While post-secondary education has traditionally been associated with a four-year college degree, alternative pathways — community colleges, vocational training and certificate programs — are becoming increasingly popular among English Learners (ELs) and Second-Language Learners (SLLs). Factors such as financial constraints, cultural expectations and the need for immediate entry into the workforce often drive these students to explore other options — community colleges, vocational training and certificate programs.
These choices are not simply about avoiding the traditional route; they reflect a strategic approach to education that aligns with their unique circumstances and aspirations. Understanding why these groups pursue alternative post-secondary pathways sheds light on the systemic barriers they face and highlights the importance of creating inclusive, accessible opportunities for all learners. There are motivations, challenges and successes for both groups as they carve out their educational journeys.
Within the last decade, I conducted research on first-generation Hispanic college students’ lived experiences through the collective lens of perseverance and degree achievement. The goal of the research centered on understanding how a certain population managed to resiliently achieve four-year degree success, and included a study participant who was not a native English speaker. During this time, the National Center for Education Statistics reported in 2019 that 54% of Hispanic students completed college within six years which is 10% lower than the 64% completion rate of Caucasians within the same timeframe. This gap reflects broader systemic barriers that influence educational pathways. There are a myriad of reasons why the Hispanic four-year college graduation rate lags behind that of white Americans. Perhaps learning pathways are evolving?
Though ELs and ELLs were pursuing an education through the traditional college pathway in 2019, their enrollment patterns were influenced by varying factors, including language barriers, financial constraints, academic preparation and support systems. They were choosing to attend community colleges or vocational training as affordability was more attainable and smaller class sizes were conducive to addressing language needs. More colleges, however, were implementing programs to support them with English as a Second Language programs and language resource centers. My belief centers on institutions with strong support systems such as these programs, for example, are more likely to attract and retain ELs and ELLs.
Within the last year, I have spoken to more than one individual who works with students learning English and acknowledged that this population is not necessarily solely pursuing the mainstream academic path of a four-year college degree. There are options now, albeit possibly due to four-year college barriers, for ELs and ELLs to receive an education. One instructor acknowledged elementary EL students struggling at times to keep pace with their native English-speaking peers due to shyness and hesitancy to be accepted.
Another EL instructor who also works with EL middle schoolers and high school students stated: “Second language students are engaging in many different pathways after high school. There are not as many going to college. Not because they do not have access, but because the opportunities are differing from what they were 15 years ago. If anything, I would say that second language students have access to more opportunities than ever before, through built-in academic and career planning in their school day.”
Shifting toward alternative pathways
Concerning the tailored and practical opportunities for learning, The National Student Clearinghouse Research Center’s report, “New Research: Fall undergraduate enrollment showed signs of stabilizing in 2022,” was published in February 2023. This report indicated a 0.4% increase in community college enrollment, with a gain of 16,700 students in the fall of 2022. Public, four-year institutions experienced a 1.4% decline in enrollment, with 88,000 less students. This shift toward alternative pathways is also evident among ELs and ELLs who are increasingly enrolling in community colleges and vocational programs due to affordability, smaller class sizes and being more conducive to addressing language needs.
Industries are realizing the benefit of relying on vocational training in fields such as healthcare support and skilled trades. The U.S. Bureau of Labor Statistics projects a steady growth in healthcare jobs through 2033, many of which require certificates, as opposed to degrees. This statistic supports the idea that ELs and ELLs have more opportunities today to learn, train and enter the workforce sooner than by pursuing a four-year degree.
Barriers’ influence on chosen pathways
Second language learners can experience challenges pursuing their education in their non-native tongue. English as a Second Language courses help ELs and ELLs build language skills that prepare them for careers that do not require a four-year degree.
Financial barriers and increased tuition costs also significantly and disproportionately affect ELs and ELLs. My prior research included financial barriers as one of the major obstacles to pursuing a degree. For example, navigating the financial resources available is cumbersome for ELs and ELLs which leads to stress since they have limited knowledge about these resources. Language barriers exacerbate these financial challenges as many ELs and ELLs struggle to navigate complex financial processes for learning. However, adequately trained school counselors can help meet the diverse needs of EL and ELL students, as indicated in an article for the Journal of Counselor Preparation and Supervision.
Promoting education options for diverse learners
Educational attainment through a traditional degree path does not consistently equate to increased pay — another reason ELs and ELLs entering community colleges or trades learning is an attractive option so they can enter the workforce sooner. Due to economic downturns and the COVID pandemic’s impact on the job search, there are individuals with a four-year college degree and advanced degrees who are experiencing unemployment.
I am aware of several adults with advanced degrees who cannot find adequate work today since an advanced degree indicates you are automatically overqualified. Yet there are individuals with a two-year degree or trades training who can land jobs sooner than those with four-year degrees and above. While lifetime earnings may not be as high as advanced degree holders, people with trades training are still able to find employment and join the workforce sooner than pursuing post-secondary degrees.
While a traditional four-year degree remains a valuable path for many, it is crucial to recognize alternative pathways, such as trades and certificate programs, provide a practical and timely solution for many non-native English speaking learners, enabling them to enter the workforce quickly and contribute to the economy.
Nontraditional learning paths are beneficial
Learning through conventional higher education pathways is an option that works for many people. Learning through alternative channels is also an option that works for many people, including ELs, ELLs who pursue certificate programs or trades training rather than a four-year degree due to practical and financial factors. Learning goals do not 100% mirror every adult learner — learning is not a matching, cookie-cutter experience. Some people may want long-term learning with specific degrees before diving into full-time employment while others’ goals are to dive into the workforce sooner so they can start providing for themselves and their families.
Certificate programs and trades training are shorter in duration and generally more affordable than four-year degrees, which reduces the overall cost of education. This type of learning can be more accessible and appealing for ELs and ELLs, many of whom come from low-income families.
The traditional academic rigor tends to heavily rely on English and that can deter non-native English language individuals who are learning to master the English language. The demand is out there for skilled trades as many fields have a higher demand for workers with trade skills and provide stable job opportunities without the time and investment of a college degree. Practical skills take precedence over traditional academic coursework which can sometimes be challenging for learners with limited English proficiency.
Some cultures believe people in the family who can work will provide for their family members for extended periods of time. ELs and ELLs from non-American cultures do tend to contribute financially to their families as soon as possible which is more feasible when entering the workforce sooner. Cultural barriers can also limit one’s knowledge of four-year degree expectations due to a lack of awareness of opportunities, resources and financial aid available for college degrees. Yet certificate and trades programs tend to be well-advertised and accessible through community centers, vocational schools and career fairs.
Advocate for alternative pathways to learning
Pursuing certificate and trades training offers an accessible and practical pathway to economic stability when financial and language constraints are looming, although expanding resources and language assistance will help ELs and ELLs reach their career goals through certificate and trades training. We need to advocate for more certificate programs and vocational training. We need schools to continually integrate career exploration and planning into students’ academic journeys. ELs and ELLs have an opportunity for a unique contribution to diversify industries by expanding our cultural understanding of non-native English speakers.
I advocate for and support learning, development and continuous improvement for individuals. English Learners and English Language Learners can learn and grow as well through more than one pathway. Henry Ford said, “Anyone who stops learning is old, whether at 20 or 80.” This quote reminds us how continuous learning — whether hands-on, trades-based or formal education — is essential for growth and success, regardless of a learner’s background, and can be interpreted as highlighting more than one learning pathway to acquire practical skills.
Featured image by Gerd Altmann from Pixabay
Edited by Marco Tabili & James Sutton
