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It reviews historical trends in immigrant insertion within the U.S. socioeconomic context and analyzes contemporary adult ESL curriculum development emphasizing “career readiness.” Using Norton-Peirce’s concept of “investment,” the study evaluates curriculum relevance to student aspirations, focusing on learner identity, modes of belonging, and the degree of learner autonomy under structural constraints.","Contextualized Workforce Skills and ESL Learner Identity  \nThis article reports on an empirical case study centering on adult ESL learners’ motivational patterns for learning English and its relevance to their career goals. It looks at past patterns of immigrant insertion within the socioeconomic context of the US and explores current trends in adult ESL curriculum development focused on the task of “career readiness.” Drawing on Norton-Peirce’s (1995, 1997) concept of “investment” in second language learning, research for this study poses the question of curriculum relevance to student aspirations, implicating aspects of learner identity and various modes of belonging. The study contributes to the understanding of ESL learners’positioning vis-à-vis curriculum change while reflecting on the extent of learner autonomy in the face of structural limitations.  \nIntroduction  \n“I know that it is difficult for immigrants to have better life in the U.S., but at the same time it is really important to have big dreams and studying hard. Speaking English is most important for me to get better life and job.”(Lupe Alvarado, ESL student)  \n“English is a World language and is very important for success. My teacher gives me a lot of knowledge. I think this center is a temple and my teachers are god for me.”(Vanita Singh, ESL student)  \nWithin the adult school system in California, which includes  \nadult basic and secondary academics, career technical ed  \nucation, and other programs, English as a second language (ESL) represents the single largest division, providing instruction for  \nThe CATESOL Journal 28.1 • 2016 • 85  \nmore than a third of a million adults served in the programs annually.1 This sizable group of adult ESL enrollees mainly comprises immigrant learners in need of language instruction and learning experiences that will help them communicate with English speakers, learn about the cultures and customs of the US, and prepare for employment, citizenship, parenthood, and self-sufficiency. But the overrepresentation of ESL learners within the system is also linked to the history ofthe institution itself. As far removed as it may seem, the assimilation project of teaching English and civic education to newly arrived immigrants has its permanent roots in the century-old history of the Americanization movement since the early 1900s (Carlson, 1975; Kliebard, 2004) . In fact, it was the establishment of Americanization centers that gave birth to the concept of “night schools” by offering English language classes in the evenings. Although the movement, or the crusade as some have called it (Curti, 1946; Higham, 1955), faded away by the early 1920s, scholars agree that its most lasting effect was felt through the establishment of the adult education system as its greatest legacy (Hartmann, 1948; Higham, 1955) .  \nIt is all the more relevant, therefore, that the curriculum for adult English learners continues to reflect this dominant discourse of assimilation to the American way of life. The framework views language attainment as a tool to fully integrate the immigrants into the fold of the host society and ease their transition into the new culture. But equally important, this Americanization-as-assimilation model of language learning continues to be as much geared to the task of socializing the immigrants to the US cultural norms as to help them adapt to its economic standards. The end of the 19th century marked the growth of industrialization and introduction of machinery that revolutionized production techniques (Edwards, 1979) . It also marked the arrival of a labor pool: a massive influx of new immigrants from southern and eastern Europe who were being seen as “out of sync”with the mainstream society (Apple, 2012; Higham, 1955) . Many of these “new” immigrants did not speak English, were forced to live in overcrowded, unsanitary, and de facto segregated neighborhoods, and were naturalized in smaller numbers than the “old” immigrants","cbCaieqRlfrhewVu","https://ap.wps.com/l/cbCaieqRlfrhewVu","pdf",412343,33,"English","en",105,"# Introduction\n## Learners’ motivational patterns and career goals\n## Historical roots in Americanization and adult education\n## Assimilation discourse and language attainment as integration\n## Identity, belonging, and learner investment","[{\"question\":\"How does the article describe the historical influence on adult ESL in the U.S.?\",\"answer\":\"It links adult ESL’s prominence to the Americanization movement and the assimilation-oriented discourse shaped by early “night schools” and later adult education institutions.\"}]","Contextualized Workforce Skills and ESL Learner Identity - Career Readiness and Learner Investment | PDF",1792085863,83,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":132,"head_meta":134,"extra_data":136,"updated_unix":137},"contextualized-workforce-skills-and-esl-learner-identity-career-readiness-and-learner-investment","",{"@graph":87,"@context":131},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/contextualized-workforce-skills-and-esl-learner-identity-career-readiness-and-learner-investment/597872/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/contextualized-workforce-skills-and-esl-learner-identity-career-readiness-and-learner-investment/597872.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":29},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125],{"name":126,"@type":127,"acceptedAnswer":128},"How does the article describe the historical influence on adult ESL in the U.S.?","Question",{"text":129,"@type":130},"It links adult ESL’s prominence to the Americanization movement and the assimilation-oriented discourse shaped by early “night schools” and later adult education institutions.","Answer","https://schema.org",{"og:url":101,"og:type":133,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":135,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792192242]