This document outlines an agenda for an international session on employment training opportunities and support for new immigrants. It will include reviews of programs in the US, Denmark, Canada, and the Netherlands. There will also be small group discussions and a final wrap up. Additional sections describe training refugees in South Dakota, models for integrating language and job skills training for LESLLA learners in the US workforce, and blended instruction approaches like English Under the Arches that combine classroom and on-the-job learning for adult ESL students working in the food industry. Discussion questions address available resources, jobs, unemployment policies, and teacher professional development across countries.

1. Preparing the LESLLA LearnerFor/In the WorkforceInternational Perspectives

2. Session FormatReview of employment training opportunities and support for new immigrants in each country:USA- Heide Spruck Wrigley, Laura Smith-HillDenmark – Gunna Funder HansenCanada (Alberta) Val MillarNetherlands – WillemijnStockmannFinland -- TainaTammelin-LaineSmall group discussions – share your experiencesDisplaced workers learning English for WorkFinal wrap up 2

3. Training Refugees in South Dakota (ESL plus Pre-Employment and Job Skills)

4. LESLLA Students in the US WorkforcePathways and Models

5. Training(Literacy)Low Beginning ESLHighBeginning ESL Several levels of Life Skills ESL GEDConventional Sequential ModelStudents 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

6. Newer Models Integrate Language, Literacy and Math Within the Context of Work or Training

7. Pre-Training Model Additional TrainingESL for Work or TrainingTechnical TrainingJobTechnical MathSupportive Services

8. Comprehensive Integrated

9. Integrating ESL and Technical Training in the Same ClassIBEST Integrated ModelAdditional TrainingABE/ESL Instruction______Technical TrainingABE/ESL for TrainingJobSupportive Services

10. What Works in Transition

11. I-BEST San Diego Community College

12. 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?12Discussion Questions

13. 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?13Discussion Questions (continued)

14. Rosanne: My First Job

15. ESL in the Workplace

16. English Under the ArchesContextual Integrated Blended Language Learning

17. Blended InstructionEnglish Under the Arches Innovations:Blended Instruction

18. Curriculum Design ConsiderationsSociological Factors• Team interaction enhances ESL effectiveness• Same group/instructor for duration of program level builds comfort and allows for risk-taking• Supportive environment promotes persistenceLearner 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

19. Strongly motivated to learn and succeedCurriculum Design ConsiderationsPsychological FactorsFear of looking ignorant and making mistakes• Sponsor for each participant• Restaurant management supportBusiness Factors• Speed to productivity• Measurable store impact• Scalable• Class time “on the clock”Fast Prototyping

20. PBL for Workers