Characteristics of School-to-Work Transition Support for English Learners in Ohio, USA: Focusing on Practices at the Career Center in the South-Western City Schools

Abstract

This study aims to identify the characteristics of school-to-work transition support for English learners in Ohio, United States of America. In the US, high school graduation and employment training are crucial for a successful transition. Career and Technical Education (CTE) programs in high schools have proven effective, but English learners often face barriers to participation. Focusing on South-Western Career Academy (SWCA) as a case study, this study analyzed the barriers English learners encounter in accessing CTE and the support strategies employed by the school. Our analysis identified two key findings: First, SWCA integrated English language learning with academic instruction, ensuring English learners had access to diverse career pathways and encouraging them to pursue postsecondary education for advanced vocational credentials. Second, by developing career pathways aligned with local occupational needs, SWCA addressed social issues within the local community, benefitting both English learners and the local population. The SWCA’s approach demonstrates the potential for CTE programs to support English learners and contribute to community development.