Limited English proficiency creates barriers to both education and employment for approximately 28 million people in the United States. They face societal, institutional, and personal barriers to equitable employment. The American job market and employer expectations may be confusing, and the concept of lifelong learning is foreign to them. Barriers presented by educational and employment institutions to the limited English proficient (LEP) adult include standardized entrance examinations, diploma requirements, and employment performance tests. Adults also fear loss or rejection of their culture, ethnicity, and identity when they speak a second language. Four English as a Second Language (ESL) curriculum models integrate vocational and English language skills and provide special assistance to LEP students: prevocational ESL classes, vocational ESL, bilingual vocational training, and on-the-job training with vocational ESL support. Vocational instructors can help LEP students by allowing culturally diverse students to learn in diverse ways, using demonstrations or audiovisual aids and relying less on lectures, and using bilingual assistants. Research and development is needed in the areas of the elements of English needed to be taught and their order, strategies to reduce language demands of LEP jobs, and identification of successful program materials and instructional strategies. (YLB)