Contextualized ESL at the Worksite · Student Feedback “I didn’t feel confident to speak the...
Transcript of Contextualized ESL at the Worksite · Student Feedback “I didn’t feel confident to speak the...
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Contextualized ESL at the WorksiteCEANY Conference
White Plains, NYNov. 2019
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Welcome and Thank You! Today, we will...1. Learn about a partnership and collaboration that helped retail
workers improve their language skills
2. Talk about effective ways to engage learners in contextually-relevant activities
3. How to motivate and support learners for life-long learning
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1. Program Overview A Project of the National Immigration Forum
(The Forum)
Skills and Opportunity for the New American
Workforce
(SONAW)
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The Partners
Project Funded By Curriculum Developed in Partnership with
Employer Partner
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Participating Institutions for Year 3 of the Program
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A little bit about me and my (many) hats:
Claudia Carco● CCIE* Consultant & Curriculum Expert● WCC SONAW Coordinator for Year 3 ● SONAW Instructor for Remote Cohort
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A national network of community colleges and
other organizations committed to supporting
immigrant education through innovative
programs and services.
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Why Community Colleges?● Affordable tuition
● Accessible locations &
scheduling
● Flexible open door admissions
policies
● English as a second language
● Practical majors
● Workforce training
● Smaller classes
● Diversity – sense of
belonging
● Academic support
● Strong referral system in
the community
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The English Language Institute...❏ Serves about 4000 students annually.
❏ Employs about 80 adjunct ESL instructor each semester.
❏ Offers a variety of ESL courses ranging in levels from low beginner to advanced.
❏ Supports and advises students about educational opportunities and goals.
❏ Partners with CBOs and other organizations to provide their clients with on-site
ESL courses.
❏ Offers a teacher-training program that arose as a result of a growing demand for
qualified ESL instructors in Westchester County with training and experience in
teaching adult learners.
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Ana NegoescuManager of Integration Programs, National Immigration Forum
A little bit about her, the National Immigration Forum and their mission.
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Here’s Ana
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Program Goals● Strengthen participants’ productive and comprehensive
language skills as they relate to their jobs and everyday life
● Increase confidence and thereby job performance
● Increase participants’ comfort level with technology
● Increase participants’ awareness of and adherence to safety guidelines
● Improve participants’ communication skills on the job
● Broaden participants’ access to career opportunities
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Nuts and BoltsSpring 2019: A total of 7 cohorts
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WCC Cohorts
Cohort 1
Schedule: 12 Thursdays, 3:00-5:30
Location: Main Campus, Valhalla
Instructor: Victoria
Cohort 2
Schedule: 12 Thursdays, 3:30-6:00
Location: Cross County Extension Center, Yonkers
Instructor: Leanora
Cohort 3
Schedule: 12 Tuesdays, 3:00-5:30
Location: Remote
Instructor: Claudia
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2. Curriculum Design and Technology
● Highly customized curriculum for frontline retail workers.
● Developed by the Forum, in partnership with Miami Dade College and CCCIE. Most recently, adapted for fully remote delivery in partnership with World Education.
● Blended Curriculum: 40% in-class or face-to-face & 60% online
● 7 Modules: ○ 6 with content and 1 review○ Multilevel classes
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Face-to-Face Curriculum Highlights (40%)
All modules...
○ State a set of objectives and competencies
○ Are presented in the context of the retail industry
○ Have a combination of speaking and listening activities
○ Have grammar & vocabulary embedded in content
○ Engage learners in authentic practice
○ End with a multiple choice quiz to assess understanding
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Curriculum Overview
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Additional Curriculum Components
● Instructor Guide, which includes Handouts,
Worksheets and Visual Aids
● Student Handbook
● Pre and Post Assessment Tools
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Program CalendarWeek 1: Registration, Program Overview, Assessment
Week 2: Technology Orientation
Weeks 2-11: Modules
Week 12: Final Assessment, In-class Ceremony
Program Graduation
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Face-to-Face Content: 2 Formats1. In-person: ● Cohorts met once a week at the
main campus and at the Yonkers Cross County Extension Center.
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2. Remotely:
● The cohort met synchronously once a week. ● Class used Big Blue Button to connect and share content.
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Online Learning - Self-Directed Learning (60%)
Available on Moodle - can be accessed on computer and mobile (smartphone or tablet)
Six interactive online modules
● Comprised of games and activities ● Recycle learned materials and expand on it● Include listening and video activities
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Online Components
● Instructor
Repository/Toolbox
● Customized
Learning Videos
● Module Quizzes
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3. Class Experiences and Outcomes
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Emphasis on Oral Communication
● Authentic, useful practice - role plays
● Emphasis on listening & comprehension skills
● Focus on accurate pronunciation and speech intelligibility
● Focus on appropriate forms of language
● Vocabulary collaborative games and activities
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Emphasis on Student Engagement
● Classroom Setup● Classroom Materials :
○ Student Handbook○ Handouts & Worksheets○ Visual Aids & Laminated
pictures○ Realia
● Welcoming and Dynamic Environment● Connecting classroom learning to work
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Use of Visuals
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Class Activities● Interactive and communicative● Customized for retail workers● Collaborative ● Adaptable● Flexible● Balanced● Relevant● Engaging● Fun
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Students at Work
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Let’s have some fun!Imagine you work at your local grocery store. Some of you work in the Bakery, others in the Deli Department, others in Maintenance and others in Customer Service.
They unloaded two trucks yesterday.
● In groups of 5, write three sentences related to your jobs using the verbs below.● Write sentence #1 on all the index cards with the number 1, sentence #2 on the
index cards with the number 2 and sentence #3 on the cards with the number 3. ● Your sentences must have 5 words. ● Write one word per card ONLY.
VERBS: Stack - Slice - Arrange - Assist - Bag - Remove - Organize - Bake - Train - Sort
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Students Expectations
In-class
● Attend at least 70% of classes
● Arrive on time and ready to learn
● Bring Student Handbook to every class
● Participate of all class activities
Online
● Log in to the LMS and familiarize
themselves with the platform
● Complete 60% of online learning
● Complete all end-of-module
quizzes
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Student Feedback“I didn’t feel confident to
speak the language. Like I felt afraid to speak. People can make a joke of my accent. But actually in this time, I
feel more confident. I can feel it inside.” Valeria J.
“It’s more convenient to to do it
online. The experience was
fantastic. I love it. If I can keep
doing this class, I will.”
Carolina S.
“I like this English class. For me it’s very important improve my
English. I am enjoy it every Tuesday. I hope soon we will have another class. I want to say thank you to my teacher
and to my store - they give me this opportunity.” Maria C.
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Instructor Expectations
● Take and report attendance weekly
● Administer and report scores for customized pre and post assessment
● Track and monitor students’ in-class and online learning, participation
and progress
● Complete and submit weekly instructor surveys
● Complete Progress Assessment Forms for each student at the end of the
course
● Participate in a total of 4 Community of Practice Calls
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Instructor Feedback
“I gave the students a “phrase of the week”
last week to try to use at work as many times
as possible and report back with results.
People really did try to do the phrase of the
week. One person in particular spoke of how
nervous he’d been to try it, but that it got
easier each time he tried. [Phrase: “Do you
prefer this (product name) or that (product
name)?] He laughed at his co-worker teasing
him about how nervous he was in anticipating
trying it, and that it did help. The class
applauded his efforts after he told his story.”
Tori W.
“Students did a role play between a
manager/employee during a training and they did
an amazing job! Their language was natural,
appropriate and relevant. We worked on some
skills after debriefing on everything they had done
well. I could tell they were proud of what they had
done”. Claudia C.
Students were given
pictures of the weekly sale
flyer. Students used the
language, “How much is
it?”. They demonstrated
ability to distinguish
subjects, verbs and
objects!”
Lea K.
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Program Outcomes
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Assessment
● Pre and post Customized Assessment (custom-made for retail
workers)
● Pre and Post Oral Interview
● Weekly end of module quizzes
● Student Progress Assessment Forms
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4. Challenges and Successes
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Challenges
1. Enrollment
2. Attendance
3. Mixed-Level Ability Class
4. Technology
a. Remote Class Challenges
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Successes1. Free, high quality ESL courses to Whole Foods workers.
2. Support from employer resulted in high levels of
motivation, retention and appreciation from
Whole Foods employees.
3. Improved language skills and overall English proficiency.
4. Community of learners that supported and encouraged one another.
5. Increased language confidence led to participants providing more and better
customer service and improved job performance as told by the participants and
team leaders surveyed.
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Our Graduates
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A Message from Our Graduates
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Thank you!Questions & Answers