant narrative

Prior Experience
Is more for my personal is, ah, the most adequado. Ah, only, ah, for myself,
Ownership of Education
my car, my family.
For many things, I want to know about something.
I remember that I wake up at 4 o’clock in the morning and I start to study
and study because it was something inside of me that telling me that was
the right way to do it.

Use of Technology
We used always the computer.
Yeah, I should have the videos.
Microsoft Word is important for me because when I finish different job, ah,
I need, ah, same for computer at the office, the job finish, explain different
job.
The teacher, ah, used the computer laboratory, is better for explain. The
computer, ah, is more clear.

Instructional Strategies
Teaming and Oh, yes, it helps you because, eh, some people know more than another, so
Cooperative Learning we refer each other and learn more together.
Powerful experience that we try to find out the answer based on the
experience of every single one.
When working in group, the teacher group two or three people.
Experiential Learning They have a lot of trucks, cars, pick up to learn about it. Open it, draw it,
yeah, put everything back.
Develops abilities just to fix or repair the car quickly. Example, change
ratchet top, burn light, the air condition, yes.
Practice how to use the tools.
So we are people from the fields and we like to go and put, you know, put
the hands on.
Extra Instructor You have a lot of support, whatever question you have.
Support
And the teacher, I remember . . . she came and took extra, we can say,
intensive classes with them.
Yeah, sometimes, she for a long, long hours help [A] and me for introduce
the exam.

77
Table 3. Study Data Composite Themes (continued)

Theme/subtheme Supporting participant narrative

Instructional Strategies (continued)

Application of For the job, yes, yes. I learn in the classes.
Training and
Well, I think most of the time was like, whatever I found on the real world,
Education to Job
somehow, we were talking or we talk about it in the classes. Sometimes
and Life
superficial, sometimes some of our partner make question.
Well, I haven’t thought on that but I think everything apply. I think
everything apply because we have a lot; we are in [X]. We have a lot of
Spanish-speaking people, so [English second language], English, Tex-Mex
,or whatever, we apply every single day and all the terminology from the
motor engines, we use on the daily basis—carburetor, ventilation; we use it
on a daily basis.
Job Resume and The program is very good because you go over there learning several topics
Interview about the job.
Preparation
Just as an interview. Oh, okay. I remember about, tell me about yourself, I
remember that’s typical question.
Yeah, on that one, on that one, we had two job fair. I remember after that and
we apply every single details that while we learn with her.
Test Preparation About the quizzes of the automotive. [L] did it, too. I remember [L].
I need to read it for the instruction to follow how to fill out the question.
She come and sit down with us and she didn’t answer the question, the
quizzes; she explained the process.
What was the options, how to eliminate when we have several options, how
to eliminate the one not related to the answer and then just leave the two that
was related and then go a little bit deeper.

Communication and Reasoning

Learning to Speak Oh, because was a better understanding of English.
English
I remember it was a terrible experience at the beginning. Because our
automotive teacher, they speak so fast that some words we couldn’t get it.
Now, my experience in the school help me, ah, for more conversation in my
job. For, ah, English, before my English, ah, my language was zero; now is,
for me, is more.
Reading and I learning for how to write.
Writing
I need to read it for the instruction to follow how to fill out the question.
Because this moment my writing and reading so good.
Ah, the most important, I guess for me was writing and reading.
Thanks to the English classes, it was easy for me to write and explain my
skills at the time that I was looking for a job.

78
Table 3. Study Data Composite Themes (continued)

Theme/subtheme Supporting participant narrative

Communication and Reasoning (continued)

I think the most important was to be organized. Organize my mind, organize my
Critical Thinking
job, go from Step 1 to Step 10 sequentially, because even if you don’t know
nothing about a topic, you can go through if you just analyze and organize and try
to follow the steps, the direction. Somehow, it makes some discipline on me about
that.
You follow, you can say the basic instruction one by one, you can go through and
finally you are able to make an impact with the plant of the place you where are
applying for.
Look try to understand the question. I remember that. If the question is how many
degrees a car can be on brake and then you can investigate, you can figure it out,
but you need to investigate, to find the answer, is not “I guess.”

Psychological Factors
Life-Changing Is very nice for change the life.
Congratulations. This is great for me, my different friends. It helps for change the
life.
So when I found this program immediately, I knew it was a, ah, kind of like an
open door for new things.
Acceptance We have to . . . tolerate one each other and even understand one guy who came
and Tolerance from middle Oriental or from Latin American or even was born here in the United
States.
But, ah, the most important is the acceptation. Immediately, I noticed that I was
54-, 55-year-old man that it was accepted the way I was okay.
Nobody knows everything, so we need to listen the guy who has some opinion
about this topic and then make a kind of consensus and that was another
experience that I have.
Uncertainty I’m 65 or 64 years old, so how can I start as an adult and look for a good job?
And you can say, “I know how to do it. I know this and I know that and it is
easy,” but, ah, you must prove it.
Yeah, I think when you try to find a good job, your mind is a little bit chaos.
Or even though, I mean, I don’t speak English or frankly I don’t feel comfortable
with my level.
When [a former employer] closed and moved to [X], ah, somehow, we were, you
know, “What I’m gonna do?”
Happiness Is more happy for me.
Yeah, it's good experience. It’s good experience.
I graduated about 3 months ago. It was one of my most successful or happy day of
my life.
Because now I am happy with the job I have.

79
 In the third and fourth level of analysis, the researcher layered the themes. Per

Creswell (2008), in layering analysis, “you subsume minor themes within major themes

and include major themes within broader themes” (p. 259). Figure 1 illustrates the

progression of the analysis from the first level of specific themes through composite

themes at the second level towards general themes at the third level and reaching

metathemes at the fourth level. At this point, the analysis of the data reached saturation.

Figure 1. Study data metathemes.

At first glance, the narratives produced by the interviews present a basic

understanding of the training in the program. The participants used their limited English

to answer the questions posed by the interviewer. The central research question was, How

has integrating an English second language program with a career and vocational training

program influenced participants’ performance of job-seeking activities that lead to job

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search and attainment? Study participants answered this question in their unique ways.

Central to this question is the fact that they were able to make the link between what they

had learned in the classroom and the application to job-seeking performance or on-the-

job behaviors. Their narratives demonstrate how they used technology in the process of

finding a job and once they had a job. They also understood how language skills were

beneficial in both the work arena and social aspects. They referred to increased customers

and better relations. They also highlighted the opportunities to grow and make an impact

on the job and in their lives as the result of increased English language abilities. They

expressed the connection between their efforts in the classroom and the payoff in their

jobs and lives. In addition to making this connection, they also verbalized a sense of

confidence that they could carry into the job market. That confidence exhibited itself in

transformational behavior that impacted how they perceived themselves within the labor

force. One participant articulated what he had learned as an investment that will pay off.

The other respondents expressed their acquired new skills as making them happy and the

skills being life changing. One participant expressed in the narrative a belief for

opportunities in the future concerning work.

Further readings of the interview transcripts show themes beginning to emerge as

each participant responded. The most prevalent theme was about the different types of

instructional strategies that they encountered in the program. The researcher identified the

utterance of this theme 55 different times. The interviewees described working in teams,

use of the mechanic's lab, additional instructor support, and rehearsing for job interviews.

The second most repeated theme, with a total of 47 utterances, was related to learning to

speak, read, and write English. The interviewees described their need to learn English in

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very functional ways, referring to writing their resumes, understanding questions on

applications, and the ability to talk to their boss or customers. The use of technology was

uttered 20 times, emphasizing the utilization of a computer, the Internet, and simulations.

The theme related to ownership of education was also prevalent in their responses, with

their emphasizing how they gave the instructors feedback requesting more computer

lessons and more intensive accelerated instruction in English. As more themes emerged,

patterns began to form. The themes clustered around metathemes of Prior Experience,

Use of Technology, Instructional Strategies, Communication and Reasoning, and

Psychological Factors. The metatheme of Psychological Factors revealed the impact of

losing their job, the feeling of acceptance between classmates and instructors, and how

they perceived their future. Psychological Factors included themes of life change,

acceptance and tolerance, uncertainty, and happiness. Each interviewee expressed that

they had gained something from participating in the program. One of the respondents

expressed this belief by saying, “No doubt about it, but it depends on every mentality, but

it’s a good idea, no question about it. Whatever investment on education is profit, is

profitable.” The participants in the program perceived that they could attain value out of

the program. One of the interviewees articulated how the program would be beneficial to

his future by stating, “Not this time but in the future, maybe. Maybe for the future, yeah.”

Summary

This chapter described the participants of the study. The study revealed that the

participants shared a critical collective experience, job loss due to the exportation of their

positions. They also shared the basic need to learn English and retrain to skills that were

more suitable for the labor market at the time of their unemployment. Results of the
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analysis indicate that they achieved consciousness of the application of what they learned

to the job context and applied their new skills. Results also suggested that they exhibited

transformational behavior by stating in the narratives the changes in their employment

and satisfaction with their work and prospects. The researcher employed a standardized

open-ended interview format. The questions to each interviewee were the same but, by

their open-ended nature, it allowed participants to elaborate and disclose and create

narratives as much as they wanted. The features of open- ended questions also allowed

the researcher to ask probing follow-up questions. After several analyses of the interview

data, major themes with similar subthemes emerged. A combined analysis of the data

yielded by each of the interviews yielded five themes of narratives. These themes were

Prior Experience, Psychological Factors, Communication and Reasoning, Instructional

Strategies, and Use of Technology.

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 CHAPTER 5. DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS

To comply with the Workforce Investment Act of 1998, states created local

Workforce Commission (TWC). TWC partnered with local community colleges to

provide retraining for clients (displaced workers) who had lost their jobs due to the export

of their positions to other countries. The study attempted to describe from the

participants’ point of view the impact that the program had on their job-seeking

behaviors. The study presented an account of the participants’ experiences and the

underlying themes that emerged. Chapter 5 addresses the research question, How has

integrating an English second language program with a career and vocational training

program influenced participants’ performance of job-seeking activities that lead to job

search and attainment? The study data was analyzed to determine the relevance of the

findings to the research question.

Summary of the Results

An overview of the findings reveals several insights to the research question, How

has integrating English second language instruction with a career and vocational program

influenced participants’ job-seeking activities that lead to job search and attainment? The

most prevalent themes to impact job search and attainment were Communication and

Reasoning, and Use of Technology.

According to the respondents, the abilities to communicate, read, and write in

English were very significant in their performance. One respondent talked about the

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ability to read and write in different job situations by stating, “I learn how to presentation,

how to talk about job, refer to the job.” Another respondent articulated the relation

between speaking English and participating in an interview and the application process as

follows:

• “The interview, how to talk to the interviewer.”

• “Now is easy for application form in English looking for better job.”

• “It was easy for me to write and explain my skills at the time that I was
looking for a job.”

Wong et al. (2001) stated, “Learning English to search for a job involves not only

language but also cultural scripts and schemata, an understanding of what to say and also

whom to say it to, and how to go about saying it effectively” (p. 16). The following

narrative emphasizes this point.

Yeah, on that one, on that one, we had two job fair. I remember after that and we
apply every single details that while we learn with her. Yeah, especial to have the
kind of body language when we were in front of the interviewer.

Another impact of learning English in the program and its implications for a job

was framed by the participants in both social and utilitarian functions as follows:

• “Ah, relations, when different people, customers understand order,

understand, ah, more job.”

• “Now my experience in the school help me, ah, for more conversation in my
job.”

The other theme that directly impacted job-seeking and job-acquisition behaviors

were Use of Technology. Participants articulated the application of Technology in terms

of usage of computer applications, e-mail, phones, and the Internet and study skills. The

following narratives reference the use of technology:

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 • “Look for the interview addresses, so I put the address on my telephone, yeah,
over there. Easy.”

• “I used computers. I find a job. I posted my resume.”

• “Computer, PowerPoint, Word. Three, four levels. Yeah, . . . is better for

myself, yeah, for finish the job. I need, ah, introduce order for my boss in the
computer, yeah.

• “I have to study over and over, yeah, in English in the computer just to be
familiar with the [automotive] terminology.”

• “Use computer for many things. I want to know about something.”

• “[Internet] was a must because we have communications and something

change on the schedules, we have the e-mails.”

Another theme that impacted job seeking and acquisition was Psychological

Factors. This theme manifested regarding self-esteem, confidence, and job-seeking self-

efficacy. According to Wanberg, Watt, and Rumsey (1996), job-seeking self-efficacy

behavior refers to the degree of confidence a person feels about successfully carrying out

job-seeking activities. One participant encapsulated this idea by stating, “Finally, you are

able to make an impact with the plant of the place you were are applying for and you are

convinced you can feel it that you are making the right thing.”

Other variables of the Psychological Factors theme that had an indirect impact on

job-seeking and job-acquisition behavior were satisfaction with work status, self-

confidence concerning accomplishments, and perception of increased abilities. The

following narratives exemplify the variables listed:

• “Now I am happy with the job I have.”

• “Now working as a maintenance technician, have different opportunities.”

• “I graduated about 3 months ago. It was one of my most successful or happy

days of my life.”

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 In terms of increased abilities, the participants phrased it in the following

narratives:

• “Well, because on the job, I need to read, I need to write some papers. This
moment my writing and reading so good.”

• “Before my English, ah my language was zero. Now is for me more.”

• “This is great for me. It helps for change the life.”

In the case of this research study, a combination of learning needs was present.

The participants needed training regarding skills for the careers or vocations they had

selected, rehearsal gaining fluency in English language vocabulary and education

concerning workforce preparation and job search. The participants were aware of their

learning needs as before participation in the program, they had been assessed for

language skills and were involved in the design of their training program. The instructors

focused on instructional strategies with the understanding that adults move towards self-

direction. The participants were aware of the instructional strategies applied in the lesson

and offered feedback to the instructors. The following narrative examples illustrate this

point:

• “I remember it was a terrible experience at the beginning. Because our

automotive teacher, they speak so fast that some words we couldn’t get it so,
we come back to our teachers and feedback them just to tell them that we need
to speed up the process and that was [what] they did.”

• “Yeah, we request, we as a group request some, ah, some computer because

we knew that we need it every single day, more and more.”

The theme of Communication and Reasoning was repeated 47 times in

combinations of subthemes such as Learning to Speak English, Communication and

Writing, and Critical Thinking. Aronson (2012) stated that

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 Proficiency in the English language is critical to successful integration into U.S.
society. English skills are needed for naturalization; full participation in civic
engagement activities; economic self-sufficiency; effective parenting;
communication with civil authorities; and full access to health care, education,
legal, and other systems. (p. 1)

The participants summed this up by stating the following:

• “Okay, so we can say, I can say that it was an automatic because when you
don’t understand some terminology immediately, your mind try to translate or
accommodate. Thanks to the English classes, it was easy for me to write and
explain my skills at the time that I was looking for a job. Okay, yeah, bottom
line, I couldn’t make it without this background the classes that I took.”

• “Ah, for example, ah, last time is difficult for me. Now, is easy for application
form in English, looking for better job, and the program help you, me the
most.”

• “Well, because on the job I need to read. I need to write some papers.”

The theme of Psychological Factors was repeated 31 times in combination with

subthemes of Life-Changing, Acceptance and Tolerance, Uncertainty, and Happiness.

Learning a new language and new skills was intended to help the program participants in

this study to be able to adjust to the new economy, society, and cultural realities in which

they are thrust; therefore, achieving a transformation at many levels. Along with

transformation comes the unknown and change, which can also impact happiness and

produce uncertainty. Following are participant narratives related to this theme:

• “Ah, I recommend . . . this program for friend, for people, because the
program is a very important, change the life. Congratulations. This is great for
me, my different friends. It helps for change the life.”

• “Okay, first of all, I am very grateful [and] thankful just to find this program
because when [a former employer] closed and moved to [X], ah, somehow,
we were, you know, ‘What I’m gonna do?’ I’m 65 or 64 years old, so how can
I start as an adult and look for a good job? Or even though, I mean, I don’t
speak English or, frankly, I don’t feel comfortable with my level. So when I
found this program, immediately, I knew it was, ah, ah, kind of like an open
door for new things.”

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 • “Now, my experience in the school help me, ah, for more conversation in my
job, more experience, more opportunity for better job.”

The theme repeated 26 times was Prior Experience combined with the subtheme

of Ownership of Education. Andragogy postulates the assumptions that prior experience

is a rich resource for learning. Social constructivists encourage learners to build on prior

knowledge and bring their experience and skills in problem solving. The following

narratives richly reflected the themes of prior knowledge and ownership of learning:

• “Okay, okay, yeah, I can explain that is the program is simple. It is based on
whatever he knows. Powerful experience that we try to find out the answer
based on the experience of every single one. They have answer. They know
and they have experience and we were able to gather to collect that
information and this example and finish our plans, our career.”

• “I remember that I wake up at 4 o’clock in the morning and I start to study

and study because it was something inside of me that telling me that was the
right way to do it. This is what I wanted.”

• “My experience last time in [a former employer] is . . . 10 years but got no,
no, zero English.”

• “Ah, but, ah, my skill is the maintenance technician.”

Figure 2 illustrates the Level 2 analysis composite themes.

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 Instructional Communication
Strategies and
Reasoning

Self
Use of Technology Psychological
Factors
Prior
Experience

Figure 2. Study data Level 2 analysis: Composite themes.

Discussion of the Results

Intersection of Themes

Level 2 analysis combines all the individual themes found in the interview

narratives into five composite themes. Based on this grouping, the relationship patterns

emerge. From a social constructivist point of view, the self is at the center constructing

knowledge as it interacts with the environment. The themes reflect internal factors such

as prior experience, psychological factors, and reasoning. There are also external themes

reflecting the process of communication and instructional strategies. The narratives

within these themes point to intersection among several of the themes.

Prior experience affects psychological factors regarding uncertainty. A Participant

articulated ambiguity in the following narrative:

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 • Because I studied in [X] and I have no title, I have no diploma over here in the
United States. And you can say, “I know how to do it. I know this and I know
that and it is easy,” but, ah, you have to prove it.

Prior experience can also provide a resource for cooperative learning and foster

acceptance as evidenced in the following participant narratives:

• “Nobody knows everything, so we need to listen the guy who has some
opinion about this topic and then make a kind of consensus and that was
another experience that I have. Powerful experience that we try to find out the
answer based on the experience of every single one.”

• “Oh, yes, it help you because, eh, some people know more than another, so we
refer each other and learn more together.”

Communication and critical thinking were highlighted in the themes of the

participant narratives as follows. Some of the focus was on learning to speak English and

its significance to the job and others highlighted the practice of thinking critically.

• “Before, my English, ah, my language was zero. Now is, for me, is more.
Now is help me more. Ah, relation, when different people customers
understand order, understand, ah, more job.”

• “Okay, I learn how to presentation, how to talk to about the job, refer to the
job.”

• “Thanks to the English classes, it was easy for me to write and explain my
skills at the time that I was looking for a job.”

Pertaining to critical thinking, participants also related the significance of this

theme to their job, as illustrated in the following narratives:

• “I think the most important was to be organized. Organize my mind, organize

my job, go from Step 1 to Step 10 sequentially, because even if you don’t
know nothing about a topic, you can go through if you just analyze and
organize and try to follow the steps, the direction. Okay. Somehow, it makes
some discipline on me about that.”

• “When you organize, you know, like the resume, you follow, you can say the
basic instruction one by one, you can go through and finally you are able to
make an impact with the plant of the place you where are applying for.”

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 The theme of Critical Thinking was also associated by the participants with the

type of instructional strategies that were applied.

We have to have the work and the assignment done, so we comes over here on
Friday and try to, I mean, not try, just go ahead and answer our assignment from
automotive. Like I said, not telling us the answer but help us how to answer, how
to understand the question, how to, what was the question about what was the
options, how to eliminate when we have several options, how to eliminate the one
not related to the answer and then just leave the two that was related and then go a
little bit deeper.

Metathemes

In Level 4 analysis, layering of the themes occurred (Creswell, 2008; see Figure

3). This layering of themes continued until all themes grouped into two metathemes:

Systems Theory and Psychology Theory. Both metathemes contribute to the field of

human resources development (HRD). Both theories overlap in the assumptions that

individuals construct reality in terms of the interaction of the self with the environment,

which includes the context. According to Swanson and Holt (2001), “systems theory and

psychological theory align in the belief that the organization is composed of multiminded

individuals engaging in patterned activities” (p. 123). In the analysis, the process of

communication, instructional strategies, and use of technology are part of the patterned

activities that occur in systems theory. Psychological Theory considers the factors of

prior experience and cognitive variables. The following narratives produced by the

participants reveal how intertwined these concepts are in learning:

• “The others, they, like [A], he create a his e-mail and the class help him by the
teacher and we as a group. I think not only [A], I think [D], too. I remember
that. I remember that and the password and all of that. Yeah, uh huh, I think it
was in this classroom.”

• “The teacher, ah, used the computer laboratory is better for explain. The
computer, ah, is more clear.”

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 • “Important class used the English and used computers because before,
practically no.”

Figure 3. Study data Level 4 analysis: Layered themes.

The narratives describe how technology was used emphasizing the integration of

machine with group or instructor assistance. The use of technology was not applied in

isolation.

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 Conclusions Based on the Results

The results attained in this research have very specific implications regarding

developing a program with an integrated curriculum. The goals of the lesson are stated as

dual: one of language and one of function. The instructional methods require hands-on

real-time context. The use of labs, ability to manipulate tools, and application of problem-

solving skills are essential to providing a holistic learning and application experiences for

the students. As an example of this point, participants provided the following narratives:

• “Well, I think most of the time was like whatever I found on the real world,
somehow we were talking or we talk about it in the classes. Sometimes,
superficial, sometimes, sometimes, some of our partner make question.”

• “Yeah, yeah, the main work always was hands-on, . . . college, the good
things that I like it. So we are people from the fields and we like to go and put,
you know, put the hands on. That was the best experience. We used altimeter,
tester, you name it, oscilloscope.”

• “For both. Terminology and process, yeah, and help us help them, yes, with
the same questions that we found in the computer. She come and sit down
with us and she didn’t answer the question the quizzes; she explained the
process. Look, try to understand the question. I remember that. If the question
is how many degrees a car can be on brake and then you can investigate, you
can figure it out but you need to investigate to find. The answer is not ‘I
guess,’ ‘I think.’ Go little by little. And that is the way we start to do it.”

Another important component of the integrated curriculum in this study was the

dedication and time that instructors spent scaffolding the specific content of each

vocation and the time they were willing to invest in learning that new content themselves.

The instructors needed to create the lesson with as much comprehensible input as

possible by use of visuals, technology, group work, graphic organizers, and any other

methods that resulted in acquisition and understanding of skills and concepts. The ability

to provide support required instructors to become immersed in the content area and

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assume the role of the student. Instructors and students were partners in navigating

through the substance of the vocation or career. Instructors were not in control of

dictating what had to be learned. Instructors allowed the students to express their learning

needs. The instructors studied the vocational content assigned to their students to enhance

the lesson strategies that facilitated the learning process of the students. To achieve the

combination of proper support and guidance, in this integrated program instructors were

dedicated to the student, flexible with their time and authority, energetic, and inventive.

Participants described the dedication of their instructors in the following narratives:

• “I remember that two of them, A and I think W, they had to separate from the
group because somehow they slow down the process. She, I remember ,. . . I
remember she took extra classes with them.”

• “Shelter teacher communication. She study all time when we need. For
example, finish the examines. I remember one Saturday, my teacher all day
for me and my brother A spend all Saturday. Yes. This day the teacher started
the morning to afternoon because Monday we have the presentation the exam,
working on the computer for us.”

• “Better teachers, help you, help you, help you. Is too much help. Is good
experience with teacher in class.”

The broader implications of this study are threefold. First, developing curriculums

and programs requires a multilayered approach that integrates training found in systems

theory, preparation at the intersection of systems theory and psychological theory, and

education, which can develop the potential of human beings. The application of such a

layered approach allows developers to create interventions that can address multiple

needs of learners and an organization within the same program. As mentioned in prior

chapters, the participants in this program had multiple goals. The participants required

training regarding skills for the careers or vocations they had selected, preparation

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regarding gaining fluency in English language vocabulary, and education regarding

workforce development and job search.

Second, the participants were aware of their learning needs and actively

participated in creating a curriculum that accommodated those needs. As stated by

Ananyeva (2013), “a learning curriculum demands the merging of boundaries between

ESOL instructors, instructional designers, and materials developers—as well as teacher–

student . . . boundaries” (p. 11). A learning curriculum approach has implication for the

dynamics of forming relationships concerning power. The instructor does not control the

teaching strategies; the developer does not control the content and the materials that are

applied. This type of instruction calls for a more inclusive type of learning that engages

all participants on an equal footing. Students approach learning with multiple identities.

According to Savickas (2012), “identity responds to context, so individuals continually

revise it in negotiation with social positions and interpersonal discourse. Identity

development is a lifelong process” (p. 14). When assessing the needs of trainees, the

approach has to be holistic, considering the diverse identities individuals bring and

incorporating role flexibility into the instruction. According to Newstrom and Lengnick-

Hall (1991), role flexibility is a concept that postulates that students demonstrate various

levels of maturity depending on the situation and context. The developer of the training

curriculum is required to understand the trainees’ level of maturity and the identities they

bring to the learning process. Learners must participate in the needs analysis and be able

to offer their input taking part in a process of negotiation with the developer of the

training course. The developer must recognize the holistic and varied experiences of the

students. Both students and developers need to achieve an agreement about learning goals

96
and the skills that are necessary to reach these aims. Kuchinke (2013) developed the

construct of human agency. This construct posits that individuals have a choice, or free

will, resulting in individuality. The development of training solutions based on

understanding human agency adheres to the assumption that boundaries between the

developer, instructor, and trainee are blurred. The process of learning involves participant

choices situated within a social context. Learners require motivation that appeals to logic

and emotion. The instructor and the developer cannot control the learning agenda. To

obtain buy-in from trainees, developers and instructors must include trainees in the

design and delivery of the instruction. Trainees at any given point can be selective in

what they learn. Instruction must be relevant to the learner and the facilitator must be

flexible enough to encourage teachable moments in which learning can also occur tacitly

and incidentally.

Instructors need to experience learning with empathy, from the perspective of the

trainee. In the program highlighted in this study, the participant narratives indicated that

the language instructors took vocational classes alongside the students and became

learning peers. For HRD, the imperative is clear: Professionals must become students and

then facilitators and developers. The developer must create the curriculum, syllabus, and

classroom agenda guided by feedback from learners. Although every community of

practice has core competencies and requirements, the learners have the final say

regarding attaining the skills and completing the required tasks.

Third, the multiple needs of today’s workforce require consideration of all the

factors that influence learning. The thematic analysis in the study revealed the complexity

and interconnections between the individual and the many factors that affect learning. It

97
is possible to create a program that applies training, preparation, and education in one

curriculum, as exemplified in the program in this research. HRD can work with adult

education to produce unique programs that enhance the system, individual, and society.

Watkins and Marsick (2014) stated,

We believe that learning and change are the fundamental focus of both fields—
and that in both, a driving force is the intention to empower people and systems to
expand to their capacities and horizons in ways that will benefit individuals and
the systems of which they are part. (p. 26)

This belief propels HRD to create training that focuses on a broader scope; it

demands results that benefit the organization, individual, and society. HRD can help the

organization by partnering with higher education to create models for training that help

develop the potential of individuals that will become part of the available workforce.

HRD can no longer afford to stay within the walls of the organization. HRD must take an

active role in helping to develop the pool of employees for the future workforce. This

attempt must begin before the future employees enter the organization and in partnership

with higher education institutions.

A final recommendation is that HRD must address and redefine the traditional

conceptualization of knowledge. In classical training, knowledge was information that

existed independently and presented by the instructor to the learner (Cunningham &

Duffy, 1996). The acquisition of knowledge was a linear one-way process, with the

instructor dispensing known truths to the receptacle of the student’s brain. According to

Short and Harris (2010), HRD training decisions were focused on performance

improvement as defined by management and company leadership. Managers relegated

HRD to operational training (Short & Harris, 2010). Leadership training was the domain

of critical thinking and competencies. The complexity of work required in the age of
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information and globalization calls for a view of knowledge and learning that is much

more multidimensional. The new paradigm of knowledge has ramifications on how HRD

approaches learning. The boundaries between knowledge of fact, process, and cognition

are now blurred. For example, an employee performing a manual task must know the

physical aspect of doing the task as well as be able to conceptualize and communicate the

process involved in completing the task. The employee must be able to recognize patterns

and sequence, and extrapolate and synthesize information to describe a process.

According to Kumar (2006), knowledge is declarative (factual) and functional/procedural

(how). In the present work environment, employees are expected to exhibit both forms of

knowledge as a prerequisite for job security. HRD can no longer relegate workforce

employee training to the operational level.

Many other researchers have further refined the new meaning of knowledge.

According to Cunningham and Duffy (1996) and Jacobs (2017), knowledge is social and

contextual. Knowledge is created and negotiated in accordance with the relevance that

the community values. Ültanir (2017) stated, “Knowing is not for humans to find and

record reality, but rather is a process of them being a part of reality” (p. 199). According

to Jacobs, knowledge is continually changing depending on how work is carried out.

Knowledge can be created and shared by many different employees. The value of

knowledge is inherent in the operational utility rather than where it emanated (Jacobs,

2017). For facilitators in HRD, the implications of the social and contingent

conceptualization of knowledge call for complementing and augmenting employee

expertise and experience through activities that involve teams and collaborative learning.

The combined skills and knowledge enhance the learning experience. Materials used in

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the lesson must be authentic and replicate context as much as content. Trainees should be

encouraged to discover how they learn and articulate what teaching techniques have been

useful. The narratives produced by the participants in this research study illuminate

various examples of teamwork, collaboration, and communication that derive from

individual students, groups, and instructors to create knowledge and shared meanings.

The narratives also describe the use of authentic materials and equipment such as

automotive lab, computers, simulations, and role-plays.

This study has brought forth the narrative for HRD to develop training that is

multilayered. The curriculum developer conceptualized a multilayered approach to

training as building courses that involve learners in the development of curriculum while

considering the holistic person with varying maturity and skills within the context of the

demands of the labor market, individuals’ identity, and the requirements of individuals’

chosen vocation or profession. The multilayered approach requires HRD to develop

training that is inclusive, holistic, and responsive to the new global markets. A

multilayered approach will necessitate changes in curriculum, materials development,

instruction, and the power dynamics between the trainees, instructors, and developers.

Comparison of Findings With Theoretical Framework and Previous Literature

The results of this study reflect and accentuate the theoretical framework of the

research and the literature that supports it. The study articulates several premises in its

framing. First, the view of learning is from a transactional constructivist perspective.

Bruner (1990) posited that learners construct new knowledge based on current and past

knowledge. Ültinar (2012) described this as the principle of continual experience. He

stated that “every experience should acquire something from those that have come before
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it and in some way, should change the attributes of those that follow” (p. 200). Gagne

(1985) advised that learners recall prior knowledge and that scaffolding the lesson by

giving opportunity to build on prior knowledge is part of designing instruction. The

following narratives echo this premise as stated by the participants:

• “Nobody knows everything, so we need to listen the guy who has some
opinion about this topic and then make a kind of consensus, and that was
another experience that I have. Powerful experience that we try to find out the
answer based on the experience of every single one.”

• “They have answer. They know and they have experience, and we were able
to gather to collect that information and this example and finish our plans, our
career. That what I did. That is what I did. It helped me a lot.”

• “Oh, yes, it help you because, eh, some people know more than another, so we
refer each other and learn more together.”

Another premise of this study was that knowledge is created by the individual in a

transaction with others and the environment (Sutinen, 2008). This premise was

substantiated using collaborative group learning and the role the instructors developed in

relation to the students. Several of the narratives indicate the use of grouping as well as a

facilitative approach utilized by the instructor. The narratives show in some cases how

the students guided the instructor as well as how at times, the instructor was also studying

the materials in the group with them.

• “We work as a, on a team. We work on a team because we asked the teacher,

we can do that, and the three of us—[K], [A], myself—we always get together
and while at the time that someone was reading the question, we were
checking the books or checking ahead or this report.”

• “And that is a program based on team work support and you have a lot of
support, whatever question you have. Little by little, you are going through
and finally you leave the [English second language] ESL and you have to go
directly to your vocational or whatever you chose to be.”

• “I remember [the teacher], I remember she took extra classes with them
because they were in automotive. They were somehow uncomfortable and
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 slowed down the whole classes. And the teacher, I remember she came and
took extra, we can say, intensive classes with them.”

• “Oh, [the teacher], she used to work a lot with them. And because we already
have a kind of a group, we used to come on the weekend, Friday, just to work.
She would let us work on teams, on groups, most of the time.”

The students were on a first-name basis with the instructors, who often

participated in the vocational classes that the students took. This type of facilitative role

can be found in the literature, originating in Vygotsky’s (1978) zone of proximal

development. This concept indicates what a person can do without help and the potential

that is achieved with another person’s help. The facilitators tapped into that potential by

modeling higher order thinking skills. The following narratives describe this process:

• “She come and sit down with us and she didn’t answer the question, the
quizzes; she explained the process. Look, try to understand the question. I
remember that. If the question is how many degrees a car can be on brake and
then you can investigate, you can figure it out but you need to investigate to
find the answer. Is not, ‘I guess,’ ‘I think.’ Go little by little. And that is the
way we start to do it.”

• “Like I said, not telling us the answer but help us how to answer, how to
understand the question, how to, what was the question about, what was the
options, how to eliminate when we have several options, how to eliminate the
one not related to the answer, and then just leave the two that was related and
then go a little bit deeper.”

The narrative data also indicate several times when the participants proposed

different instructional strategies to the instructors:

• “So, we are people from the fields and we like to go and put, you know, put
the hands on. Yeah, yeah, the main work always was hands-on . . ., the good
things that I like. . . . That was the best experience.”

• “Okay, yeah, it was, I think, on the third or fourth semester that we had to go
take automotive classes and then come back to the ESL classes. I remember it
was a terrible experience at the beginning. Because our automotive teacher,
they speak so fast that some words we couldn’t get it so we come back to our
teachers and feedback them just to tell them that we need to speed up the
process and that was [what] they did.”
102
 • “We request, we as a group request some, ah, some computer because we
knew that we need it every single day, more and more.”

Ananyeva (2013) stated, “Thus a learning curriculum utilizes the potential

experience, and the multiple identities of ESL adults by inviting them to contribute to the

creation of the curriculum that aims to meet their needs” (p. 21).

Interpretation of the Findings

The findings of the study illustrate several points. One crucial point is that adults

bring their experience to the learning process and want to participate in applying that

actuality to new information. They are aware of how they learn and have definite

opinions regarding what instructional strategies work for them. With their experience and

self-direction, they understand how they can maximize their learning. One of the

participants indicates this by stating,

My experience last time in [a company] is the 10 years but got no, no, zero
English. Ah, but, ah, my skill is the maintenance technician. More experience,
more opportunity for better job. Now my experience in the school help me, ah, for
more conversation in my job.

Instructors must develop relationships with adult students that acknowledge their

self-determination and contributions to learning. The instructor facilitates the learning

rather than dictating instruction. Between the student and instructor, the learning

experience is reciprocal. The current study supports this point by examples in the

narratives of each participant interviewed. In the following narrative, the participant

explains how the students relied on their contributions as well as the professional

experience of the instructors.

We, like I said, the group, because some of them already have experience and also
the teacher specifically, like when we want to know something about . . . heating

103
 ventilation, we have [R] talking about transmission. We have one or two teachers
very professional.

Another relevant point is that many factors such as the ability to communicate and

reason, relationships, support, prior experience, technology, instructional strategies,

overlap and intersect in the process of learning. The participants talked about acceptance,

prior experience, aptitude, and even the suitable match with the instructor. The program

design tailored to their needs. The perception of acceptance was an important factor in

student participation. One participant articulated the custom-made design aspect of the

program by stating,

When I found this program, immediately, I knew it was a, ah, kind of like an open
door for new things. But, ah, the most important is the acceptation. Immediately, I
noticed that I was 54-, 55-year-old man, that it was accepted the way I was okay.

One participant described the program as follows:

I can explain that is the program is simple. It is based on whatever he knows. He’s
gonna have a kind of a test in the beginning just to find the level, I remember that.
And after that, make some groups with the similar knowledge, aptitude, or
abilities and with the right teacher. And that is a program based on teamwork,
support, and you have a lot of support, whatever question you have. Little by
little, you are going through and finally you leave the ESL and you have to go
directly to your vocational or whatever you chose to be.

Another participant stated regarding meeting his learning needs as, “And is more

for my personal is, ah, the most adequado.” One of the participants described the support

from the instructor by stating,

Shelter teacher communication. I remember one Saturday, my teacher all day for
me and my brother . . . spend all Saturday. This day, the teacher started the
morning to afternoon because Monday we have the presentation the exam,
working on the computer for us.

104
 Limitations

The study had several limitations that did not lessen the significance of the

findings. The design focused on a minuscule sampling; therefore, generalization is

limited regarding occurrences in other studies. The study was limited to men from the

same culture in a particular geography. Even though the population of the study was

explicitly defined, the population was a critical sample in which phenomena represents

rare instances. As noted at the beginning of the study, not much information is available

in the literature that addresses the needs of dislocated workers that are not fluent in

English. The availability of training programs for these individuals was limited as noted

in the literature review. According to Creswell (2008), exceptional cases can help shed

light on very specific phenomena.

Another limitation of the study was inherent in the ability of the participants’

ability to communicate. Their proficiency in English was limited. Reflected in the syntax

and structure of the narratives was the lack of English Proficiency. The interviewer wrote

the questions at an eighth-grade level of English proficiency. The researcher tested the

participants for an understanding of the language at the start of the program. The

participants scored at intermediate to high levels of English. This score still may have had

an impact on the narratives because the respondents' full range of vocabulary was not

voluminous and could have limited their ability to express symbolism or abstraction. In

this study, the descriptions are real and authentic; they the constraints of non-native

fluency in English limits the descriptions.

105
 Implications for Practice

Professionals in both the fields of adult education and HRD need to be

cooperative and eclectic in their approach to curriculum and program development. They

must be willing to work together, learn from each other, and devote their expertise to the

enrichment of the individual, organization, and society. In the case of the individuals that

participated in the program, they gained new skills and experiences, which they, in turn,

offered as contributions to their new organizations. Society benefits from a more skilled

workforce that are ready for a complex job market. A multilayered approach to

curriculum design and program development is necessary to meet the varying needs of

students. The multilayered approach is a necessity because as the study shows, factors

that affect learning overlap and intersect as human beings create their reality. The

intricacies of humanity require that learning is holistic, focusing on multiple needs in an

ever-constantly changing environment. Programs that integrate core competencies such

as Integrated English Second Language with Career and Vocational Training

emphasizing content specific skills and preparation for the workforce can meet the

multiple needs of individuals, the workforce and society.

Recommendations for Further Research

Further research is needed to determine if other variables such as culture, gender,

location, and age could affect the participants’ view of training. The participants in the

study were all men of Hispanic culture. They were the primary contributors to the family

income. The study did not research variables of family moral support or economic

dependence. Such variables could have had a profound impact that either mitigated or

aggravated the experiences the participants had during the training.

106
 This study focused on training that was specifically vocational and job related.

Research regarding career development and ESOL dislocated students is needed. The

program took place in a 2-year span. The research occurred a year later. There must be a

follow-up study to determine how many of the skills gained in training were retained by

the participants. Additional research is needed to determine what further training program

participants would need to maintain performance in terms of job-seeking and job-

acquisition behaviors. More investigation regarding what barriers participants

encountered post training and how these obstacles can be mitigated has to occur. The

narratives in the study provided a window into the reality of the participants; however,

lacking investigation was the instructor point of view. From a social constructivist

perspective, the investigation is incomplete without knowing what the instructors

perceived.

Conclusion

No one solution or intervention can address all factors impacting training and

learning. Underscoring the need for a multiplicity of ideas and interventions is the fact

that HRD professionals and adult educators can add to return on investment when

training and education combine to serve the individual that is, or will be, part of the

organization located within the larger society. The study has illuminated the need to

engage the learner in a way that empowers them to own their learning and highlights the

reciprocal nature of creating knowledge. “What merits consideration here are the

profoundly empowering implications of understanding adult learning as a restorying

process—the connection between authorship of one’s story and claiming authority for

107
one’s life” (Rossiter, 1999, p. 12). “A narrative orientation leads us to understand that we

are implicated in a mutual, relational teaching/learning process” (Rossiter, 1999, p. 12).

108
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Zuckerman, M. (2014, July 23). The new American dilemma. U.S. News & World
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real-unemployment-rate-and-the-dearth-of-full-time-jobs

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 STATEMENT OF ORIGINAL WORK

Academic Honesty Policy

Capella University’s Academic Honesty Policy (3.01.01) holds learners accountable for
the integrity of work they submit, which includes but is not limited to discussion
postings, assignments, comprehensive exams, and the dissertation or capstone project.
Established in the Policy are the expectations for original work, rationale for the policy,
definition of terms that pertain to academic honesty and original work, and disciplinary
consequences of academic dishonesty. Also stated in the Policy is the expectation that
learners will follow APA rules for citing another person’s ideas or works.

The following standards for original work and definition of plagiarism are discussed in
the Policy:
Learners are expected to be the sole authors of their work and to acknowledge the
authorship of others’ work through proper citation and reference. Use of another
person’s ideas, including another learner’s, without proper reference or citation
constitutes plagiarism and academic dishonesty and is prohibited conduct. (p. 1)

Plagiarism is one example of academic dishonesty. Plagiarism is presenting

someone else’s ideas or work as your own. Plagiarism also includes copying
verbatim or rephrasing ideas without properly acknowledging the source by
author, date, and publication medium. (p. 2)

Capella University’s Research Misconduct Policy (3.03.06) holds learners accountable for
research integrity. What constitutes research misconduct is discussed in the Policy:
Research misconduct includes but is not limited to falsification, fabrication,
plagiarism, misappropriation, or other practices that seriously deviate from those
that are commonly accepted within the academic community for proposing,
conducting, or reviewing research, or in reporting research results. (p. 1)

Learners failing to abide by these policies are subject to consequences, including but not
limited to dismissal or revocation of the degree.

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 Statement of Original Work and Signature

I have read, understood, and abided by Capella University’s Academic Honesty Policy
(3.01.01) and Research Misconduct Policy (3.03.06), including Policy Statements,
Rationale, and Definitions.
I attest that this dissertation or capstone project is my own work. Where I have used the
ideas or words of others, I have paraphrased, summarized, or used direct quotes following
the guidelines set forth in the APA Publication Manual.

Learner name
and date MaryAngel Boyer 7/18/2017

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 APPENDIX. INTERVIEW PROTOCOL

Interviewer
Question comments/observations

1. Please describe or give an example of how you used the

English you learned in your classes to look for a job.
2. What materials other than books did the teacher use to explain
the lesson?
3. What did you learn in the classes that was like or different
from what you found in looking for a job?
4. These are the things/skills you were taught in class:
• How to use the Internet to search for jobs
• How to speak English, ask questions, and follow
directions
• Writing: How to complete a job application and write a
cover letter and resume
• Team building/working with others, getting to work on
time, and showing respect
• Computer skills: Typing and using Word, e-mail, and the
Internet
• Vocabulary and information in auto mechanic, medical
coding, flower arrangement, or irrigation
a. How did you practice these skills in class? Please give an
example.
b. Did you use or not use any of these things/skills when
looking for a job? If Yes, please give an example of how
you used them. If No, please give the reason.
5. Please give an example/describe how the teachers in your
classes did or did not help you.
6. Of all the things you learned in your classes, what were the
most important?
a. Why were these things important?
b. How did you apply the important things you learned to
finding a job?
7. How would you describe or explain the classes in this
program to other people?
8. Was the time you took for coming to these classes a good idea
or bad idea? Please explain.
9. How did your English teacher explain what you were learning
in your vocational class such as Mechanics or Medical
Coding?
10. Did your teachers have you work with other students? How?

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