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Recommends expanding VESL through close, ongoing partnerships between courses and students to strengthen social-justice outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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immigration reform is on the table for the first time in two decades, proposals are being made involving a path to citizenship for the 12 million undocumented immigrants now in the country. This article suggests that, in addition to helping these immigrants meet the English-language requirement for citizenship, comprehensive immigration reform provides the field of TESOL with another opportunity to contribute to equality for the undocumented community by helping these new citizens obtain the language skills necessary for social and economic mobility. This article argues that vocational ESL, or VESL, is well suited for working with this population. A brief review of the history and underpinnings of VESL is followed by a more extended discussion of how VESL fits the specific characteristics and needs of these new citizens as language learners. The final section offers suggestions for expansion, advocating for close partnerships between VESL courses and students during all phases ofthe educational program. Learner-centered VESL for new immigrants constitutes adult education as a tool for social change, emphasizing the importance of social justice to the field of TESOL.  \nEver since the results of the 2012 presidential election were an  \nnounced, media pundits, politicians, and researchers have em  \nphasized the role of the Latino electorate in handing sweeping victories to Democrats and defeating numerous virulently anti-immigrant candidates (Pew Hispanic Research Center, 2012) . Perhaps asa result of the increasing visibility of this constituency, immigration reform has been placed on the national legislative agenda. On June 27, 2013, the Senate voted 82 to 15 to pass S.744, The Border Security, Economic Opportunity, and Immigration Modernization Act. This  \nThe CATESOL Journal 25.1 • 2013/2014 • 129  \ncomprehensive immigration-reform bill, along with increased border security measures, also includes a path to citizenship for the estimated 12 million undocumented immigrants now living in the United States (O’Keefe, 2013) .  \nThis bill continues the trend of past immigration legislation, most recently the Immigration Reform and Control Act of 1986, which all include provisions specifying that those immigrants wishing to obtain US citizenship must demonstrate English-language proficiency to be considered eligible (California Tomorrow, 1989; Ramsey & Robyn, 1992) . The wording of S.744 states that undocumented immigrants will be eligible for legalization only if they “demonstrate understanding of the English language,” including reading, writing, and speaking (Border Security, Economic Opportunity, and Immigration Modernization Act, 2013, §2102, 24C, b4) . While debate on the Senate bill seems to have slowed in the House, it is possible that immigration reform may be implemented in this legislative cycle. In the very near future, therefore, the field of TESOL may be faced with the challenge of how best to provide effective English instruction to 12 million prospective new citizens, many of whom have nevertheless lived and worked in the US for many years.  \nGiven the likelihood that any such reform will include an English-language requirement for potential new citizens, the field will need to continue providing such citizenship-directed instruction. Indeed, such programs will need a considerable investment of resources to manage 12 million new students, since English-for-citizenship programs are already struggling to meet existing demands (Crandall & Sheppard, 2004) . While recognizing the importance of these citizenship classes, this article suggests that the possibility of immigration reform presents the field of TESOL with another opportunity for contributing to equality for the undocumented community. Helping students pass their citizenship exams is a first step, but we can go beyond this to help these new citizens gain the language skills","cbCaiorUauGVMEJ3","https://ap.wps.com/l/cbCaiorUauGVMEJ3","pdf",133807,14,"English","# English for New Citizens - Contributions of a Learner-Centered Vocational ESL Framework\n## Vocational ESL: Principles and Characteristics\n## Learner-Centered VESL for New Immigrants\n## Expansion Through Partnerships With Students","[{\"question\":\"Why does the article link immigration reform to TESOL’s role?\",\"answer\":\"It argues that, beyond meeting citizenship English requirements, reform allows TESOL to contribute to equality by helping undocumented individuals develop the language skills needed for mobility.\"},{\"question\":\"What model does the article recommend for teaching new citizens English?\",\"answer\":\"It recommends vocational ESL (VESL), emphasizing that learner-centered VESL aligns with the community’s characteristics, needs, and labor-market experience.\"},{\"question\":\"How does the article suggest expanding VESL programs?\",\"answer\":\"It advocates close partnerships between VESL courses and students throughout all phases of the educational program to improve relevance and effectiveness.\"}]","English for New Citizens - Contributions of a Learner-Centered Vocational ESL Framework | PDF",1792085937,35]