In the 1985 classic movie “Back to the Future,” the protagonist, Marty McFly, is transported thirty years into the past. Once he arrives in 1955, he has to orchestrate events to ensure his teenage parents fall in love (again). His very existence depends on his success—failure is not an option. Marty’s future self knows that the world is vastly different thirty years later, and he needs to ensure that the actions and decisions made by those close to him lead to positive outcomes.

Adult educators, like Marty, need to use their insight into the demands of the future workplace to tailor instruction to prepare students for future careers. For ELA teachers, a crucial first step is building a strong academic foundation through the College and Career Readiness Standards for Adult Education. As Karl Baldrate, an ELA teacher at Hudson-Maynard Adult Learning Center, stated, "Students who are prepared with college and career readiness skills are more employable because they communicate more effectively, think more critically, adapt better to new challenges, and function more professionally while on the job." Teachers must integrate these standards into instruction to equip students with essential workforce skills and prepare them for sustainable careers in the 21st century.

Prioritize Transferable ELA Skills

To succeed in the 21st-century workplace, students need transferable workforce skills, also called "soft skills" or "employability skills." ELA curricula should be intentionally designed to integrate these skills such as critical thinking, problem-solving, and adaptability. Effective written and oral communication, collaborative teamwork, and cultural competence are also crucial skills in an increasingly interconnected world.

According to the Bureau of Labor Statistics, the average person spends approximately four years at a job. This average decreases to approximately 2.5 years in the service industry, a sector in which many adult learners are employed. Adult students need these transferable workforce skills given the likelihood they will transition to new jobs throughout their careers. As an ELA teacher, you may now need to see yourself as . . . (take a deep breath) . . . an “employability skills” instructor who targets instruction toward building these transferable workforce skills.

Resources such as the Inspiring Career Development and Action (ICA) Curriculum Guide include lesson plans and materials for each step of the career awareness, exploration, and planning process. The lessons model career-contextualized teaching and advising by integrating the College and Career Readiness Standards for Adult Education (CCRSAE); the English Language Proficiency Standards (ELPS); and transferable workforce success skills alongside career content. Additionally, the Teaching Skills That Matter (TSTM) Toolkit identifies nine foundational skills adult learners need to function effectively in the workforce and in civic and community life. Using the project's tools and training, adult education teachers can help students develop transferable workforce skills they can apply across multiple contexts.

Shift Instructional Focus

Based on what you know today about the workforce skills students will need in the future, you can shift your instructional focus toward helping students acquire these skills and know when and how to apply their ELA skills in current or future work settings. To do this, adopt instructional strategies such as project-based learning, scenario-based simulations, and real-world application exercises that mirror the complexities and demands of actual job environments.

Another goal should be to expose students to authentic texts they might encounter, such as industry manuals, instructional protocols, employee handbooks, workplace communications, and human resource materials. You can also develop students’ workforce skills when teaching poetry and fiction by highlighting different perspectives and creating opportunities for discussion while emphasizing the need to respect differences. Be sure to explicitly connect these skills to workforce contexts so students understand how they apply beyond the classroom.

Proactive 21st Century ELA Lesson Planning

As you plan or revise lessons, consider these questions to help ensure you are teaching transferable workforce skills:

• What are your students' professional goals?
• What must students know or be able to do to become viable 21st-century employees?
• What College and Career Readiness Standards for Adult Education (CCRSAE) skills will be prioritized to build career readiness?
• What “soft skills” will students develop in each lesson?
• What authentic texts and tasks will students interact with that reflect real workplace materials and skills?

You can add these questions to your lesson plan template or use them as a checklist during your final lesson review. These questions may even help you develop new activities or make existing lessons more engaging and relevant.

Conclusion

By proactively adapting teaching methodologies and content, ELA adult educators can effectively bridge the gap between the classroom and the workplace. In doing so, they can ensure that students are not merely prepared to find employment but are positioned to thrive and advance in the dynamic workplaces of the 21st century.

Your students’ future professional lives depend, in part, on you!