This document proposes a comprehensive English as a Second Language (ESL) and vocational training program. It discusses theories of language acquisition, noting adults need both social language skills and academic language skills to succeed. The program would provide ESL instruction focused on workplace skills integrated with occupational training in areas like healthcare, automotive repair, and machining. Students would take ESL courses focusing on grammar, vocabulary, and communication skills while also receiving vocational instruction and workplace English sheltering from their ESL teachers. The goal is to equip adult ESL students with language and job skills in a shorter time frame than traditional ESL-only programs.
This presentation was given on Methodology Day on 18 April 2014 by Olga Goncharova.
"Learning a subject in a foreign language is becoming a popular trend, but not all schools need this as a core programme. However, CLIL elements integrated properly in regular English classes can motivate students and therefore help them learn more effectively. My talk is going to briefly introduce the main principles of CLIL methodology for those who are new to it, and then show ways of implementing CLIL for increasing YLs' motivation in the context of general English courses."
This presentation was given on Methodology Day on 18 April 2014 by Olga Goncharova.
"Learning a subject in a foreign language is becoming a popular trend, but not all schools need this as a core programme. However, CLIL elements integrated properly in regular English classes can motivate students and therefore help them learn more effectively. My talk is going to briefly introduce the main principles of CLIL methodology for those who are new to it, and then show ways of implementing CLIL for increasing YLs' motivation in the context of general English courses."
EAL pedagogy and lesson analysis at COPA in cooperation with EAL Academy. MFL approach to teaching English as an Additional Language in mainstream lessons.
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Amazing English Language Courses - Popular courses offered for the English language are the “General English Course”, which covers the basics such as improving learners’ listening, talking and writing skills in the language.
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A good electrician Sydney will never leave his tools behind. He needs them for work. If you forget to bring your tools, you are no electrician at all. For blue collar electrical professionals, certain work tools and equipment are very essential as these help them perform their jobs easier and to accomplish a high standard safety work.
EAL pedagogy and lesson analysis at COPA in cooperation with EAL Academy. MFL approach to teaching English as an Additional Language in mainstream lessons.
Best Institute for English & Hindi Language Courses in IndiaRosemounts
Amazing English Language Courses - Popular courses offered for the English language are the “General English Course”, which covers the basics such as improving learners’ listening, talking and writing skills in the language.
Top 10 buzz words in call center technologyPointel Inc
Call center technology is constantly evolving, so it can be difficult to keep track of the latest innovations in the market. We've compiled this list of the top 10 call center technologies to consider for today's call centers.
A good electrician Sydney will never leave his tools behind. He needs them for work. If you forget to bring your tools, you are no electrician at all. For blue collar electrical professionals, certain work tools and equipment are very essential as these help them perform their jobs easier and to accomplish a high standard safety work.
Are you looking for an Electrician who will help you to get power back fast? Call Sydney Emergency Electricians you can be sure you will get an electrical specialist that knows faults and gets power up and running with minimal downtime. We are your one stop shop for 24 hour electricians in Sydney.
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Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
Investigating the Challenges Faced by Iraqi Secondary School Students in Engl...MehranMouzam
The aim of the current study is to uncover the challenges encountering Iraqi students in the secondary school classrooms. Five students in a public secondary school located in Misan province participate in this investigational study. The study explores the challenges the students face in the learning process; particularly in the acquisition of oral proficiency. However, oral proficiency, even as used by the teacher, hardly ever functions as a means for students to acquire knowledge and explore new ideas. This paper attempts to identify the challenges or problems that students encounter in teaching English oral proficiency.
Data collection methods used in this study include students’ interviews and classroom observations. After collecting information and taking notes on the students’ oral proficiency. Data collected demonstrates that the acquisition of the students’ oral proficiency is associated with several challenges and problems that inhibit their pursuit to interact and express themselves in real-life situations. In sum, the study concludes that when learning English oral proficiency, several challenges prevent the students’ oral performance or progress such as improperly trained teacher, government policy, assessment systems, exposure to English, and less use of audio-visual aids etc.
2. Some Background on Language Learning
Jim Cummins differentiate between social and academic language acquisition.
Basic Interpersonal Communication Skills (BICS) are language skills needed in
social situations. It is the day-to-day language needed to interact socially with
other people.
These language skills usually develop within six months to two years after arrival
in the U.S.
CALP refers to formal academic learning. This includes listening, speaking,
reading, and writing about subject area content material. This level of language
learning is essential for students to succeed in school and work. This usually
takes from five to seven years.
Academic language includes skills such as comparing, classifying, synthesizing,
evaluating, and inferring. ( Critical Thinking) .
Jim Cummins also advances the theory that there is a common underlying
proficiency (CUP) between two languages. Skills, ideas and concepts students
2 learn in their first language will be transferred to the second language.
3. Implications
Adult students will take at least 2 years to become comfortable with speaking English
Adults need critical thinking skills in order to survive ; the act of merely finding a job
in a new country requires the ability to compare, classify, synthesize evaluate, and
infer within the context of a new language and culture.
Adults do not have 5 to 7 years of time to learn a language with sufficient CALP to
master their environment.
Common Underlying Proficiency (CUP) does transfer across language, however if an
adult has not had much education or world exposure in the native language, then
there is nothing to transfer.
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4. ESL and Adult Occupational Training
The Proposal
This program focuses on increasing workplace English skills for the participant.
Course labeled Levels 1-5 focus on language skills for the workplace with
emphasis on basic grammar and building vocabulary.
Levels 6-8, provides language skills that prepare the participant for a
career, work certification or advanced courses. Additional courses are offered
that concentrate on critical skills like pronunciation, conversation and
interpersonal communication, critical thinking, and communication and writing.
Each student will participate in the ESOL component Monday, Wednesday, and
Friday
The occupational training will be held on Tuesdays and Thursdays or in the
evenings.
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5. Steps
Students took an institutional, pre-assessment exam in order to be placed in the
appropriate level.
Two levels emerged-- a lower level and a higher level
Both groups starting by taking Job Search and Employment Skills Language for Non
English Speakers
One group was assigned level 3A and the other group level 4A.
Occupational training choices were: Medical Front Office Assistance, Automotive
Technician,
Floral Design and Machining.
When students started the occupational courses their ESL Teachers visited their
classes and began to include the vocational content in Sheltered English
Methodology.
ESL Teachers were also given development in English Sheltering Lessons.
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6. What is Sheltered Instruction?
Sheltered instruction is a set of teaching strategies, designed for teachers of academic
content, that lower the linguistic demand of the lesson without compromising the
integrity or demands of the subject matter. It was originally designed for content and
classroom teachers who teach in English.
Additional training offered by Brookhaven: GED Preparatory Courses, CALL-
Computer Assisted Language Lab.
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7. ESL Curriculum
Job Search and Employment Skills Language for Non English Speakers (40
hrs
Workplace English Three. Part A (48 hrs)
Workplace English Three, Part B (48hrs)
Workplace English Four, Part A (48 hrs)
Workplace English Four, Part B (48 hrs)
Workplace English Five (48 hrs)
Workplace English Six (40 hrs)
Pronunciation and Vocabulary for Entry Level General Office Skills for
Speakers of English as a Second Language (48 hrs)
Workplace Conversation Interpersonal Skills (40 hrs)
Workplace English: Communication/Writing Skills (40 hrs)
The occupational training programs vary in lengths and complexities.
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