Integrated English Literacy and Civics Education (IELCE) Resources
Integrated English literacy and civics education, or IELCE, is defined in WIOA as education services provided to English language learners who are adults, including professionals with degrees and credentials in their native countries, that enable such adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers, and citizens in the United States. Such services shall include instruction in literacy and English language acquisition, the rights and responsibilities of citizenship and civic participation, and may include workforce training.
IELCE is used in two distinct ways: it may be provided as an activity under Section 231, or it may also be implemented as a program under Section 243 with funds allocated as described in Section 243.
The IELCE program under Section 243 carries additional requirements beyond those that an eligible provider must meet in implementing IELCE as a local activity under Section 231. First, it must include an integrated education and training (IET) component. Additionally, each program that receives funding under Section 243 must be designed to:
- Prepare adults who are English language learners for, and place such adults
in, unsubsidized employment in in-demand industries and occupations that lead to economic self sufficiency; and
- Integrate with the local workforce development system and its functions to
carry out the activities of the program.
Note that services described in Section 243 IELCE programs are for English language learners at all NRS levels, including ESL, ABE, and ASE.
The following resources provide guidance on implementing IELCE activities and programming as well as supporting learners and providing wrap around services.
LINCS Enhancing Access for Refugees and New Americans Project
The National EARN Project
“The Enhancing Access for Refugees and New Americans project provides resources and technical assistance to adult education state agency staff, local programs, and instructors who serve or are aiming to serve English learners in Integrated English Literacy and Civics Education (IELCE) programming and are interested in using an immigrant integration approach. Adult Education and Family Literacy Act (AEFLA) requirements offer IELCE programs opportunity to support learners’ linguistic, economic, and civic integration needs.” (LINCS)
The Enhancing Access for Refugees and New Americans (EARN) project launched a spotlight series focused on critical topics within Integrated English Literacy and Civics Education (IELCE)/Integrated Education and Training (IET) implementation. The first three spotlights are:
- Enhancing Access: Using Bridge Strategies to Connect IELCE Activities to IET Programs
Bridge strategies are one approach to delivering IELCE activities in combination with IET programs. This spotlight describes how states, regions, and programs are using bridge strategies to prepare learners in IELCE activities for IET programs. EARN also has released a video highlighting how one program, Montgomery College in Maryland, connects IELCE and IET programming and contextualizes civics content in IELCE activities to prepare learners for the IET program.
- The Role of Navigators in IELCE/IET Career Pathways
Career navigators and advisors help English learners and immigrants navigate complex U.S. systems and access services to help support their integration into U.S. society. This spotlight explores potential actions for navigators to take as they support English learners along an IELCE/IET career pathway.
- Serving Refugees in IELCE Activities
Refugees and New Americans face unique challenges in acclimating to the United States, from gaining English language proficiency to successfully navigating American systems and entering careers with family-sustaining wages. This spotlight highlights strategies in serving refugees in adult education programming and IELCE.
This LINCS website provides more information on the national EARN project.
Enhancing Access for Refugees and New Americans in Virginia
The following webinar recording contains strategies for how adult education programs in Virginia are utilizing robust partnerships, providing access to sustaining career pathways, and engaging diverse learners in order to enhance access for and support the linguistic, civic, and economic integration of refugees and new Americans.
Please reach out to VALRC for support on implementing these or other strategies for enhancing access to refugees and new Americans through adult education services or to share your strategies for these efforts by sending us an email at email@example.com.
Supporting English Language Learners in IELCE/IET Programs
This section of the IET Blueprint website provides practitioners with guidance, strategies, and resources for supporting English language learners in IELCE programs.
The guidance, information, and support presented in this resource is based on VALRC’s Supporting ELLs in IELCE Programs survey that was conducted in the 2020-2021 program year.
The materials and resources listed on this website are for use with either a Section 231 IELCE activity or a Section 243 IELCE program.
ELL-U was a free professional development network for ESOL practitioners. The resources developed through this federally-funded initiative were designed to broaden, deepen, and strengthen the knowledge and skills of educators working with adult ELLs. The following are available via this resource: online courses, learning plans, and professional development materials.
This website from the Office of Refugee Resettlement provides a variety of resources related to refugees integrating into the American workforce system and providing workforce/employment services to refugees.
This brief highlights three instructional approaches—task-based learning, problem-based learning, and project based learning—and a classroom-based assessment.
This webinar, presented by Standards In Action, presents strategies and examples for implementing standards based instruction with English language learners.