Rising demand for skilled workers and changing demographics have required an international union to develop creative programs to recruit and retain apprentices—including those who may not be fluent in English.

Rather than working on their own, several district councils (DCs) of the International Union of Painters and Allied Trades (IUPAT) have found success in responding to these trends by  forming partnerships with adult education providers to integrate English for speakers of other languages (ESOL) in their instruction.

In the May/June issue of Benefits Magazine, Thomas Pfundstein, Ph.D., described the efforts of the IUPAT DCs to teach English skills to immigrant union members as well as others in the community. Pfundstein is the director of curriculum and instruction for the International Finishing Trades Institute (iFTI), which is IUPAT’s education and training arm. The article, entitled “Growing and Diversifying Apprenticeships: A Partnership Approach to English Language Instruction,” highlights the efforts of three IUPAT DCs.

English fluency is not required to fill a union job or apprenticeship, but English language proficiency is essential for career advancement as well as safety and effective communication on the jobsite, Pfundstein explained.

The DCs pursued relationships with organizations that are funded under the Workforce Innovation and Opportunity Act (WOIA) Title II. These programs teach literacy, ESOL, high school diploma education, career education and employability skills.

 “Each DC has devised a unique solution, whether a community ESOL class, a preapprenticeship program or ESOL integrated with its apprenticeship program,” Pfundstein wrote. Following are examples of three programs.

Nashville, Tennessee

IUPAT DC 58 in Nashville, Tennessee teamed up with Workforce Essentials, a local nonprofit provider of adult education, to design an evening ESOL class open to current and prospective workers as well as their families and friends.

The class was offered at the union hall two times a week and gave attendees a chance to improve their English skills before entering apprenticeship training. “Though not all participants become IUPAT members, the ESOL class builds goodwill in the community and, for some, it is a critical bridge that equips them with the English language skills they need to succeed in apprenticeship classes and on the job,” Pfundstein noted in the article.

Atlanta, Georgia

DC77 altered an existing pilot preapprenticeship program and partnered with the adult education division of the Atlanta Public Schools to tailor the class for applicants with limited English or basic academic skills. A class is now offered that integrates basic digital literacy, math, job readiness and ESOL instruction as needed. Classes were offered both at the DC77 training center and a school district computer lab/classroom. Seven glaziers graduated from the first program and prepared to enter IUPAT apprenticeship.

St. Louis, Missouri

DC58 and the St. Louis Community College developed an apprenticeship program that integrates ESOL instruction into apprenticeship classes for students who need it. For example, on a typical training day, all apprentices complete one hour of class with the DC58 instructor, and then those who are learning English spend three hours covering apprenticeship content and English skills with a community college ESOL instructor. They then rejoin their peers for hands-on training with the DC58 instructor. Close collaboration between the apprenticeship instructor and the community college instructor ensures that English instruction is contextualized for the finishing trades and relevant to the workplace. As of last spring, the class saw 95% of participants “persist and succeed,” Pfundstein wrote.

Advice for Others

Other unions, apprenticeship programs, employers or education providers looking to develop their own programs may want to consider the following advice provided in the article.

• Collaboration takes time, but it pays off. “With patience, a clear focus on common goals and an openness to doing things differently, each DC landed on a collaborative program model of its own design, as well as a lasting relationship with the public adult education system,” Pfundstein noted.

• Working with a partner can add value. IUPAT’s education and training arm (the iFTI) worked with a consulting firm to help interested DCs identify their needs, contact the education provider and codesign programs.

• Programs must meet worker needs and address their challenges. “Unlike traditional high school or college students, apprentices and journeyworkers are employed full-time, and many juggle family commitments, long commutes and particularly tiring work,” Pfundstein explained. Offering programs in central locations and immediately after workhours or on Saturdays is helpful, in addition to integrating ESOL instruction into the apprenticeship program schedule.

• Designing curriculum around workers’ and supervisors’ priorities increases the probability of success. Surveying workers and supervisors helps identify their top concerns. This guided the programs on which skills to focus on.

“Perhaps a message for other unions and employers facing similar language skills gaps is to not go it alone. Rather, seek out a nearby adult school or community college and begin to explore what could be a fruitful, collaborative relationship,” Pfundstein’s article concluded.