The following report is the result of preliminary research we did to investigate the development of a "Vocational ELA." The need for such an assessment tool seemed to be based on two assumptions: First of all the notion that while ELA was seen as a good assessment tool to channel students into the various levels in the ESL programs in the English Language Skills and College Preparatory English Departments, its effectiveness to act as a good predictor for student success in vocational programs at City Centre and King Edward Campus was questioned. In particular, there seemed to be a frustration in several departments because of the lack of sufficient language skills in ESL students in mainstream classes, for example Electronics, was seen as a major factor in slowing down the program. Skills instructors felt that they did not have the expertise or time to deal with ESL-type problems in their classes. Secondly, there was a fear that the ELA screens out some students who might have the background and motivation necessary to do well in vocational programs because these students lack the academic skills to do well on an ELA-type test.
