(Notes based on ETP files, 1955-2012)


The greatest number of users have been those who wanted to read and write English to meet specific needs and who had limited access to instruction or self-teaching materials. The three pocketbooks supplied starting points for persons, on their own, and in their own time, to go out in different directions as their different interests took them. The pocketbooks have been essential beginnings to help find work, as steps on the way to education in all its forms, for business, travel or better living and for an English that could open a window to a wider outlook and contact with the world.


Specific Examples

  1. A personal schoolbook. For millions the pocketbooks became possessions providing a key to understand themselves and the English milieu in which they were living. The pocketbooks have been used by persons as young as five years of age and through Continuing Education programs,even beyond seventy-five. Learning to learn gave them a basis for seeing what should come before what, when and in what order, how what comes next has been supported by all that has come before and makes ready for all that is to come later. In "English as a Second or Alternative Language" classrooms, the pocketbooks gave a foundation to enter into spoken English and to better understand complexities of language. For many the pocketbooks were often the escape out of failure and frustration with other instructional materials. Taken home, the pocketbooks became something to be shared with family and others wanting English. They often became the passport for many to understand schools and a new culture.

  2. Meeting immigration requirements where English is an official language. The pocketbooks have been used by thousands to prepare for immigration application and as a foundation for meeting specific standards of English proficiency.

  3. Passing English Language Proficiency (ELP) examinations in countries where English is an official language. Passing the examination is required for employment in the public service (eg.India) or in unification programs where English is to become the official language (eg.South Sudan). ETP has again been a foundation on which the particular variations of English can be built.

  4. Meeting demands for understanding the English employed in science and technology, higher education, business and transportation. Pocketbooks have built competencies of "a language within a language" whereby complex terms can be defined and be better understood. Book 3, particularly, has often been used as a dictionary for clarifying meanings.

  5. Increasing readability and understanding of operations and safety manuals in the workplace,military and public services. Mastery of vocabulary in the three books has led to reworking of thousands of manuals to provide better understanding of regulations and procedures. Results included an increase in productivity and a reduction in accidents. They have also been used as a blueprint or design for recordings, sound motion pictures and television.

  6. Increasing effectiveness of development assistance programs. The pocketbooks have been used for Basic Education programs and where an understanding of English is critical in providing clean water, food and shelter. Thousands and thousands have used the pocketbooks as a launching pad for entrance to education when no other opportunities for learning were available. Once a learner had succeeded in one book it was passed to others who continued to share until the books were in tatters. The pocketbooks appear to transcend culture barriers and have been found to enhance literacy in local languages.