Wrigley_Workforce ESL for LESLLA
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Wrigley_Workforce ESL for LESLLA

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Heide Spruck Wrigley's powerpoint on Workforce ESL for LESLLA

Heide Spruck Wrigley's powerpoint on Workforce ESL for LESLLA

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  • No impacts represent the null hypothesis, and the most frequent scenario we see in these large impact studies. It means S&P is just as good as other instruction.

Wrigley_Workforce ESL for LESLLA Wrigley_Workforce ESL for LESLLA Presentation Transcript

  • Preparing the LESLLA Learner
    For/In the Workforce
    International Perspectives
  • Session Format
    Review of employment training opportunities and support for new immigrants in each country:
    USA- Heide Spruck Wrigley, Laura Smith-Hill
    Denmark – Gunna Funder Hansen
    Canada (Alberta) Val Millar
    Netherlands – WillemijnStockmann
    Finland -- TainaTammelin-Laine
    Small group discussions – share your experiences
    Displaced workers learning English for Work
    Final wrap up
    2
  • Training Refugees in South Dakota
    (ESL plus Pre-Employment and Job Skills)
    View slide
  • LESLLA Students in the US Workforce
    Pathways and Models
    View slide
  • Training
    (Literacy)
    Low
    Beginning
    ESL
    High
    Beginning
    ESL
    Several levels of Life Skills ESL
    GED
    Conventional Sequential Model
    Students go through a series of levels
    No designated exit points – you leave when you feel you are done (about 60 to 1O0 hours)
    Students who persist through the GED may still not be ready for job skills training
  • Newer Models Integrate
    Language, Literacy and Math
    Within the Context of Work or Training
  • Pre-Training Model
    Additional Training
    ESL for Work or Training
    Technical Training
    Job
    Technical
    Math
    Supportive Services
  • Comprehensive Integrated
  • Integrating ESL and Technical Training in the Same Class
    IBEST Integrated Model
    Additional Training
    ABE/ESL Instruction
    ______
    Technical Training
    ABE/ESL for Training
    Job
    Supportive Services
  • What Works in Transition
  • I-BEST San Diego Community College
  • What work-related services and support is available in your country for new immigrants?
    For how long is this provided?
    Is it sufficient to live on?
    What employment and training opportunities exist in your country to help immigrants obtain work?
    What support are available to support workers and help them improve their skills once they become employed?
    12
    Discussion Questions
  • What resources and professional development are available for teachers?
    Are there enough jobs available for all who seek them?
    Is it accepted in your country to have a permanent group of unemployed? For how long?
    13
    Discussion Questions (continued)
  • Rosanne: My First Job
  • ESL in the Workplace
  • English Under the ArchesContextual Integrated Blended Language Learning
  • Blended Instruction
    English Under the Arches Innovations:Blended Instruction
  • Curriculum Design Considerations
    Sociological Factors
    • Team interaction enhances ESL effectiveness
    • Same group/instructor for duration of program level builds comfort and allows for risk-taking
    • Supportive environment promotes persistence
    Learner Factors
    •Working adults with little extra time to go to classes
    • Proficient in the native language (L1)
    • Varying rates of schooling in the home country
    • Strongly motivated to learn and succeed
    Curriculum Design Considerations
    Psychological Factors
    • Fear of looking ignorant and making mistakes
    • Sponsor for each participant
    • Restaurant management support
    Business Factors
    • Speed to productivity
    • Measurable store impact
    • Scalable
    • Class time “on the clock”
    Fast Prototyping
  • PBL for Workers