Workplace ESL at Levi Strauss: "Dropouts" Speak Out

Abstract

This paper investigates why over 50 workers who qualified for ESL training did not participate in the EWP programs offered on-site at two garment factories in Canada. Findings are drawn from a research project commissioned by Levi Strauss & Co. (Canada) in 1990. Results indicate that advertised programs, supervisor resistance, production and income anxiety, domestic and social pressure are more likely to lead to "dropout" than limitations in the programs per se. The authors conclude if an EWP program is to be effective, it must address not only the linguistic needs of the ESL workforce in a particular context, but its relationship to larger social and economic structures in the workplace and wider community.

Researching women’s language practices in multilingual workplaces

“…Relevant research has been undertaken in the fields of multilingualism and work (Belfiore and Heller 1992;Clyne 1994;Gumperz 1992; Heller 1988 a;Lippi-Green 1997;Pauwels 1994;Roberts, Davies, and Jupp 1992), language learning at work Burnaby 1984, 1995;Jupp and Hodlin 1975;Peirce, Harper, and Burnaby 1993) and gender and multilingualism (Gal 1979(Gal , 1988(Gal , 1991Kouritzin 2000;Peirce 1995;Norton 2000). The following discussion of my own work includes a review of these studies.…”

“…Such talk enables students to envision different working and living conditions and to generate an individual or community response to problems. Also valuable was the considerable amount of Canadian literature which has advocated for ESL instruction that serves to assist people in becoming "active participants" in society (e.g., Elson 1989;Hernandez 1989;Mohamid 1989;Peirce, Harper, and Burnaby 1993;Sauve 1989). Finally, I learned that there were established workplace ESL programs that had been working with a curriculum for protection and control for a long time.…”

Negotiating Business, Negotiating Self: Crossing Cultural Borders in Bilingual Entrepreneurial Contexts

“…A plethora of research documents immigrant women's experiences with acquiring English within the workplace (Cummings & Gill, 1992;Duff, Wong, & Early, 2002;Pierce, Harper, & Burnaby, 1993;Norton Peirce, 1995;Pavlenko & Blackledge, 2004). The research also confirms that for immigrant women, English language acquisition is influenced by a variety of factors such as conflicting identities regarding their roles as women, childcare constraints, resistance towards the English language, and racial and linguistic biases held by the society at large.…”

Learning Language for Work and Life: The Linguistic Socialization of Immigrant Canadians Seeking Careers in Healthcare

“…They described some of the factors preventing immigrant women from participating more fully in ESL (and/or skills) programs and noted high attrition rates in enrolments. Goldstein (1997), Peirce, Harper, and Burnaby (1993), and Harper, Peirce, and Burnaby (1996) researched some of these topics successfully in their studies of women in factories in Ontario, adding critical theoretical perspectives (see also Peirce, 1995). Many deterrents to participation in English workplace programs (EWP) and English use among coworkers were reported, including fear of income loss, resentment of peers, domestic pressures, and the need for affiliation and solidarity with compatriots (Goldstein, 1997;Peirce et al, 1993).…”

“…Goldstein (1997), Peirce, Harper, and Burnaby (1993), and Harper, Peirce, and Burnaby (1996) researched some of these topics successfully in their studies of women in factories in Ontario, adding critical theoretical perspectives (see also Peirce, 1995). Many deterrents to participation in English workplace programs (EWP) and English use among coworkers were reported, including fear of income loss, resentment of peers, domestic pressures, and the need for affiliation and solidarity with compatriots (Goldstein, 1997;Peirce et al, 1993). In addition, Harper et al (1996) noted that increased participation in EWP classes did not necessarily increase involvement in the company.…”