TITLE   :  ENGLISH FOR THE WORK PLACE:  GIVING  STUDENTS LANGUAGE SKILLS FOR THE FUTURE  BY TOHMOH JOSEPH YONG <ul><li>INT...
DEFINE CONTEXT ECONOMIC Space : where Time Cultural social Religions Restricted context : Sudan Sub-region Region World La...
IDENTIFICATION OF WORKPLACES BANKS  HOSPITALS  AIRPORTS   HOTELS OTHERS
IDENTIFICATION OF WORKPLACE SITUATIONS : INDIVIDUAL WORK PERIODS  BANKS   Categories of Actions   HOSPITALS   AIRPORTS  HO...
DESIGNING WRK PLACE MODULES RESSOURCES <ul><li>Knowledge   : </li></ul><ul><ul><li>Language functions </li></ul></ul><ul><...
NEEDS ANALYSIS PROCEDURE TRIPARTITE APPROACH -Employers and managers  -employees and students -Educators and partners  Dat...
<ul><li>List of resources establised By educators working with other pertness like the BC </li></ul><ul><ul><li>know ledge...
Designers  Outline how the programme will be evaluated  -Formative -Summative Intervention procedures When Starting and en...
Insertion of modules in the curricula of faculties <ul><ul><li>University </li></ul></ul>Professional school -banking; Eco...
<ul><li>Performance Oriented English program would guarantee future success for graduates in work places </li></ul><ul><li...
<ul><ul><li>Thank you for your kind attention.   </li></ul></ul>
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English for the Work Place: Giving Students language the Future

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Presentation by Tohmoh Joseph Yong at the ELT conference/Khartoum University and British council/ Sudan/ 1-3 March 2010

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English for the Work Place: Giving Students language the Future

  1. 2. TITLE   : ENGLISH FOR THE WORK PLACE: GIVING STUDENTS LANGUAGE SKILLS FOR THE FUTURE BY TOHMOH JOSEPH YONG <ul><li>INTRODUTION </li></ul><ul><li>English oriented nature of globalised job market. </li></ul><ul><li>Lack of entry level English Language skills after University in English related jobs. </li></ul><ul><li>Society at large unhappy with education Sector because it does not seem to guaranter JOBS. </li></ul><ul><li>Needed for competency – based English for work place curricula. </li></ul><ul><li>Competence: Ability to mobilize necessary resources to successfully solve a problem . </li></ul><ul><li>Need for University Students to be taught English Language skills. </li></ul><ul><li>Nature of presentation: </li></ul><ul><li>-Discussion of three steps to arrive at a curriculum. </li></ul><ul><li>Identifying specific Sudanese English – Orientation workplaces. </li></ul><ul><li>Designing English language modules </li></ul><ul><li>Inserting modules in faculty curricula. </li></ul>
  2. 3. DEFINE CONTEXT ECONOMIC Space : where Time Cultural social Religions Restricted context : Sudan Sub-region Region World Larger context
  3. 4. IDENTIFICATION OF WORKPLACES BANKS HOSPITALS AIRPORTS HOTELS OTHERS
  4. 5. IDENTIFICATION OF WORKPLACE SITUATIONS : INDIVIDUAL WORK PERIODS BANKS Categories of Actions HOSPITALS AIRPORTS HOTELS OTHERS Categories of Actions Categories of Actions Categories of Actions Situation 1 Actions 1 OTHERS Situation 1 Actions 1 OTHERS Situation 1 Actions 1 OTHERS Situation 1 Actions 1 OTHERS Situation 1 Actions 1 OTHERS
  5. 6. DESIGNING WRK PLACE MODULES RESSOURCES <ul><li>Knowledge   : </li></ul><ul><ul><li>Language functions </li></ul></ul><ul><ul><li>-Workplace communicqtion expectations </li></ul></ul><ul><ul><li>-job-specific terminology </li></ul></ul><ul><ul><li>-follozing directions qnd instructions ETC </li></ul></ul><ul><ul><li>phonology </li></ul></ul><ul><ul><li>linguist convention </li></ul></ul><ul><ul><li>Attitudes </li></ul></ul><ul><ul><li>Politeness </li></ul></ul><ul><ul><li>Respect </li></ul></ul><ul><ul><li>Tolerance </li></ul></ul><ul><ul><li>Patience </li></ul></ul><ul><ul><li>etc </li></ul></ul><ul><ul><li>Material </li></ul></ul><ul><ul><li>Textbooks </li></ul></ul><ul><ul><li>Pens </li></ul></ul><ul><ul><li>Pens </li></ul></ul><ul><ul><li>Telephones </li></ul></ul><ul><ul><li>CDS </li></ul></ul><ul><ul><li>Computers </li></ul></ul><ul><ul><li>Human/Social </li></ul></ul><ul><ul><li>Colleagues </li></ul></ul><ul><ul><li>Customers </li></ul></ul><ul><ul><li>Service providers </li></ul></ul><ul><ul><li>etc </li></ul></ul>
  6. 7. NEEDS ANALYSIS PROCEDURE TRIPARTITE APPROACH -Employers and managers -employees and students -Educators and partners Data, collection procedure: -Interviews/Surveys -Observation -Emerging curriculum -Etc. Analysis and synthesis led by educators List of contexts established List of work places established List of situations established
  7. 8. <ul><li>List of resources establised By educators working with other pertness like the BC </li></ul><ul><ul><li>know ledge needs </li></ul></ul><ul><li>Attitudes </li></ul><ul><li>Material </li></ul><ul><li>Social and human </li></ul>Organisational procedures Organisation and prioritization of needs by educators Educators design learning tasks and activities Designers define roles of instructors Answers depend on the degree of motivation of powers involved
  8. 9. Designers Outline how the programme will be evaluated -Formative -Summative Intervention procedures When Starting and ending time of project Where ? Different places that would be involved in the country With what ? Financial and material resources Who ? National and foreign experts Other interveners
  9. 10. Insertion of modules in the curricula of faculties <ul><ul><li>University </li></ul></ul>Professional school -banking; Economics… Agriculture Faculty -Science Faculty -Law and Economics Faculty -Arts/Social Sciences course Workplace/ course Situation/module Workplace/ course Situation/module Workplace/ course Situation/module
  10. 11. <ul><li>Performance Oriented English program would guarantee future success for graduates in work places </li></ul><ul><li>Success is guaranteed because program is Collaboratively conceived by all stake holdings </li></ul><ul><li>Program Offers freedom of choice for learners. </li></ul>
  11. 12. <ul><ul><li>Thank you for your kind attention. </li></ul></ul>

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