DOCUMENT RESUME ED 392 310 AUTHOR Garcia, Paula; And ... · DOCUMENT RESUME ED 392 310 FL 801 103...
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DOCUMENT RESUME ED 392 310 FL 801 103 AUTHOR Garcia, Paula; And Others TITLE General Workplace Curriculum Guide: English as a Second Language for the Workplace. INSTITUTION Amalgamated Clothing and Textile Workers Union, Chicago, IL.; Northeastern Illinois Univ., Chicago. Chicago Teachers' Center. SPONS AGENCY Office of Vocational and Adult Education (ED), WasIiington, DC. National Workplace Literacy Program. PUB DATE Jul 94 NOTE 87p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Adult Education; Classroom Techniques; Course Content; *English for Special Purposes; Immigrants; Inplant Programs; Interpersonal Communication; *Job Skills; Limited English Speaking; *Literacy Education; Mathematics Instruction; Occupational Safety and Health; Organizational Communication; Personnel Policy; Problem Solving; Program Design; Quality Control; Reading Instruction; Records (Forms); Second Language Programs; *Staff Development; Teaching Methods; Unions; Vocabulary Development; *Vocational English (Second Language); Work Environment; Writing Instruction ABSTRACT The guide outlines program design and curricula for a series of workplace education courses for limited-English-proficient adult immigrants. The courses are designed to raise basic skills in reading, writing, mathematics, problem-solving, and communication. Sections describe the program's target audience, objectives, goals, design, staff, theory and philosophy, methodology and materials, iceas for student-centered activities, suggestions for maximizing s'Aident participation, and evaluation techniques. Curricula are then charted for each of five instructional themes: work issues/workplace communication; work forms; quality control; company rules; and workplace health and safety. Within each of these themes, specific goals, language skills, lesson ideas and activities, and recommended materials are detailed. Following these are the objectives and/or specialized vocabulary lists for eight different light manufacturing companies participating in the program. A bibliography lists additional worker-centered student texts and resource and teachers' guides. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************
Transcript of DOCUMENT RESUME ED 392 310 AUTHOR Garcia, Paula; And ... · DOCUMENT RESUME ED 392 310 FL 801 103...
DOCUMENT RESUME
ED 392 310 FL 801 103
AUTHOR Garcia, Paula; And OthersTITLE General Workplace Curriculum Guide: English as a
Second Language for the Workplace.INSTITUTION Amalgamated Clothing and Textile Workers Union,
Chicago, IL.; Northeastern Illinois Univ., Chicago.Chicago Teachers' Center.
SPONS AGENCY Office of Vocational and Adult Education (ED),WasIiington, DC. National Workplace LiteracyProgram.
PUB DATE Jul 94NOTE 87p.
PUB TYPE Guides Classroom Use Teaching Guides (ForTeacher) (052)
EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Adult Education; Classroom Techniques; Course
Content; *English for Special Purposes; Immigrants;Inplant Programs; Interpersonal Communication; *JobSkills; Limited English Speaking; *LiteracyEducation; Mathematics Instruction; OccupationalSafety and Health; Organizational Communication;Personnel Policy; Problem Solving; Program Design;Quality Control; Reading Instruction; Records(Forms); Second Language Programs; *StaffDevelopment; Teaching Methods; Unions; VocabularyDevelopment; *Vocational English (Second Language);Work Environment; Writing Instruction
ABSTRACTThe guide outlines program design and curricula for a
series of workplace education courses for limited-English-proficientadult immigrants. The courses are designed to raise basic skills inreading, writing, mathematics, problem-solving, and communication.Sections describe the program's target audience, objectives, goals,design, staff, theory and philosophy, methodology and materials,iceas for student-centered activities, suggestions for maximizings'Aident participation, and evaluation techniques. Curricula are thencharted for each of five instructional themes: work issues/workplacecommunication; work forms; quality control; company rules; andworkplace health and safety. Within each of these themes, specificgoals, language skills, lesson ideas and activities, and recommendedmaterials are detailed. Following these are the objectives and/orspecialized vocabulary lists for eight different light manufacturingcompanies participating in the program. A bibliography listsadditional worker-centered student texts and resource and teachers'guides. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
******************************************************************
GENERAL WORKPLACECURRICULUM GUIDE:
English as a Second Language for theWorkplace
Worker Education Program
Chicago Teachers' Center ofNortheastern Illinois University
andAmalgamated Clothing & Textile
Workers Union
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"Education is life -- not a mere preparation for anunknown kind of future living. The whole of life islearning, therefore education can have no ending."
Eduard Lindeman
"Literacy cannot be reduced to the treatment of lettersand words as purely mechanical domain. We need to gobeyond this rigid comprehension of literacy and begin toview it as a relationship of learners to the world."
Paulo Freire andDona ldo Mac edo
'We want a better America. An America that will give itscitizens, first of all, a higher and higher standard of livingso that no child will cry for food in the midst of plenty. AnAmerica that will have no sense of insecurity and whichwill make It possible for all groups, regardless of race,creed, color, to live in friendship, to be real neighbors."
Sidney HillmanFirst President of ACTWU
ACKNOWLEDGMENT
This Curriculum Guide was developed for the Worker Education Program of the ChicagoTeachers' Center of Northeastern Illinois University and the Amalgamated Clothing & TextileWorkers Union, located in Chicago, Illinois. This Guide was written by program staff: PaulaGarcia, Susan Keresztes-Nagy, Sabrina Budasi Martin, and Sarah Moran, under thesupervision of Program Director, Margaret Boyter-Escalona.
The writers would like to acknowledge the Consortium for Worker Education of New York, theLabor Education Center of Southeastern Massachusetts University, the International LadiesGarment Workers Union's Worker-Family Education Program, and the New York CityAmalgamated Clothing and Textile Workers Union's Worker Education Program. Curriculumguides from these organizations have been valuable resources in developing this CurriculumGuide. The Worker Education Program staff is grateful to these organizations for theiroutstanding educational models.
CONTENTS
Introduction page 3
Profile of Participants page 4
Program Objectives page 4
Program Goals page 4
Program Factors page 4
Program Staff page 5
Theory and Philosophy page 6
Methodology . page 7
Explanation of the Curriculum page 7
Worker-Centered Methods . page 7
Student-Generated Anthology page 9
Ideas for Worker-Centered Activities page 10
Some Worker-Centered Teaching Tips to Mwrimbre Student Participation page 14
Materials page 15
Evaluation page 16
Assessment . page 16
Class Objectives and Student Progress Reports page 16
Individual Progress Reports . page 16
Documentation page 16
Theme: Work Issues/Communication in the Workplace page 17
Theme: Work Forms .Page 23
Theme: Quality Control page 26
Theme: Company Rules page 28
Theme: Health and Safety at Work . page 29
Vocabulary/Expressions for Health and Safety Unit page 34
American Guard-It mfg. Workplace Literacy Course page 35
American Guard-It Vocabulary page 36
NEIU/ACIWU Worker Education Program Curriculum Guide
Juno LigAting Workplace literacy Course . page 38Juno Lighting Vocabulary . page 39
Leo's Party Shoes Workplace Literacy Course page 42Party Shoes Vocabulary page 43
Libra Industries Workplace Literacy Course . page 45
lAbra IndustriesVocabulary . page 46
Owens Corning Workplace Literacy Course page 47
Owens Corning Vocabulary . page 49
Roman Adhesives Workplace Literacy Course page 51
Roman Adhesives Vocabulary page 52
Suncast Corporation WorIplace Literacy Course Page 53Suncast Corporation Vocabulary . page 55
The Apparel Group Workplace Literacy Course page 61
The Apparel Group Vocabulary page 63Siblography . page 65
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WORKER EDUCATION PROGRAMTHE CHICAGO TEACHERS' CENTER OF
NORTHEASTERN ILLINOIS UNIVERSITY ANDTHE AMALGAMATED CLOTIHNG AND TEXTILE WORKERS UNION
INTRODUCTION
The nature of work in the United States is changing rapidly. The interplay of globalmarket competition. changing demographics. and the increased use of technology make itnecessary for the U.S. to re-think, re-define, re-tool, and re-invest in education and the worldof wvk. In order to compete in the new international market, the U.S. must upgrade the basicskills of its workers. Improving the acquisition of workers' basic skills would contribute to anenhanced workiorce. A more educated workforce would have positive effects on the position ofthe U.S. in the global market and on increased profit margins for individual businesses. Inaddition, workplaces would be more equitable and competitive for workers, and workerparticipation in unions would increase. The National Workplace Literacy Program of theUnited States Department of Education sponsors grants which assist U.S. workers throughcomprehensive educational programs focusing on the provision of basic literacy andworkplace skills training.
This program, new in its sixth funding cycle, requires partnerships between businesses.labor unions, and educational organizations. The Worker Education Program sponsored bythe Chicago Teachers' Center (CTC) of Northeastern Illinois University and the AmalgamatedClothing and Textile Workers Union (ACIWU) has been funded by the U. S. Department ofEducation National Workplace Literacy Program for two grant cycles. The Worker EducationProgram is one of fourty-six programs funded in the U.S.
The program provides education and training to approximately 500 workers employedin light mantifaeturing plants in the Chicago area and Louisville, Kentucky, with laborcontractual agreements with ACIWU. Partners include American Guard-It Manufacturing.Chicago Transparent Products, Juno Lighting. Henri Studios, Midway Cap Company, Riddell,and Suncast Corporation. Other class sites include: the Amalgamated Bank of Chicago, DownRiver Forest Products, Hartmarx, Libra Industries, Owens-Corning Fiberglas Corporation,Oxxford Clothing, Party Shoes, Phoenix Closures, Inc., Refractory Products, Roman Adhesives,and The Apparel Group in Louisville, Kentucky.
The Worker Education Program's innovative partnership between business, union, anduniversity is unique: the goal of the program is to prepare participants for the new challengesof work in an environment of constantly changing demographics, new technology, and theshifting global economy.
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Profile of EaturmzentaThe participants in the CTC/ACIWU Worker Education Program are limited English
proficient adult immigrants primarily from Mexico and other Latin American countries withan average of six years of formal education in their native countries. Immigrant workers inKentucky are mostly from Vietnam, Korea, and Eastern European countries. The programfocuses on the workers' education and training needs in the workplace, but some personalliteracy skills are incorporated into the classes in order to assist the workers with the manyfacets of life in their adopted country. Janet Isserlis sums up the need for literacy attainmentin all arenas of one's life: "....programs must identify and build on the strengths that learnersbring to instruction, and expand the focus of instruction so it does not simply develop specificskills but also increases individuals' options as workers and as citizens."
Program ObjectivesThe objectives and activities of the Worker Education Program provide for an Advisory
Board to monitor the program, task analysis of job specific literacy needs, identification ofadult students from the ACTWU factories and assessment of their literacy needs, anddevelopment of individual learning plans for all learners. Courses are offered to raise wmkers'basic literacy skills in reading. writing, mathematics, problem-solving and communicationskills. The attainment of these skills will ideally enable the workers to be promoted or to copewith the changing demands of the workplace. As workers' personal literacy and languageneeds are met, their self-esteem will be raised and their lives, as well as their job performance,will be enhanced.
Program GoaloThe Worker Education Program goals are:
1. to enhance workers' skills in the workplace:2. to respond to individual learning needs of ACTWU workers:3. to focus instruction on workers' workplace educational needs;4. to provide Adult Basic Education, English as a Second Language, Spanish Literacy,
GED, Math, and Workplace courses to interested workers:5. to assist workers to upgrade their skills for job stabilization and job promotion;6. to assist and prepare workers to take an active role in their union:7. to train adult educators to meet the diverse educational needs of program participants:8. to create meaningful. relevant, and comprehensive curricula and materials for worker
reflection and workplace advancement.
Program FactorsVarious partners have a sta in the Worker Education Program -- the workers, the
union, the management of the companies, and the university. The primary stakeholders arethe workers themselves; thus, workers' experiences are the pivotal points fo; developing
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literacy, English language proficiency, critical thinking, and problem-solving skills. Asworkplace educational needs are met, personal educational needs will become enhanced, aswell as union solidarity, management effectiveness, and the university's commitment to adultlearners.
The imperative to provide for workers total educational needs has strong precedents inmodel worker education programs such as the type Sarmiento and Kay refer to in Worker-Centered Learning: A Union Guide to Workplace Literacy (1990) and the Vancouver MunicipalWorkplace Language Program. In discussing the Vancouver program, Pharness writes:
...educating the whole person rather than provide training in specificskills may take more time, but it may also result in workers learninghow to learn, how to solve problems, how to work as a team and howto pursue a lifelong career in the changing workplace.
A critical aspect of the Worker Education Program is that workers' individual life andworkplace needs become their course of study. For example, students may need to be able toread dials on a machine in the workplace. These same students may also need to readthermometers for home health maintenance for themselves and their children. Once a studentreads the numbers on a thermometer, he/she can then transfer these skills to the workplaceneed of reading numbers on a machine dial at work.
The Worker Education program goal is to constantly reconcile the literacy needs of theworkplace and the union with the literacy needs of learners' lives. In this way, true interactiveand reflective learning occurs and program goals and desired outcomes will be realized.
Program StaffIn addition to a program director, the program employs an assistant director, a
program coordinator, ten educational facilitators, and three teacher aides. Staff membershave many years of teaching and administration experience in programs for limited Englishproficient adults. Most of the staff possess Master's Degrees in Adult Education, English as aSecond Laxnguage. English, and other related disciplines.
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THEORY and PHILOSOPHY
The ACIWU Worker Education Program's philosophical approach is "worker-centered'and ",holistic. " "Holistic" means that all four language skills (reading, writing, listening,speaking) are taught in each class session. This approach is used because a learner who islimited to only one of these skills. may also be limited in his or her ability to function in theworkplace and in society. It is effective because each of the skills reinforce s the others; forinstance, reading and writing often enhance speaking abilities. 'Worker-centered" means thatworkers' needs and interests direct course content and materials selection and that maximumworker participation, cooperation, and initiative are encouraged.
The 'worker-centered" or "participatory" approach links education to workers' socialrealities where they take an active role in their own learning. Teachers do not serve asproblem solvers, rather they are problem posers. The responsibility of looking for solutionsbelongs to the workers which builds their capacity to solve problems and direct their futurelives. Since this program was initiated by the union, and the union "is" the members, theseclasses belong to the members. This kind of ownership gives workers an active part in theirown education, hones their decision-making skills, and builds their self-confidence, therebyenabling them to participate more fully in the workplace.
A teacher-centered approach, where teachers act as sole transmitters of knowledge andworkers act as passive recipients, contradicts the worker-centered approach. It is important toencourage worker participation in all aspects of the program - from recruitment to evaluation,from curriculum development to program planning. In the ACTWU Worker EducationProgram, workers are active in their learning: they set goals for themselves, track their ownprogress and become more aware of their learning process.
This approach was formulated by the Brazilian educator Paolo Freire, who viewededucation as a tool for social change. Many community-based and worker educationprograms, such as the Consortium for Worker Education in New York, have successfully usedthis model for adult education. The Freire model states that students "view themselves.. not asthe objects of historic process, nor as the immutable and subjugated products of the wishes orimaginations of another set of men or women, but as the subjects of their own reality, theactive agents of their own self-authorized existence." (Kozol, 1985) The Worker EducationProgram has implemented these ideas in the development of this Curriculum Guide.
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NEIU/ACTWU Worker Education Program Curriculum Guide
METHODOLOGY
Explanation of the CurriculumA .5-unit curriculum has been developed as a guide for lesson planning. The themes are:
Work Issues/Communication in the Workplace. Health and Safety, Quality Control, WorkForms, and Company Rules. In addition to developing English language skills for theworkplace, each of the five units incorporates topics and activities to improve other basicworkplace literacy skills such as computation, critical thinking, problem-solving and team-building. The attainment of these skills will contribute to the enhancement of workerproductivity and assist workers in coping with current and changing technological demands inthe workplace.
This curriculum is a guide to lesson planning and topic development. Objectives,language skills, and lesson ideas have been developed as resources. Suggested materials arealso included with each unit. Vocabulary lists can be found at the end of the guide.
As part of the participatory approach used in this program, students are encouraged torequest additional topics of relevance to their lives and their jobs. Incorporating worker-wig...rates' topics and materials into the curriculum reflects a true worker-centered approach.Program Coordinators can provide materials and assistance in developing these topics.
Many practical workplace-specific materials have already been contributed byfacilitators in the program. These materials have been collected into a binder, copies of whichare distributed to newly hired facilitators as an additional resource. As the classes continue.additional materials and lesson ideas that come out of classes will be inserted into the binder.Therefore, it is vital that teachers keep records of what is covered in class. In this manner, theWorker Education Program has a "living" curriculum, one that builds, develops and grows asthe program continues.
Worker-Centered MethodsIn implementing a worker-centered approach, an eclectic teaching methodology is the
most effective. Eclecticism allows educators to "cut and paste" from different methodologies,allowing students to benefit from the best of all worlds. Furthermore, visual, aural, andkinesthetic learners all have the opportunity to develop their skills. Some ESL methods whichcompliment the worker-centered approach include:
1. Problem-Posing (Freire, Auerbach, & Wallerstein)Problem-posing is useful for developing critical thinking skills. It begins by liqening forworkers' issues, or "critical incidents." Based on the listening, teachers then select andpresent the familiar situations back to the students in a codified form: a photograph, awritten dialogue, a story, or a drawing. Teachers then use a series of inductive questionswhich move the discussion of the situation from the concrete to a more analytical level.The problem-posing process directs workers to name the problem, understand how it
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NEIU/ACIAVU Worker Education Program Curriculum Guide
applies to them, determine the causes of the problem, generalize it to others, and finally,suggest alternatives or solutions to the problem.
2. The Language ExperienceApproach (LEA) (Nessel, Dixon)
This method uses a holistic story-telling manner to teach literacy and English Languageskills. The instructional material is based on the actual words and language patterns ofthe learner. It's purpose is to show learners that their own words can be written down andread, to make learning meaningful and to build self-confidence. Based on a problem-posing session, class discussion, or shared experience, students dictate their story to theteacher, who writes it on the board. Students are free to make changes and corrections.The group then practices reading the story aloud several times, with help as needed, untilthe story is familiar. Comprehension is assured because the reading material is self-generated. The teacher types up the story for the next class session and uses it to reinforcelanguage skills through activities such as doze exercises, matching beginnings ofsentences with endings, putting scrambled sentences in order, and other activities.
3. Student-Generated Dialogues & RoleplaysThe premise for using student-generated dialogues and roleplays is similar to that of LEAfri that students learn words and structures that have meaning in their workplaces and inuieir lives. Student-generated dialogues and roleplays can be tailor-made to deal withspecific communication problems both in and outside the workplace. They are an idealfollow-up activity to a problem-posing session as workers' solutions can be acted out.Using their own names and those of co-workers and supervisors helps bridge the gapbetween classroom simulation and real life situations.
4. Recdia &PhotographsThe use of realia and photgraphs from the workplace is an excellent way to make learningmeaningful and bridge the gap between classroom simulations and real life situations.They can be used in a variety of ways: to practice vocabulary, stimulate a discussion orproblem-posing session, or for a TPR activity (Fee below).
5. Total Physical Response (TPR) (Asher)
This method involves oral/aural skills development. Using the imperative mode, theteacher gives the students spoken instructions. The students experience meaning anddemonstrate comprehension through a physical response; for example, students are askedto pick up an object, point to a picture, turn off the lights, or stand up. The theory behindthis method is that students retain the vocabulary and structures through the physicalaction of completing the spoken task. TPR is particularly useful for kinesthetic/tactilelearners (37% of adults) (Kinsella. Asher), who learn best from "hands on" experiences. Itis also beneficial to ihe teacher as a check of students' comprehension.
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6. Cooperative Learning
The premise behind this educational approach is that students can learn effectively insmall groups, and that, while we learn only 20% of what we hear, we learn 95% of what weteach to others (Glasser). Cooperative Learning activities are structured in such a way thatthe success of the group as a whole is determined by how well students share theirinformation with other group members. In these activities, students are accountable fortheir own and each others' !earning, acquire effective interpersonal and team-buildingskills, and master content material. The role of the teacher is minimal in CooperativeLearning, making it a truly worker-centered activity.
7. PairworkLike Cooperative Learning, pairwork is an effective way of maximizing student talk andminimizing teacher talk. Many useful and creative pair activities are described on pages10 through 13. It helps students get accustomed to speaking with another individual, suchas a co-worker, a supervisor, or an inspector.
Student-Generated AnthologyWriting is a central part of the Worker Education Program. Student writings are
published in a Student Anthology. The Anthology is published every funding cycle and is acompilation of student-generated:
- essaysdrawings
- individual & group stories- research projects- word games and puzzles
These writings are the final versions of works produced after revising, re-writing, andedIting. They are in the students' own words and phrases: any teacher-dictated "corrections"would affect authenticity. It is important to keep in mind that student works submitted for theAnthology are the products of the students' own editing and revising process.
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NEIU/ACTWU Worker Education Program Curriculum Guide
IDEAS FOR WORKER-CENTERED ACTIVITTES
1. 50 Questions: This activity puts the learning experience entirely in the hands of theworkers. The prccess is as follows:
- workers choose a topic they are interested in learning about, for example: healthand safety at work;
- the class brainstorms 50 questions on the topic, which are written on the board(for beginners, this could be done in the first language):
- workers discuss which questions they think are the most important, or whichones they would like answered;
- the list of questions can serve as the basis for curriculum and class activities.For example, the questions on health & safetycan be answered by reading articlesor listening to guest speakers. The workers can then use the information they havecollected to create an informational brochure or wall poster.
2. "Real Life" assignments: Workers are given assignments such as calling in sick orreporting a problem to a supervisor at work, based on what is being done in class.Workers report back and discuss what strategies they used, what information theyreceived, and what they could do next time to be more successful.
3. Guest Sneakers: Contact program coordinators for "experts" on a topic students areinterested in to arrange for guest speakers. Examples includejob advancement,occupational health & safety, and bargaining agreement issues.
4. pialogue Journals: Workers can have an on-going personal dialogue with the teacherthrough a journal in which they discuss their progress, their workplaces, frustrations,ideas for activities, or anything else they want to talk about. The teacher collects thejournals, responds to worker's comments, and gives the journal back. This could go onfor the entire course.
5. Time Lint& Ask a worker to draw a line on the board and write the important events ofhis/her life along the line, in chronological order. The events can be specific, such ashis/her job history. The worker can talk about the events on the time line, or otherworkers can ask questions about it. Questions about pivotal events at work, previoustraining for certain skills, or changing attitudes towards workcan serve as the basis forconversations or writing activities.
6. Find Someone Who: Create a questionnaire which asks students to identify someone inthe class who corresponds to a characteristic of the questionnaire (I.e. works with plastic,has been working at the same place for 3 or more years, etc.) These characteristics may be
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compiled by the teacher in advance in preparation for the activity. Students circulate.formulating questions and writing down the name of a person who fits a givencharacteristic. This is a good activity for practicing question-formation on specificgrammatical structures (i.e. "Do you work in assembly?") or vocabulary (i.e. questionsabout a specific topic such as health & safety or work).
7. 2 Truths/I. Lie: Each students says three things about him/herself, two of which are true,the other a lie. The others try to determine which is the lie by asking questions. This isan excellent icebreaker for the first day of class.
8. Line-Ups: Many workers are tired in class after a day's work and sitting makes themmore tired. Line-ups are a fun and instructive way to get students out of their seats andtalk to each other. Students can line up in order of birthdate, assigned letter or number,or position on an assembly line. Students can also be given picture cards from a picturestory and line up according to the order ofa story or job procedure. At the same time,students are practicing asking questions to determine the order of the line-up.
9. Picture Stories: Job procedures or schedules depicted in pictures allows students topractice describing actions verbally. They are also very effective with literacy levelstudents who have difficulty reading and writing job steps. Picture stories can be used fordiscussion, vocabulary practice, question/answer, line-ups, and many other oralactivities. They are also useful triggers for writing exercises.
10. Scrambled/Strip Story: Stories written using the Language Experience Approach in classare separated into individual sentences or phrases. Each student is given a piece of thestory and, as a group, they must put the story in a logical order.
11. Conversation Matrix: In this activity, students create a chart with their names at the top(columns) and question items, such as supervisor's name or position on assembly line,going down each row. Students circulate and ask each other questions in order to illicitinformation on each topic. The object is to complete the chart with information collectedthrough these interviews, usually under a specific time limit.
12. Concentration: Students practice names of tools or other workplace items by using cards.All the cards are placed face-down and students take turns trying to match the picture ofthe object with its name.
13. Information Gap', In this pair activity, students are given the same text, such as a workorder form, with each partner having different information missing. To successfullycomplete the task, the partners must share their information orally with each other. It is
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an ideal activity for practicing functions such as asking questions, asking forclarification, and confirming understanding.
14. Spot the Differences: Partners are given pictures or texts, such as a map of the factory or apicture of a finished product, which are similar but not identical. Without looking ateach other's handout, they must determine the differences orally. This activity is usefulfor practicing vocabulary used for describing location and appearance, such asprepositions of place, colors, and other physical features.
15. Johari Windows: In pairs, students A and B) complete a grid where the upper left squareis designated both A and B, the upper right square is A only, the lower left square is Bonly, and the lower right square is neither A nor B. In each square, the pair finds outcharacteristics about each other, such as A can set up machines and B cannot. or, B likesmath and A does not. The students note these characteristics in the appropriate box. hisactivity is used to practice question forming and conversation skills.
16. Jigsaw: Similar to information gap, this activity calls for small groups where each goupmember has a piece of information he/she must share with the others in order tocomplete the assigned task, such as job requirements, a workplace-related crosswordpuzzle, a work schedule, or a packing list.
17. BINGO: BINGO can be adapted to the workplace by using tools, actions, products, ordepartments depicted on flash cards or with realia. Each student receives a differentBINGO board and marks the appropriate item as it is called out by the teacher orclassmate. The first students who marks all the items in a row wins.
18. Telephone: This activity offers practice in retaining oral language. One student, or theteacher, says a phrase or sentence to another, who then passes it on to another, untileveryone in the class has heard it, one by one. The last person to hear the "message"repeats it to the whole group. The goal is accuracy, however, the "message" usually hasbeen distorted. This activity can be suitable for the workplace with "messages" such assteps in a job procedure, a company policy or rule, or a safety warning.
19. Objects in a Bag: Workplace realia is placed in an opaque bag. One student picks an itemin the bag without revealing it to the others. He/she describes the item and the othersmust guess what it is, or, the other students ask yes/no questions and try to guess what theitem is from the answers. This is an excellent activity for practicing workplacevocabulary and question formation.
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20. Recall: Students view a variety of objects from the workplace. The items are covered andstudents must try to remember as many objects as possible within a time frame, such as30 seconds.
21. Scavenger Hunt: Small groups of students are given lists of items in the workplace; eachgroup may have a different list for a cooperative game or the same list if the game is to becompetetive. The groups race to find all the objects on the lists within a certain timeframe. The group that finds the most items within the designated time frame wins.
22. Don't Get Lost: Using maps of the workplace, pairs of students give directions to eachother to different locations within the plant. This activity is an excellent way to practicegiving and listening for directions and learning about the different areas in theworkplace.
23. Language Coaching: Students can volunteer to help each other practice English at work.They can even write up some kind of a "contract", after negotiating the terms of theagreement. They can report back to the class on their progress.
24. One-Mlnute Monologues: Students write down 3-4 topics which they would like to talkabout or would be interested in hearing others talk about. The teacher might giveexamples first, such as "what I like about my job", "my ideal job", "the Union", and others.The teacher compiles the students' topics and writes them down on separate strips ofconstruction paper (they can be used many times). Students form groups of three, takingturns picking a topic and talking about it for one minute. The other two students listenand time the speaker. They can write down errors they hear and point them out to thespeaker afterwards. The student can then try to correct the errors, or the other studentscan help. This is a good first step toward monitoring one's own errors and is great fluencypractice.
25. Debates: This activity is great for practicing problem solving skills, expressing opinionsand point of view, and developing teamwork. The class is divided into two teams andeach team tries to persuade the teacher or the other team to agree with their point of view.
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NEIU/AC'IWU Worker Education Program Curriculum Guide
Some Worker-Centered Teaching Tips to Maximize Student Participation
Use class activities which mintnize teacher talk such as:pairwork small group workdialogues & roleplays picture storiesCooperative Learning LEA
Pause 5 seconds to let students answer questions before providing the correct answer.
Encourage students to try to correct their own and other students' errors, both oral 81written, before giving the correct answer.
Let individual students lead activities as much as possible by having them providedictation, ask questions, call on others to answer, write answers on the board, and leadclass discussions.
Have students gradually take more responsibility for their own learning by:-giving students options as to which particular activity, skill, or topic they would liketo work on during at least part of the class session.
-letting individual students decide what and how much homework they are willing todo for the next class session.
-letting students decide what action they will take after a problem-posing session.
-getting frequent feedback about the class from students, both orally, in an informalgroup discussion, and in writing, from class/teacher evaluation questionnaires.
-asking students 1) how they see their own progess: 2) what they learned that day,and, 3) what they would like to work on the next time, giving them specific choices atfirst.
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NEIU/ACIWU Worker Education Pmgram Curriculum Guide
MATERIALS
Students should be encouraged to contribute many of the materials used in class, suchas realia from the workplaces or pictures for a picture file. Program Coo,dinators may becontacted for workplace-specific materials such as:
- realia (safety equipment, work tools, work forms, time cards, paycheck stubs, trainingmanuals, handbooks, etc.)
- films, videos- newspaper articles- company or union newsletter- comics- short stories- pictures from magazines- games (Bingo, cards, crossword puzzles and others)- Worker Education Program Activities Binder
Teachers may choose from a variety of workplace ESL texts for student use in and out ofclass. Each student may receive one book. The choices are:
ESL Literacy, LongmanWorking In English. Books 1 &2, Contemporary
Pay by Dkv. Prentice HallSpeaking Up at Work, International Institute of Minnesota
ESL for Action, Addison-WesleyReading Skills That Work &
Communication Skills That Work. Contemporary
Any other book titles can by requested by facilitators for program staff to order. Facilitatorsmay utilize any materials in the program resource library, including over 300 titles, located inthe Worker Education Program office at the ACTWU hall. 333 S. Ashland. and the ResourceCenter at the Chicago Teachers Center, 770 N. Halsted.
15
NEIU/ACTWU Worker Education Program Curriculum Guide
EVALUATIONAssessment
Assessment of language learners' knowledge and level of English upon entry into theprogram is critical for measuring the overall success of the program. The Basic English SkillsTest created by the Center for Applied Linguistics is used upon enrollment in order to giveteachers a basic ideas of students' knowledge and to place students in the appropriate class.The BEST uses real life materials and measures performance of basic language competencies.All students are pre-tested with the oral BEST. Upon results of the oral component, they maybe administered the BEST written section.
Students also complete a holistic writing sample where they attempt to describe theirjobs in English or Spanish. The writing samples are given a numbered rating based on criteriadescribed by Project EXCEL of the National Council of La Raza. In order to measure progress,students are post-tested with the BEST and holistic writing sample every 8 weeks.
Class Objectives and Student Progress ReportsTeachers design a set of objectives for the 8-week cycle of classes. These objectives are
based on goals stated in the Curriculum Guide and adapted to meet students' educational needs.The Class Objectives are submitted by the second week of class for review by program staff.After eight weeks of class, teachers submit Student Progress Reports which assess students'progress towards meeting the objectives.
Teachers submit a new list of Class Objectives for the second eight weeks; someobjectives may be repeated from the first eight weeks if they were not met fully. StudentProgress is assessed and reported again after the second eight weeks.
Individual Learning Plans (ILP)Each students is asked to identify his or her educational goals upon enrollment. These
goals are noted on the registration form so that teachers can take them into considerationwhen developing class objectives. Every student is assured complete confidentiality of his orher Learning Plan, assessment scores, and all other evaluations.
DocumentationProgram staff collect and maintain portfolios for each learner to be used in program
evaluation. All work in the portfolio must be dated to note progress over time. The portfolioscontain: - formal and informal assessment results;
- records of attendance;- Registration form with Individual Learning Plan;- Individual Learning Plan:- student progress reports;- examples of the student's work such as essays, worksheets, and dialogues;- any other language activities.
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ther
e is
/ther
e ar
e
voca
bula
ry u
sed
on th
e jo
b
voca
bula
ry to
talk
abo
ut jo
b sk
ills,
char
acte
ristic
s of
wor
kers
(ef
ficie
nt,
hard
-wor
king
, etc
)
I lik
e +
infin
itive
or
geru
nd (
I lik
e to
wor
k al
one,
I do
n't l
ike
wor
king
with
num
bers
, etc
.)
sim
ple
past
& u
sed
to"
for
desc
ribin
g yo
ur w
ork
hist
ory
ques
tion
form
atio
n &
que
stio
n w
ords
(Whe
n do
I st
art?
, Wha
t's th
esa
lary
?, W
ho d
o I s
ee a
bout
...?,
etc
.
func
tion:
form
al in
trod
uctio
ns (
How
do y
ou d
o, N
ice
to m
eet y
ou, e
tc. f
orin
terv
iew
situ
atio
ns
Less
on Id
eas/
Act
iviti
esM
ater
ials
"mak
e ch
art o
n bo
ard
of w
hat w
orke
rs d
o at
wor
k by
hav
ing
stud
ents
ask
eac
h ot
her
ques
tions
, the
n fil
l in
the
char
t"s
ame
as a
bove
, w/a
dver
bs o
f fre
quen
cy: "
How
ofte
n do
you
...at
wor
k?"
"tal
k &
writ
e ab
out w
here
stu
dent
s w
ork
and
wha
t the
y do
at w
ork,
usi
ng in
form
atio
n fr
omco
mpl
eted
cha
rt
"LE
A a
bout
eve
ryon
e's
job,
then
do
follo
w-u
p(d
oze,
dic
tatio
n, s
trip
sto
ry)
"tra
in/e
xpla
in y
our
job
to a
cla
ssm
ate
"use
"jo
b ba
nks"
to b
uild
wor
k vo
cabu
lary
"rol
epla
y w
ork
scen
ario
s us
ing
high
freq
uenc
yvo
cabu
lary
wor
ds
"bra
inst
orm
qua
litie
s of
a g
ood
wor
ker
"fla
sh c
ards
, con
cent
ratio
n ca
rds
of o
ppos
itead
ject
ives
des
crib
ing
char
acte
ristic
s of
wor
kers
"dis
cuss
qua
litie
s /s
kills
nee
ded
for
prom
otio
nat
you
r co
mpa
ny
"list
enin
g co
mpr
ehen
sion
& d
iscu
ssio
n on
job
skill
s"r
ead
job
ads
in n
ewsp
aper
& jo
ban
noun
cem
ents
at w
ork
"fill
out
job
appl
icat
ion
"rol
epla
y a
job
inte
rvie
w
On
You
r W
ay, u
nits
1, 3
, 7, 9
& 1
1P
ract
ical
Eng
lish,
cha
pts.
7, 9
Sid
e by
Sid
e, b
k 1,
uni
ts 1
-11
peak
ing
of S
urvi
val,
pgs.
82-
96ph
otos
of w
orkp
lace
ES
L fo
r A
ctio
n, U
nit 3
blac
kboa
rd, h
ando
uts
to g
uide
que
stio
ns if
need
ed &
com
plet
ed c
hart
blac
kboa
rd, h
ando
uts
of q
uest
ions
ifne
eded
& c
hart
Ena
liaLf
grA
dulfa
raus
iam
x. c
haP
t 7bl
ackb
oard
hand
outs
, str
ip s
tory
tape
rec
ordi
ngs
of w
ork-
rela
ted
dial
ogue
s,w
ritte
n sa
mpl
e di
alog
ues,
rol
e ca
rds
blac
kboa
rd, v
ocab
ular
y lis
t gen
erat
ed fr
ombr
ains
torm
ing
flash
car
ds, c
once
ntra
tion
card
s
On
You
r W
ay, u
nit 1
2S
ide
by S
ide,
bk
1, u
nit 1
8, k
ia, u
nit 2
0
Tun
ing
in to
Spo
ken
Mes
sage
% U
nit 8
(diff
eren
t ski
lls fo
r di
ffere
nt jo
bs)
auth
entic
job
ads
& jo
b an
noun
cem
ents
,w
orks
heet
s on
thes
e, jo
b ap
plic
atio
n fo
rms
Sid
e by
Sid
e, b
k 1,
uni
ts 1
4-18
Pra
ctic
al E
nglis
h, c
hapt
s. 5
, 13,
14
role
car
ds
NU
MN
In11
111
IIIIII
IM
I EN
The
me:
Wor
k Is
sues
/Com
mun
icat
ion
In th
e W
orkp
lace
Goa
l
8 U
nder
stan
d ho
w w
orke
r fit
sin
to o
vera
ll fu
nctio
ning
of
wor
kpla
ce, i
.e. h
oww
orke
rs p
artic
ular
job
ises
sent
ial t
o fin
ishe
dpr
oduc
t
Lang
uage
Ski
lls
INN
NM
1111
11M
S IN
S M
N
"whe
n" +
sim
ple
pres
ent
2nd
cond
ition
al (
*Wha
t wou
ld h
appe
nif.
..")
Less
on Id
eas/
Act
iviti
es
MI M
I NM
MI N
M M
I
Mat
eria
ls
"pro
blem
pos
e a
situ
atio
n w
here
one
ste
p in
man
ufac
turin
g pr
oces
s br
eaks
dow
n
"invi
te p
lant
man
ager
or
som
eone
from
Per
sonn
el to
spe
ak a
bout
co.
pro
duct
s &
man
ufac
turin
g pr
oces
s
actu
al p
rodu
cts
at v
ario
us s
tage
s of
man
ufac
turin
g, p
hoto
s of
diff
eren
t wor
kst
atio
nsS
ide
by S
ide
bk 2
, uni
ts 1
5, 1
6co
mpa
ny li
tera
ture
/bro
chur
es
1111
111
11M
I NM
II1
1M
INIII
IIM
N M
I11
111
NM
IM
N N
MT
hem
e: W
o* F
orm
s
Goa
lLa
ngua
ge S
Idlls
1 . T
o re
ad a
nd u
nder
stan
d th
ere
ad/in
terp
ret a
bbre
viat
ions
on
form
sfo
rms
used
by
wor
kers
.re
ad/u
nder
stan
d vo
cabu
lary
on
form
sa)
prep
ositi
ons
b) n
ouns
, ver
bs, a
djec
tives
(all
othe
r vo
cabu
lary
)
Less
on Id
eas/
Act
iviti
es
-fla
sh c
ards
of a
bbre
viat
ions
"mat
chin
g w
orks
heet
s"B
ingo
"pic
ture
s sh
owin
g pr
epos
ition
sT
PR
: fol
low
ing
inst
ruct
ions
with
emph
asis
on
prep
ositi
ons
"Spo
t the
Diff
eren
ces
-Inf
orm
atio
n G
aps
on fo
rms
"Inf
orm
atio
n G
aps
on p
repo
sitio
ns"m
ore
prep
ositi
on p
ract
ice
"fla
sh c
ards
TP
R w
/wor
kpla
ce r
ealia
as
rela
ted
tofo
rms
"Inf
orm
atio
n G
aps
on fo
rms
"Spo
t the
Diff
eren
ces
on fo
rms
.20
Que
stio
ns o
n w
orkp
lace
rea
lia"S
ente
nce
com
plet
ion
usin
g vo
cab
onfo
rms
"Con
cent
ratio
n (o
ppos
ite a
djec
tives
)"Q
/A o
n fo
rms,
ora
l & w
ritte
n"s
trip
sto
ries
usin
g vo
cab.
on
form
s"s
trip
sto
ries:
job
step
s"p
anto
mim
e pa
rt o
f job
, oth
ers
nam
e it
"des
crib
e st
eps
in y
our
job
""F
ind
som
eone
who
se o
rder
...."
"Tic
Tac
Toe
Wor
m v
ocab
."S
ente
nce
Auc
tions
"Lin
e up
s: jo
b st
eps
"Bin
go w
/lorm
voc
abul
ary
Mat
eria
ls
flash
car
dsw
orks
heet
sB
ingo
gam
e
The
New
Oxf
ord
Pic
ture
Dic
tiona
ryw
orkp
lace
rea
liaS
ide
by S
ide,
bk
1, u
nit 7
Spo
t the
Diff
eren
ce p
ictu
res
wor
k fo
rms
asso
rted
col
ored
pap
er s
hape
sW
orki
ng in
Ena
lish,
pgs
115
-116
, 118
-122
Spe
akin
g U
p at
Wor
k, p
gs 2
0-30
flash
car
dsw
orkp
lace
rea
lia
wor
kpla
ce fo
rms
wor
kshe
ets
wor
kpla
ce r
ealia
hand
outs
Con
cent
ratio
n ca
rds
hand
outs
, wor
kpla
ce fo
rms
strip
sto
ries
strip
sto
ries
Eng
lish
at W
ork,
wor
kshe
ets
#9,#
11;
hand
outs
, ord
er fo
rms
boar
dha
ndou
tsst
rips/
card
s w
/job
step
sB
ingo
gam
e
nil N
M N
M M
Th
1111
1-11
1M
I On
NM
The
me:
Wor
k F
orm
s
Goa
lLa
ngua
ge S
kills
2 T
o un
ders
tand
bas
ic u
nits
read
/und
erst
and
wei
ght &
of w
eigh
ts &
mea
sure
men
ts m
easu
rem
ent s
peci
ficat
ions
onus
ed o
n fo
rms
and
in jo
bsfo
rms;
be
able
to w
eigh
& m
easu
reac
cord
ing
to s
peci
ficat
ions
; spe
cific
voca
bula
ry &
abb
revi
atio
ns: i
nche
s,fe
et, p
ound
s, b
y, X
, ',"
, lbs
.;co
mpa
rison
s (lo
nger
than
, too
long
,no
t lon
g en
ough
);m
ath:
frac
tions
(on
e ha
lf, o
ne fo
urth
inch
), d
ecim
als
(2.6
lbs.
)
Less
on Id
eas/
Act
iviti
esM
ater
ials
MN
MN
MN
In M
I
"bas
ic m
ath
exer
cise
s: (
ex.:
conv
ert f
eet +
inch
es to
inch
es, a
dd le
ngth
s w
tfrac
tions
,w
eigh
ts w
/dec
imal
s, e
tc.)
"num
ber/
wei
ght/m
easu
rem
ent p
ract
ice:
Bin
goon
wei
ghts
& m
easu
rem
ents
"fla
sh c
ards
of s
ymbo
ls/a
bbre
vs.
"list
enin
g co
mpr
ehen
sion
on
num
bers
"gam
e: B
uzz
"dic
tatio
n on
num
bers
, wei
ghts
, mea
sure
men
ts
"Lin
e-up
: mea
sure
hei
ght o
f all
stud
ents
, lin
e up
by h
eigh
t"s
tory
pro
blem
s us
ing
mat
h on
form
s an
d in
wor
k si
tuat
ions
TP
R: m
easu
re r
ecta
ngle
s of
diff
eren
t siz
es,
writ
e do
wn
"gra
mm
ar w
ork
on c
ompa
rison
s
"rea
d m
easu
rem
ent s
peci
ficat
ions
, mea
sure
rect
angl
es, s
ay/w
rite
if to
o lo
ng, t
oo s
hort
, etc
.
"info
rmat
ion
Gap
s: d
raw
pro
duct
acc
ordi
ng to
spec
ifica
tions
on
wor
k fo
rm o
r fil
l in
spec
ifica
tions
on
form
afte
r m
easu
ring
prod
uct
"'Mac
hine
Man
" (f
ollo
win
g in
stru
ctio
ns o
nm
easu
rem
ents
)"w
eigh
thin
gs, w
rite
dow
n w
eigh
ts, s
ay/w
rite
ifto
o he
avy,
too
light
acc
ordi
ng to
spe
cific
atio
ns
hand
outs
of m
ath
exer
cise
s
Bin
go g
ame
Eng
lish
for
Adu
lt C
ompe
tena
a ch
apt.
2fla
sh c
ards
Elg
athE
atad
, uni
ts 1
-5
tape
mea
sure
s
hand
outs
, wor
k fo
rms
cons
truc
tion
pape
r re
ctan
gles
, han
dout
s
Sid
e by
Sid
% b
k 1,
uni
t 27
gram
mar
exe
rcis
es, g
ram
mar
Wok
, bk
1,pg
s. 8
2-91
, bk
3, 2
8-44
hand
outs
Und
erst
andi
ng &
Usi
ng E
nglis
h G
ram
mar
,pg
199
hand
outs
, wor
k fo
rm
Dra
win
g O
ut, p
gs. 1
25-1
26
hand
outs
BE
ST
CO
PY
AV
MLA
BLE
MI
MI
NM
I M
IM
I M
I M
I M
I11
101
The
me:
Wo*
For
m
Goa
l
3 T
o un
ders
tand
and
fill
out
gene
ric w
ork-
rela
ted
form
s:a)
tax
form
sb)
job
appl
icat
ions
Lan
guag
e Sk
ills
for
tax
form
s: c
olum
ns, n
umbe
rs, +
,%
; spe
cific
voc
abul
ary:
exem
ptio
ns, d
epen
dent
s;w
ritin
g a
chec
k to
pay
taxe
s: w
ritin
gnu
mbe
rs, d
ates
, sig
natu
re;
addr
essi
ng a
n en
velo
pe to
mai
lch
eck:
form
at, n
ame,
add
ress
for
job
appl
icat
ion
form
s: s
peci
ficvo
cabu
lary
and
abb
revi
atio
ns: s
s#,
mar
ital s
tatu
s, b
inhd
ate,
pre
viou
sjo
bs, e
duca
tion,
etc
.;gr
amm
ar: p
rese
nt p
erfe
ctco
ntin
uous
( I'
ve b
een
wor
kinu
at X
for
4 ye
ars)
, sim
ple
past
(1
wor
ked
atX
for
2 ye
ars)
, sin
ce, f
or;
voca
bula
ry d
escr
ibin
gch
arac
teris
tics
of w
orke
rs(h
ard-
wor
king
, effi
cien
t, et
c.'
Les
son
Idea
s/A
ctiv
ities
IIII
III
UN
Mat
eria
ls
'bas
ic m
ath
exer
cise
s on
+,-
, %41
11 o
ut ta
x fo
rms
'writ
e ch
eck
to p
ay ta
xes
"add
ress
env
elop
e to
mai
l che
ck
.fill
out a
job
appl
icat
ion
'Info
rmat
ion
Gap
s on
job
apps
.
'gra
mm
ar e
xerc
ises
on
sim
ple
past
and
pre
sent
perf
ect c
ontin
uous
'ora
l pra
ctic
e of
thes
e te
nses
in c
onte
xt o
f job
sw
orke
rs h
ave
had
role
play
a jo
b in
terv
iew
'bra
inst
orm
cha
ract
eris
tics
of g
ood/
bad
wor
kers
'pro
blem
sol
ving
: pic
k th
e be
st c
andi
date
for
agi
ven
job
at y
our
com
pany
hand
outs
, sto
ry p
robl
ems
sam
ple
tax
form
ssa
mpl
e ch
ecks
enve
lope
sD
ea)c
ing
Up
at W
ork,
pgs
104
-107
, 162
-164
5pea
king
of S
urvi
val,
pgs.
99,
110
-111
Eng
lish
for
Adu
lt C
ompe
tenc
y, c
hapt
. 8
On
You
r W
ay, u
nit 1
2jo
b ap
plic
atio
n fo
rms
Gra
mm
ar W
ork,
bk
1, 8
2-91
, bk
3, 4
9-56
Spe
akin
g of
Sur
viva
l, pg
s. 8
2-96
Sid
e by
Sid
e, b
k 2,
uni
ts 4
-6E
nglis
h fo
r A
dult
Com
pete
ncy
chap
t. 7
sam
ple
inte
rvie
w d
ialo
gues
, rol
e ca
rds
boar
d
hand
outs
on
cand
idat
es a
nd th
eir
qual
ities
,vo
cabu
lary
list
of a
djec
tives
des
crib
ing
wor
kers
MB
MI M
O M
E M
I lin
MB
MN
MI I
NN
OM
NM
NM
I MI K
MIII
IIII
In N
ST
hem
e: Q
ualit
y C
ontr
ol
Goa
l
1 . T
o be
abl
e to
nam
e an
dde
mon
stra
te Q
ualit
yC
ontr
ol c
heck
s
Lang
uage
Ski
lls
voca
bula
ry fo
r qu
ality
con
trol
che
cks
and
defe
cts
Less
on Id
eas/
Act
iviti
esM
ater
ials
'stu
dent
s ch
eck
prod
ucts
, say
whe
ther
goo
d or
not,
whi
ch Q
C p
robl
em e
xist
s, if
any
2 T
o ID
5 ab
le to
rep
ort a
QC
prob
lem
to m
achi
neop
erat
or, s
uper
viso
r, o
r Q
Cpe
rson
Thi
s is
/The
se a
reco
mpa
rativ
essu
perla
tives
too/
too
muc
h/ to
o m
any
not e
noug
h
TP
R: h
old
up a
ppro
pria
te it
em, s
tude
nts
nam
epr
oble
mT
/F q
uest
ions
on
QC
che
cks,
writ
ten
and
oral
'dia
logu
es, r
olep
lays
'list
enin
g co
mpr
ehen
sior
on
QC
dia
logu
es
com
pany
's p
rodu
cts,
bot
h go
od a
ndde
fect
ive
com
pany
pro
duct
s
com
pany
pro
duct
s, h
ando
uts
hand
outs
of s
ampl
e di
alog
ues,
rol
es,
situ
atio
nsau
dio
tape
of s
ampl
e di
alog
ues
Spe
akin
g U
p at
Wor
k, 9
7-10
3
3 T
o be
abl
e to
ans
wer
QC
ques
tions
from
mac
hine
oper
ator
, sup
ervi
sor,
or
QC
pers
on
liste
ning
com
preh
ensi
on to
rqu
estio
ns: D
o/D
oes/
Did
,W
ho/W
hen/
Wha
t/Whe
n/H
ow m
uch
How
man
y/W
hyw
eigh
ts, m
easu
rem
ents
;co
mpa
rison
s (it
's to
o he
avy,
it's
not
long
eno
ugh,
etc
.)
aski
ng fo
r he
lp, c
heck
ing
& c
larif
ying
inst
ruct
ions
, ask
ing
for
expl
anat
ions
, ask
ing
tor
info
rmat
ion,
givi
ng e
xpla
natio
ns &
rea
sons
,de
scrib
ing
a m
echa
nica
l pro
blem
ssp
ecifi
c vo
cabu
lary
'dia
logu
es, r
olep
lays
.20
Que
stio
ns
'dia
logu
e co
mpl
etio
ns'd
oze
exer
cise
sT
ic T
ac T
oe'g
ram
mar
pra
ctic
e on
com
paris
ons
'gra
mm
ar p
ract
ice
on c
ompa
rison
s in
con
text
of
QC
situ
atio
ns
'dis
cuss
ions
, dia
logu
es, r
olep
lays
'list
enin
g co
mpr
ehen
sion
exe
rcis
es.r
olep
lay:
rep
ort a
rna
chin
e br
eakd
own
hand
outs
of d
ialo
gues
, rol
es, s
ituat
ions
Sid
e by
Sid
e, b
k 1,
uni
t 27
Eng
lish
for
Adu
lt C
ompe
tenc
y, c
hapt
. 2
hand
outs
of d
ialo
gues
hand
outs
boar
dgr
amm
ar e
xerc
ises
on
com
paris
ons
hand
outs
of d
ialo
gues
, rol
es, s
ituat
ions
Spe
akin
g of
Sur
viva
l, pg
s. 2
10-2
24B
reak
ing
the
Ice,
uni
ts 5
-8W
orki
ng in
Eng
lish.
cha
pts.
10
& 1
1E
nglis
h at
Wor
k, w
orks
heet
17
Spe
akin
g U
p at
Wor
k 43
-49,
83-
86S
pect
rum
a, u
nits
5 &
6O
n Y
our
Way
uni
ts 2
, 3, 5
& 6
4 T
o be
abl
e to
ord
er n
ewpa
rts
from
a c
atol
ogue
read
ing
cato
logu
es, i
nclu
ding
#/le
tter
'pra
ctic
e re
adin
g ca
tolo
gues
code
s; ta
lkin
g on
the
phon
e to
ord
erro
lepl
ay o
rder
ing
a ne
w p
art f
or a
faut
typa
rts:
"I'd
like
to o
rder
...'
mac
hine
on
the
phon
e
cato
logu
es, T
/F Q
's o
n sp
ecifi
c in
fo, i
nca
tolo
gue
sam
ple
dial
ogue
s &
rol
es
3 9
BE
ST
CO
PY
AV
AIL
AB
LE4
OM
OM
I=N
EI
INN
NM
IIIIII
IIM
I MI M
IS
R N
M N
MT
hem
e: Q
ualit
y C
ontr
ol
Goa
l
5 R
espo
nd to
cus
tom
erco
mpl
aint
s ab
out a
faul
typr
oduc
t
Lang
uage
Ski
lls
Fun
ctio
ns: a
skin
g fo
r cl
arifi
catio
ns,
givi
ng r
easo
ns/e
xpla
natio
ns,
apol
ogiz
ing,
pro
mis
ing
(We'
ll se
ndyo
u...)
Less
on Id
eas/
Act
iviti
esM
ater
ials
-sam
ple
dial
ogue
s, w
ritte
n &
for
liste
ning
com
preh
ensi
on-I
.& 0
's, d
oze
exer
cise
s on
dia
logu
es-p
air
prac
tice
on d
ialo
gues
-rol
epla
y cu
stom
er c
ompl
aint
abo
ut a
faul
typr
oduc
t
hand
outs
, tap
esB
reak
ing
the
Ice.
uni
ts 5
& 1
3ha
ndou
tsdi
alog
ues ch
apt.
4S
peak
ing
Up
at W
ork,
pgs
91-
96F
untio
ning
in E
nglis
h, p
g 17
Spe
ctru
m 2
uni
t 4G
ram
mar
Wor
k, b
k 3,
pgs
71-
77 (
will
)ro
leca
rds,
pho
ne p
rop
MI N
M O
n M
I NM
NM
NM
MI M
N M
N N
M M
N M
IIII
IIIM
I Mil
IRS
MI
The
me:
Com
pany
Rul
es
Goa
lLa
ngua
ge S
kills
1 . T
o un
ders
tand
com
pany
read
ing
com
preh
ensi
on o
f com
pany
rule
s an
d re
gula
tions
.ru
les;
spe
cific
voc
abul
ary
mod
als
(sho
uld,
wou
ld, c
an, c
ould
,m
ust)
+ s
impl
e fo
rm o
f ver
b
pres
ent t
ense
ver
bs
sim
ple
past
Less
on Id
eas/
Act
iviti
esM
ater
ials
-tea
ch o
ne r
ule
a da
y: g
o ov
er v
ocab
ular
y w
ithfla
sh c
ards
; use
inde
x ca
rds
for
wor
d or
der
-pan
tom
ime
brea
king
a r
ule
- w
hich
one
?
gram
mar
pra
ctic
e on
mod
als
-con
vers
atio
n pr
actic
e w
/mod
als
in c
onte
xt o
fco
mpa
ny r
ules
-gra
mm
ar p
ract
ice
on p
rese
nt te
nse
verb
s-c
onve
rsat
ion
prac
tice
w/p
rese
nt te
nse
verb
sin
con
text
of c
ompa
ny r
ules
-pro
blem
sol
ving
: How
to a
void
bre
akin
gco
mpa
ny r
ules
& w
hat t
o do
if y
ou b
reak
them
:di
scus
sion
, dia
logu
es, r
olep
lays
-LE
A b
ased
on
disc
ussi
ons,
dia
logu
es &
role
play
s
-com
pare
/con
tras
t rul
es a
t com
pany
w/r
ules
at
form
er w
orkp
lace
s-p
robl
em s
olvi
ng/d
iscu
ssio
n: W
ho b
enef
itsfr
om th
ese
rule
s?-c
ompa
re/c
ontr
ast (
ules
w/w
ork
rule
s in
nev
eso
untr
y; d
iscu
ssio
n: W
here
did
the
rule
sor
igin
ate?
Who
man
date
d th
em?
Do
they
stil
lap
ply
w/c
hang
es in
the
wor
kpla
ce?
ES
L fo
r A
ctio
n un
it 5,
less
on 1
com
pany
rul
esfla
sh c
ards
inde
x ca
rds
for
wor
d or
der
inde
x ca
rds
w/r
ules
Sid
e by
Sid
e, b
k 1,
uni
ts 1
3, 2
1, 2
2, 2
7, 2
8Q
tam
maR
ojs.
boo
k 3,
pgs
81-
95ha
ndou
t: di
scus
sion
que
stio
nsha
ndou
t: sa
mpl
e di
alog
ues
Sid
e by
Sid
e, b
k 1,
uni
ts 1
-6, 9
, 10
Gra
mm
ar W
ork,
bk
1, 1
-20,
58-
71, b
k 3,
17-2
7P
ract
ical
Eng
lish,
cha
pt. 9
hand
outs
w/s
ampl
e di
alog
ues
& d
iscu
ssio
nqu
estio
nsha
ndou
ts w
/sam
ple
dial
ogue
sga
p fil
ls o
n di
alog
ues
role
car
ds
blac
kboa
rd
Era
ctig
aLE
nalia
h, c
hapt
s. 1
3, 1
4S
ide
by S
ide,
bk
1, u
nits
15-
18co
mpa
ny r
ules
Gra
mm
ar W
ork,
bk
1, p
gs 8
2-91
, bk
3 28
44di
scus
sion
que
stio
ns
IIM
MI
MB
NM
NM
NM
UN
The
me:
Hea
lth &
Saf
ety
Goa
l
1 . T
o un
ders
tand
com
pany
'she
alth
& s
afet
y ru
les
&re
gula
tions
Lan
guag
e Sk
ills
read
ing
com
preh
ensi
on o
f saf
ety
rule
s &
reg
ulat
ions
mus
t/mus
t not
is/a
re to
be
NM
I In
MS
MI
NM
Les
son
Idea
s/A
ctiv
ities
MI
MN
OM
MN
Mat
eria
ls
-tea
ch o
ne r
ule
a da
y: g
o ov
er v
ocab
ular
y w
ithfla
sh c
ards
; use
inde
x ca
rds
for
wor
d or
der
-for
eac
h ru
le, d
iscu
ssco
nseq
uenc
es/im
plic
atio
nsro
blem
sol
ving
, crit
ical
thin
king
-dia
logu
es, r
olep
lays
-LE
A b
ased
on
disc
ussi
on, d
ialo
gues
&ro
lepl
ays
-doz
e ex
erci
ses
on r
ules
-fill
in b
lank
s w
/mus
t (no
t), i
s/ar
e to
-sen
tenc
e au
ctio
ns-T
ic T
ac T
oe w
/thes
e st
ruct
ures
& h
ealth
&sa
fety
rul
es v
ocab
ular
y
for
all o
bjec
tives
, see
* H
ealth
& S
afet
yC
urric
ulum
Gui
de*
and
ES
L fo
r A
ctio
n, u
nit
6 com
pany
's s
afet
y ru
les
& r
egul
atio
nsfla
sh c
ards
, ind
ex c
ards
hand
outs
w/v
ocab
ular
y, d
iscu
ssio
nqu
estio
nssp
eaki
ng U
p at
Wor
k, p
gs 7
0-72
hand
outs
: sam
ple
dial
ogue
s, d
oze
exs.
on
dial
ogue
s, r
ole
card
s
Sid
e by
Sid
e, u
nit 2
8do
ze e
x er
cise
sfil
l in
blan
ks e
xs.
hand
outs
blac
kboa
rd
2 T
o un
ders
tand
dan
ger
&re
adin
g co
mpr
ehen
sion
of d
ange
r &
war
ning
sig
ns a
t com
pany
war
ning
sig
ns; s
peci
fic v
ocab
ular
y-t
ake
pict
ures
of s
igns
at c
ompa
ny, i
dent
ifyla
bels
from
che
mic
als
& h
azar
dous
mat
eria
lsus
ed a
t pla
nt-h
ave
stud
ents
cop
y si
gns
on p
oste
rs-m
ake
flash
car
ds o
f key
wor
ds o
n si
gns
and
labe
ls-d
o do
ze e
xerc
ises
on
sign
s &
labe
lsdi
scus
s re
ason
s fo
r si
gns
& la
bels
,co
nseq
uenc
es o
f not
obe
ying
them
-dia
logu
es, r
olep
lays
-LE
A b
ased
on
disc
ussi
on, d
ialo
gues
&ro
lepl
ays
phot
os o
f sig
ns; l
abel
sS
igns
at W
ork
Spe
akin
g U
p at
Wor
k, p
gs 7
374
post
er b
oard
, mar
kers
flash
car
ds
hand
outs
disc
ussi
ons
ques
tions
, key
voc
abul
ary
sam
ple
dial
ogue
s, r
ole
card
s
blac
kboa
rd
3 T
o be
abl
e to
iden
tify
safe
ty th
ere
is/th
ere
are
& h
ealth
haz
ards
in th
em
odal
s: c
ould
, sho
uld,
mus
tw
orkp
lace
caus
e/ef
fect
:if.
..the
n...w
ould
/cou
ld/s
houd
phra
sal v
erbs
(tu
rn o
n/of
f, pu
t on,
take
off,
etc
.)
-gra
mm
ar p
ract
ice
on th
ere
is/a
re, m
odal
s,ca
use/
effe
ct, p
hras
al v
erbs
-con
vers
atio
n &
list
enin
g pr
actic
e us
ing
thes
est
ruct
ures
in h
ealth
& s
afet
y co
ntex
ts-d
iscu
ssio
n &
bra
inst
orm
hea
lth &
saf
ety
haza
rds
in th
e w
orkp
lace
(W
hat w
ould
/will
/cou
ldha
ppen
if...
) &
find
pos
sibl
e so
lutio
ns
prac
tical
Eng
lish,
cha
pt. 7
hand
outs
; Gra
mm
ar W
ork,
bk,
34-
37, b
k 3,
78-8
0, 8
1-95
; fla
sh c
ards
for
phra
sal v
erbs
Sid
e bv
Sid
e, b
k 1,
uni
ts 7
, 22,
27,
28,
bk
2,un
its 9
, 15,
16
sam
ple
dial
ogue
s, r
eadi
ngs
usin
g th
ese
stru
ctur
esE
SL
for
Act
ion
Uni
t VI,
atta
ched
pag
esE
nglis
h at
Wor
k, c
ards
w/w
orkp
lace
haza
rds
& s
olut
ions
, wor
kshe
ets
11 &
20
4_1
MN
ID N
M11
111
WM
NM
MS
The
me:
Hea
lth &
Saf
ety
Goa
lLa
ngua
ge S
kills
4 T
o un
ders
tand
em
ploy
ers'
spec
ific
voca
bula
ry&
em
ploy
ees'
rig
hts
&re
spon
sibi
litie
s un
der
OS
HA
& W
orke
rs'
Com
pens
atio
n la
ws
Less
on Id
eas/
Act
iviti
es
OM
MN
NM
I MI
Mat
eria
ls
-rol
epla
y a
dial
cgue
bet
wee
n O
SH
A in
spec
tor
and
wor
kers
*dis
cuss
ion
& r
olep
lay
of e
mpl
oyee
s &
empl
oyee
s' r
ight
s &
res
pons
ibili
ties
unde
rO
SH
A
-rea
d si
mpl
ified
ver
sion
s of
OS
HA
che
cklis
tfo
rms
-rea
d &
dis
cuss
art
icle
s on
wor
kpla
ceac
cide
nts
-LE
A b
ased
on
read
ings
, dis
cuss
ions
&ro
lepl
ays
-invi
te a
gue
st s
peak
er (
from
co.
or
unio
n) to
talk
abo
ut h
ealth
& s
afet
y in
the
wor
kpla
ce
OS
HA
info
rmat
ion
pam
phle
ts"S
afet
y &
Hea
lth H
azar
ds a
t you
r W
orkp
lace
Che
cklis
t" (
from
OS
HA
mat
eria
ls)
Wor
kers
' Com
pens
atio
n in
form
atio
npa
mph
lets
Wor
king
in E
nglis
h, c
hapt
. 14
sam
ple
dial
ogue
s, r
ole
card
s
sim
plifi
ed O
SH
A c
heck
list f
orm
s
artic
les:
"N
orth
Car
olin
a C
hick
en P
lant
Fire
", "
Tria
ngle
Shi
rt W
aist
Fac
tory
Fire
"-p
re-r
eadi
ng v
ocab
ular
y &
que
stio
ns,
post
-rea
ding
wor
k on
voc
abul
ary
&co
mpr
ehen
sion
& d
iscu
ssio
n qu
estio
ns
5 T
o be
abl
e to
file
a w
ritte
nsp
ecifi
c vo
cabu
lary
com
plai
nt a
bout
a h
ealth
or
writ
ing
sent
ence
ssa
fety
haz
ard
-rea
d sa
mpl
e co
mpl
aint
s/gr
ieva
nces
on
heal
th&
saf
ety
haza
rds
-fla
sh c
ards
& d
oze
exer
cise
s on
voc
abul
ary
&st
ruct
ures
in r
eadi
ngs
-bra
inst
orm
hea
lth &
saf
ety
haza
rds
in y
our
wor
kpla
ce &
cho
ose
the
mos
t dan
gero
us o
ne to
disc
uss
0/gr
iting
pra
ctic
e: fi
ling
a w
ritte
n co
mpl
aint
abou
t a h
ealth
or
safe
ty h
azar
d in
you
r w
ork
plac
e (a
tter
disc
ussi
on)
sam
ple
com
plai
nts/
grie
vanc
es o
n he
alth
&sa
fety
haz
ards
, wor
kshe
ets
on th
ese
(voc
ab, d
oze,
sen
tenc
e co
mpl
etio
n)
flash
car
ds, h
ando
uts
sam
ple
com
plai
nts/
grie
vanc
es o
n he
alth
&sa
fety
haz
ards
, wor
kshe
ets
on th
ese
(voc
ab, c
bze,
sen
tenc
e co
mpl
etio
n)
X L
I
BE
ST
CO
PY
AV
AIL
AB
LE
EM
IE
MI
IIIIII
IIII
NM
IM
IN M
I OM
MN
The
me:
Hea
lth &
Saf
ety
Goa
l
6 T
o be
abl
e to
cal
l in
sick
or
late
and
des
crib
e an
ailm
ent
Lang
uage
Ski
lls
voca
bula
ry: b
ody
part
s
voca
bula
ry: a
ilmen
ts, i
njur
ies
impe
rativ
es
sim
ple
past
of k
ey v
erbs
: (cu
t,sl
ippe
d, fe
ll, e
tc.)
past
con
tinuo
us; c
ontr
ast o
f the
se 2
tens
esw
hen,
sho
uld,
sho
uld
have
voca
bula
ry: s
afet
y ge
ar, e
quip
men
t,to
ols
func
tion:
cal
ling
in s
ick
(spe
cific
lang
uage
& v
ocab
ular
y)
Less
on Id
eas/
Act
iviti
es
MI M
I I=
OM
MI I
MO
OM
B
Mat
eria
ls
-labe
l pic
ture
s of
bod
y pa
rts
TP
R: "
Sim
on S
ays"
-Con
cent
ratio
n'd
ialo
gues
, rol
epla
ys, f
lash
car
ds
"rol
epla
y w
arni
ng a
fello
w w
orke
r of
a h
azar
d
"fla
sh c
ards
, fill
in th
e bl
ank
exer
cise
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lth &
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ocab
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lled
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Vocabulary and Expressions for Health & Safety Unit
danger fire
extinguish exit
electrical wires lifting
to trip to hurt
to cut (off) to burn
to bleed to slip
to fall headache
Carpal Tunnel Syndrome repetitive motion
stress fumes
dust injuryventilation lighting
flammable poison
safety gear safety belt
goggles boots
glasses hard hat
mask gloves
first aid high voltage
ear plugs dosage
tablet capsule
teaspoon liquid
all body parts ailments
absent sick
Watch out! / Watch it! /Look out!
Be careful!
Don't touch that!
American Guard-It Vocabulary
General
garment bag poly bagfabric zipperpocket pocket liningthread topperloop outside merrowinside merrow closingseam plastic sliderhandle shieldhanger hanger tipsticket snapstrip (of webbing) rivetswebbing bindingtag zip pulltabstaple (tag on garment bag)sew stitchlay cutput (slider on zipper, snaps on webbing) close (seams)fold bundletrim assembleturn (bags right side out) inspectstamp pack (garment bags in bag)rivet pick up (garment bags)tipping (putting rubber Up on hanger)
FormsGeneral Tally:
name datedept. item number (#)operation start timeend time pieces
36
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Tally for deliverer of garment bags to Folding Dept.:
nameItem #
date
(math skills: add, subtract)
Tally for supervisor of Folding Dept.:
I.D. # turninginspecting stampingtickets foldingpoly bag packingriveting hanger pakstime (1:00 - 3:30)
Inventory (inspector):
description blackteal roseroyal floralside zip cut goods
work in process finished goodsstock totalcomputer orders finished orders in housedifference (total stock/stock needed) math (addition, subtraction)
Inventory (supervisor):
master carton inner cartonMisc. Shipping Bill of MaterialDirect Labor Sub-TotalMulti By 2 Total Cost
Total Cost X 10% Comm. Total Selling Price
Abbreviations and SymbolsBLK RIP
w/ I.D.
dept.
Misc.
Multi (multiply) Comm. (commision)
37
5 '41
Juno Lighting, Inc.Workplace Literacy Course
Plant ProfileJuno Lighting makes recessed and "trac" light fixtures. It employs up to 500 workers and hasnever experienced a single lay-off in its 12 year history. The lights are manufactured onassembly lines, each of which is organized by a group leader. ESL and GED classes are offeredto line workers, group leaders, shippers and material handlers in order to improve generalworkplace communication and reading skills.
Course Goals1. To help students do their job (assembling light fixtures) efficiently, accurately and safely
through learning basic English communication skills for job performance enhancement by:a) learning basic communication skills for:
-reporting a problem to group leader or supervisor-answering questions from group leader or supervisor-understanding instructions from group leader or supervisor-calling in sick-reporting an injury, accident or safety hazard
b) learning vocabulary relevant to the job of assembling (machine parts, names ofpieces, etc.)
c) understanding safety rules & regulations at Juno Lighting, Inc.d) understanding shop rules at Juno Lighting, Inc.e) naming & demonstrating quality control checks
2. To learn general English communication skills needed for promotion to material handler,group leader or shipping and receiving departments.
3. To learn basic math skills (+.-, x, division) needed for promotion to material handler, groupleader or shipping and receiving departments.
4. To gain a familiarity with forms used by material handlers, group leaders and shipping andreceiving departments in order to increase chances for promotion to these jobs.
5. To read and understand other workplace correspondence and signs.
38
Juno Lighting, Inc. Vocabulary
General Vocabulary for Assemblersriveting machine/riveter to rivetrivets
to step (on pedal on riveter)pedal bar (on riveter)air driver/air gun manual screw driverair line screwwrench packing air gunsbits (for air drivers - like end of screw driver, drives in the screw)fixtures glassesgloves packingboxes skidsto assemble to sub-assembleto stamp ( date on box, packers do it) to staple (box, packers do it)to pack labelssockets boltnafe., cablethermostat assembler thermostat wiresfixtures (for assembling certain parts) wingnut machinewingnuts torsion bracketplaster frame canbox
Labels
noticethermally protected fixture
blinking light may indicateimproper lamp wattageimproper lamp size other conditioncausing overheatingwarning risk of fireuse with Juno trims only see trim for number (NO.)for each lamp type and wattage indicated suitable for damp locatinswert
covered ceiling onlywhen used with maximum
39
branch circuit conductorspermitted in Junction Box
real nail bar hangers
at least90 degrees C
Assembled Finished Goods(Shipping):
date partwork area prepared by
finish ok quantity okchecked by to locationmoved to
Routing Report (Group Leaders, Supervisors):
asemble... to.... box
plaster frame screws
tool air drivercan box covers
conduit hanger brackets
attach...to medium label
pack ....into master cartonpads date stamp
operation description work center
per minutes scheduling run rate
crew labor run ratemachine run rate machine set up
effective date inactive date
Summary Bill of Materials (material handlers, group leaders, supervisor):
Quantity to Build part numberdescription assemblyrequired (quantity) on handaluminum slit steel
access door end cap
40
cover thermal protector blank aluminum
hanger bar label
plaster frame ground wire
terminal ring Tew wire
socket hanger bracket
conduit connector
left, right box spring
black oxide wrap
remodel universal
rivet flex conduit connector
snap bushing nylontype
Abbreviat ions
NO. (number) NO's (numbers)
QTY (quantity) MAX.
Type I.C. DESC (description)
OPER (operation) SEQ (sequence)
PRMRY (primary) ELK (black)
GALV (galvanized) EA (each)
PC (piece) PCS (pieces)
STD (standard) w/ (with)
Leo's Party Shoes, Inc.Workplace Literacy Course
Plant ProfileParty Shoes is a small plant of fewer than 40 workers who make ballet, jazz and tap shoes outof large sheets of leather. Much of the work is done by hand by skilled shoemakers. All theworkers are paid piece rate. ESL classes are provided to the mostly Latino workforce in orderto improve their general communication skill for speaking to supervisors and inspectors.
cstuntractgaI. To help workers do their job (seamstresses, shoemakers, cutters, packers) efficiently,
accurately and safely through learning basic English communication skills for jobperformance enhancement by:
a) reading and filling out forms used in their jobs: work order form, dress andshoe patterns, customer order form
b) reading and understanding abbreviations on work order formsc) understanding and using basic addition and subtractionneeded for filling out
formsd) naming and demonstrating Quality Control checkse) understanding safety rules and regulations0 understanding shop rulesg) learning basic communication skills for:
-reporting a problem to supervisor-answering questions from supervisor-understanding instructions from supervisor-calling in sick-reporting an accident
2. To read and understand other workplace correspondence and signs.
3. To learn general English communication skills needed for promotion.
4. To learn basic math skills needed for promotion .
42
(i
I
Party Shoes Vocabulary
Raw Materials Types of Shoelatex adhesive balletleather j azz
lining taprubber cement toe shoerubber sheets
Texone (insole material)
Parts of Shoe
backstay bindingcord elasticinsole leather tipspleats quartersock lining soleuppe vamp
Colora
beige
blackgrey
pinkred
Machinery and Tools
cutting blocks cutting machine (hydrolic press)die lasting (Sp. "horma")lining stamper sewing machine
43
u.L.WA.L. eaavi aoMeM,M,MMA,
1. stitch quarters and vamps
2. stamp lining
3. press lining
4. channel soles
5. close shoe
6. rubbing
7. stitch backstay
8. trim9. stitch binding with cord
10. attach elastic and second stitch
11. cement sole and insole
12. form shoe with pleats or full sole
13. puritan stitch
14. stitch sock lining
15. clean and pack
Steps of Production
G 11
Libra Industries, Inc.Workplace Literacy Course
Plant ProfileLibra Industries is a small plant of about 60 workers, mostly Latino. They launder and repairindustrial work gloves for other companies. The gloves are inspected and repaired if they haveholes or are wearing thin. ESL classes at the plant provide workers with basic communicationand writing skills needed to improve their job performance.
raUttc.g1911. To help workers do their job (glove selectors. patchers, machine operators, packers)
efficiently, accurately and safely through learning basic English communication skills forjob performance enhancement by:
a) reading & filling out forms used in their jobs: work order form, labels, customerorder form
b) reading & understanding abbreviations on work order formsc) understanding & using basic addition and subtraction needed for filling out
formsd) naming & demonstrating Quality Control checkse) understanding safety rules and regulationsf) understanding shop rulesg) learning basic communication skills for:
-reporting a problem to supervisor-answering questions from supervisor-understanding instructions from supervisor-calling in sick-reporting an accident
2. To read and understand other workplace correspondence and signs.
3. To learn general English communication skills needed for promotion to packer.
4. To learn basic math skills needed for promotion to packer.
Libra industries Vocabulary
Labels (for glove selectors):
ladies (gloves) cut fingers
coveralls jacketsaprons canvas
hot mill terry gloves
leather palm heavy terry
all leather gloves welder gloves
canvas welding jackets canvas elding pantsmitt terry sleeves
nylon sleeves Kevlar sleeves
rain coveralls raincoatscapes
Order Form (machine operator):
dates pick up date
customer name return date
special instructions steel drums
fiber durrns rackspallets cartonstotal units
Order Form (packers):
order # (final) total
customer name price
collect amount
prepaid
charge
Abbreviationsdrum BNDLS. (bundles)
container PCS. (pieces)
cleaned TOT. (total)
repaired unrepaired
46
6 t;
Owens Corning Fiberglas CorporationWorkplace Literacy Course
Plant ProfileOwens Corning Fiberglas Corporation makes three kinds of roofing tiles. The plant operates24 hours per day. with three shifts. Overtime is always available. The majority of theworkforce are Latino men who need to improve their communication skills and build theircapacity in speaking to coworkers and supervisors. Quality control and health and safetyissues are also focused on in the ESL classes.
Course Goals1. To help workers (mat tenders, coaters, granule mixers, cooling section attendants, shingle
cuttters, auto catcher attendants, forklift drivers, relief men, maintenance workers. poly-pack machine operators, and shippers/receivers) do their jobs efficiently, accurately andsafely through learning basic English communication skills for job performanceenhancement by:
a) naming products, product raw materials, machines, machine parts and toolsb) reading & filling out forms and other written material used In and related to
their jobsc) reading & understanding abbreviations on forms and labels (product descriptions
and colors)d) reading & understanding number/letter codes on: labels, product packages. and
Daily Production Schedule Reporte) reading & understanding switches & buttons on machines (on/off, run, start, etc.)
demonstrating Quality Control checks & naming flaws in product or rawmaterials
g) understanding safety rules & regulations at Owens-Corning; learning names ofsafety equipment & apparel; reading safety signs in the plant; understandingmeasures to avoid accidents & injuries
h) naming and describing workers' job and work historyI) filling out personnel formsk) learning basic communication skills for:
- greeting coworkers and supervisors- reporting a problem to supervisor (problem with a machine, out of acomponent, etc.)
- answering questions from supervisor- understanding instructions from supervisor, including location ofmaterials, products or other items in the plant
- understanding & accepting praise from supervisor
47
- calling in sick, explaining an absence 8z asking for a personal day- reporting an accident
2. To read and understand other workplace correspondence and signs.
3. To learn general English communication skills needed for promotion.
4. To read and fill out other forms needed for promotion.
5. To understand Owens-Corning company rules & regulations.
6. To understand procedures for resolving a problem through the union.
7. To enhance listening and problem-solving skills among workers.
8. To understand how each worker fits into the overall functioning of the workplace, i.e. howthe worker's particular job is essential to the finished product, thereby instilling a sense ofpride in their work in workers and heightening their awareness of the importance ofteamwork and cooperation.
Owens Corning Vocabulary
fan steamvapor conveyor belt
speed trackgears dentring radioactive materialgrid ladderSafety Lockout/Tagout Center carriage driveunwind/splice table hot glue applicator
dry looper carriage and rollspullroll driver and dancer coasterscrapers fife tracker
controls/instrumentation granule application/backdustingslate drum backfall hopperseparator press section
cooling water/cooling fans sealant applicationfinish looper supply pump
combustion release spray
winder mandrelcut off knife hydraulicswrapper system (heat shrink) shingle machinecutting cylinder beltscatchers cathpansdelivery conveyor packaging
accumulate meterhi lug pop up
lift table wrapping
paper feed center seal
end seal unwing stand
adhesive palletizetransfer patternshuttle pure coating
storage supply tanks
49
preheaterssilofiller heaterlower surge bin
mixerdensity gauge
unloadingenvironmental controlfume removal
circulateforklift
maintenancehose stationboiler
bulk filler system
pneumatic conveyor
upper surge bin
valves
coater pump
granule storage
mini bulk containers
dust collector
hot oil system
piping
trackmobilefire pump
sprinklerchemical treatment
Romta Adhesives, Inc.Workplace Literacy Course
Plant ProfileRoman Adhesives makes wallpaper adhesive and paint primers. The workforce is entirelymale and mostly Latino. Jobs include batchmaking, production, packing, material handling,and shipping. ESL classes are provided on-site in order to improve workers' speaking andwriting skills.
I. To help workers (batch-makers, production line workers, group leaders, and forklift drivers)do their job efficiently, accurately and safely through learning basic English communica-tion skills for job performance enhancement by:
a) learning basic communication skills for:-reporting a problem to group leader or supervisor-answering questions from group leader or supervisor-understanding instructions from group leader or supervisor-calling in sick-reporting an accident
b) learMng workplace vocabulary relevant to the various jobs involved in theprocess of making wallpaper adhesives at Roman Adhesives, Inc.
c) reading and filling out forms used in their jobs: Batch Sheet, Work in ProcessInventory, Production Fill Sheet, Down Time Sheet, Pallet Tag, Quality Controlform
d) reading and understanding abbreviations on work formse) flaming and demonstrating Quality Control checks, including weighing and
measuringunderstanding safety rules and regulations
g) understanding shop rules
2. To read and understand other workplace correspondence and signs.
3. To learn general English communication skills needed for promotion to group leader,forklift driver or batch-maker.
4. To learn basic math skills needed for promotion.
5. To gain familiarity with the forms used by production line group leaders, batch-makers andforklift drivers in order to increase chances for promotion to these jobs.
51
Roman Adhesives Vocabulary
wallpaper adhesive wallpaper preppaint primer paillid labels
ickers boxespallet/skid jeep/forklift (driver)batch batchmakerbatching area mixersto mix overhead scaleholding tanks hosespipes to pumpproduction line conveyor beltautomatic box maker automatic stenciler (computer)warehouse quick pick areastaging area racksshipping & receiving raw materials areachemicals gallonquart inchshrink wrap(per) scrapto load to packslurry (dilute old product w/water in mixer and scrap to sewer)
rework (old product that will be remixed & reused)
pallatized (loaded on pallet)
4 X 1 (4 gallons in 1 box)
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Suncast CorporationWork) lace Literacy Course
Plant ProfileSuncast Corporation designs, manufactures, and markets lawn and garden products. Itemploys nearly 600 people in its peak season, most of them are Latino. The main methods ofproduction are extrusion and molding on assembly lines. ESL classes are offered to workerswith highest seniority on a shared release-time basis. The company believes in trainingemployees fo job development and promotion. The program emphasizes job-based languageskills to improve worker productivity and provide opportunity for advancement.
Course GoalsI. To help workers (assembly line workers, end of line inspectors, machine operators, packers,
material handlers, blenders, grinders, and trainers) do their job efficiently, accurately andsafely through learning basic English communication skills for job performanceenhancement by:
a) naming products, product components, machines, machine parts, and toolsb) reading and filling out forms and other written material used in their jobs:
labels, hand tags, Bills of Material, Line Reject Tally, Reject Ticket, Test Forms,Dot Plots, Reground Material Weight Sheet, etc.
c) reading and understanding abbreviations on labels (product descriptions andcolors)
d) reading and understand number/letter codes on: labels, product packages,cartons, product manuals, gaylords and skids, including date codes and productcodes
e) reading and understanding switches and buttons on machines (on/off, run,start, etc.)
f) reading and understanding time clockg) learning sequencing of numbers (1 /1, 1/2...2/34, 2/35...etc.)h) naming and describing workers' job and work history1) filling out forms used by Personnelj) demonstrating Quality Control checks and naming flaws in product or
componentsk) understanding safety rules and regulations at Suncast, naming safety
equipment and apparel, reading safety signs, understanding measures to avoidaccidents and injuries
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1) learning basic communication skills to:- greet coworkers, foremen, and supervisors- report a problem to foreman or supervisor- answer questions from foreman or supervisor- understand spoken instructions, including location of components- understand and accept praise- call in sick, explain an absence, and ask for time off- report an accident or hazard
2. To read and understand other workplace correspondence and signs.
3. To learn general English communication skills needed for promotion.
4. To learn basic math skills needed for promotion.
5. To read and fill out other forms needed for promotion.
6. To understand Suncast company rules and regulations.
7. To understand procedures for resolving a problem through the union.
8. To enhance listening and problem-solving skills among workers.
9. To understand how each worker fits into the overall functioning of the workplace, i.e. howthe worker's particular job is essential to the finished product, thereby instilling a sense ofpride in their work and heightening their awareness of the impsirtance of teamwork andcooperation.
Molding Department
inspecttrimpacktakepick-up
lockrunnercosmetic defect
sinkflowlinefolding chair
pneumatic screwdriver (airdriver)
cells
table tops
wedges
lockersflash injection unit
flanges
hose reel
o-ringrecrossframe
handlefront brace
back brace
crankconnectorspins
parts bag
Suncast Vocabulary
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sortassemblecorrectinsertcrimpcoilgate
color markswarpinggaylord
lazy susan
pick-up wand
hose reel frame
legs
fastenerschairsfolding chair assembly fixture
front brakesmanualinsertautomatic tape machine
scale
labelbox
skidhose
screws
adapteroutside reel
inside reel air gauge
side frame wheel
axel irregularities
Quality Control Department
part baghose reelsdriverkinked hosesrustspray tanksspin-out tube
bows
o-ring applicatorrevolution
wand bending fixture
springclampfixtureunitcrimperboot pedal
final binsuctionstanksdate code
Small Assembly Department
spin weld
slide
package
formcavitysidewinder bag
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holetubeskitveyorhose handle
tank welding
sinkmetal wand flailing
cinch nut
spray tip
tube
material handlervalve body
connectorbuttonvalve housing
trigger
palm button
print outpumps
lotflex test
tightensalvage
pick up
water pistol
spring washer
blister card
impulse sprinklers robotrotary sprinklers occilating sprinklershang tag booster seal packturet sprinkler water timersshaft pistol bodyhandle shaft nutaccessory adapter sp,n tight wrenchrails sleeve
air press sonic welderseal machine blisterfemale faucet adapter male connectorside winder
Material Handlers
position weigh
count collectremove transferset aside deliverperform followassist reportset up moveload operatestaging area assembly lineline stoppage paring kniferubbish skidshousekeeping duties the balance left to make is...
Please be careful/make sure that the press/part number on the label is correct.
Do not write down the time for a part when the mat-con computer is down.
Extrusion Departmentcheck collapsebleed stretch wrapregrind m ix
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recycle samplethrow holesedging collapsewater marks lineswand hose calipercutter extruderhead of ztxtruder die
heater band vacuum tankair blow off pullerconveyor connector binmachine feeder spoolsblender shuttlermateral handler skidbuckets moisturecontamination
Work Forms
part Mane part number (#)date shiftsp/po number QA Departmentvendor machineline othercontainers total piecessample defectreason for rejection specificationdimension functionappearance regrindthrow out reworkuse as is code numbercode names (dispose, regrind) departmentLRT# descriptionQTY (quantity) ADJ Codeunit cost final
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reasons: burst test, damaged, bad spin weld, pull test, damaged machine, incomplete
submitted by Q.A. Disposition by
inventory relieved by
tareproduct
target weight at start
confirmed rejects
reset
start labelremarksdepartment supervisor
special instructionsfail
PSI comments
action taken or rej burst test w/end plugged
ID or box water test pressure
comments lb.
decay Dim B Pull
total average
deflector up/down diffuser screw tight/loose
failed PSI rotate
hold position condition
spring rew. spring/nut reworked
loose deflector good nut
model full pattern
center pattern
MATL. disposed by
gross
netinspector+/- range
summarizeshop order #
ending label
prepared by
typeburst test type
Common Defects List for Assembly
missing short shots wrong
sink under/oversize shiny
dull cracked crooked
dirty don't fit flash
sharp flash rusty kinkbrittle parts breaks easily open bag
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mixed
distortionholes filled
screws aren't all the way in
0.D. (outside dimension)
flash in 0-ring areadribblergusher
printing isn't legible
seal properly
out of round
too close to edge
knock out pinhole isn't drilled
I.D. or inside dimension
leaksspritzerflow lines
spots
failed
-
aligned
color streakssplayunglued
torndripsdroolerscratchesbrokenburst
The Apparel Group Ltd. (Enro)Workplace Literacy Course
Plant ProfileEnro is a large manufacturer of men's dress shirts located in Louisville, Kentucky. The shirtsare pattern-drafted, cut, sewn, and packaged in the facility. Men's and women's sports shirtsare also manufactured, but in a smaller capacity. Recently, the plant added a tie division,which has its own cutting, sewing and packing departments. Altogether, about 600 workers areemployed. The plant has a small population of Asian workers from Viet Nam and Korea. ESLclasses are provided on-site after working hours to help these workers improve their Englishcommunication skills and ensure a smooth running of plant operations.
C.A.UXIMS12/
1. To help workers (sewing machine operators, finishers, packers, etc.) do theirjob efficiently,accurately and safely through learning basic English communication skills for jobperformance enhancement by:
a) naming products, pieces, machine parts and tools;b) identifying flaws and errors in work;c) understanding reasons for rejected work;d) explaining a problem with a machine or bundle;e) reading and understanding codes and abbreviations on bundle tickets;1) filling out time sheet:g) using basic math to figure piece rate;h) filling out forms used by Personnel Office:i) understanding safety rules and regulations;j) identifying possible hazards that may occur when safety mearsures are
ignored;
k) learning basic communication sklls to:- greet coworkers and supervisors- report a problem to supervisor or quality control person- answer questions from supervisor- understand spoken instructions
request work from service person- understand and accept praise- call in sick, explain an absence, and ask for time off- report an accident or hazard
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2. To read and understand other workplace correspondence and signs.
3. To learn general English communication skills needed for promotion.
4. To learn basic math skills needed for promotion.
5. To understand Suncast company rules and regulations.
6. To understand procedures for resolving a problem through the union.
7. To enhance listening and problem-solving skills among workers.
8. To understand how each worker fits into the overall functioning of the workplace, i.e. howthe worker's particular job is essential to the finished product, thereby instilling a sense ofpride in their work and heightening their awareness of the importance of teamwork andcooperation.
The Apparel Group (Enro) Vocabulary
cutting machinestay departmentstitches mylarGerber cutter threadfusible taping armhole seamsamples widthsewing labelsidesearn SPIopearations stitch controlproduction yokefoot pressure associatesnotches tensionsfinishing foot feedpuckering factoryfoot pedal garmentcollar checkingpocket neckwearresewing sleevesdivision centeringrun off Customer Servicemachine operator merchandisingProduction Planning EDI - Elect-onic Data Interchangecommunication inventoryservice awards bandyoking seam companypucker free managementneedle plate quality controlfeed dog pickingpulley receivingsize shippingplacket packing
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broadcloth stockingpiece rate unioncuffs backfront scissorshem hookbar tack joiningbelt jump shirtbobbin case bobbin windermanager skip stitchbundle materialbutton hole needle guardpinstripe oilsupervisor threadcolor cross pointping bar ticketpins final presstreadle fixreject trimrepair french cuff
BIBLIOGRAPHY
WORKER-CENTERED STUDENT TEXTS
Aronson. E., et al. (1978). The Jigsaw Classroom. Sage Publications.
Auerbach, E. and Wallerstein. N. (1987). ESL for Action: English for the Workplace. Reading,MA: Addison-Wesley Publishing Company.
Auerbach, E. and Wallerstein. N. (1987). ESL for Action: Problem Posing at Work. Reading,MA: Addison-Wesley Publishing Company.
Barasovska, J. (1988). Getting Started with Experience Stories. Syracuse, NY: New ReadersPress.
Dean. P. and Figueroa Uribe, T. (1990). Leer y Escribir Hoy. Palatine, IL: Linmore Publishing.Inc.
Fauteux. D. and Alamo, M. (1991). palabras de Lucha y Alegria. Syracuse. NY: New ReadersPress.
Gordon, J. (1991). More Than a Job: Readings on Work and Society. Syracuse, NY: New ReadersPress.
Ligon, F. and Tannenbaum, E. (1990). Picture Stories. White Plains, NY: Longnian.
Robinson, C. and Rowekamp..J. (1985). Speaking UD at Work. New York, NY: OxfordUniversity Press.
Weinstein-Shr, G. (1992). Stories to Tell Our Children. Boston, MA: Heinle & HeinlePublishers.
RESOURCES and TEACHERS' GUIDES
Asher. J. (1982). Learning Another Language Through Actions: The Complete Teacher'sGuidebook. Los Gatos, CA: Sky Oaks Productions, Inc.
Ashton-Watner, C. (1963). Teacher. New York: Touchstone Books.
Auerbach, E. (1989). Making Meaning, Making Chante: A Guide to Participatory Cu_WLILIunDevelopment for Adult ESL and Family Literacy. Boston, MA: University ofMassachusetts, English Family Literacy Project.
Barndt, D., Belflore. M. and Handscombe, J. (1991). English at Work. Syracuse, NY: NewReaders Press.
Brown, C. (1978). Literacy in 30 Hours: Paulo Freire's Process in Northeast Brazil. Chicago, IL:Center for Open Learning and Teaching/Alternative Schools Network.
Brown, H. D. (1980). Principles of Language Learning and Teaching. Englewood Chiffs, NJ:Prentice Hall.
Brown, J. M., and Palmer, A.S. (1988). The Listening Approach: Methods and Materials forApplying Krashen's Input Hypotheses, White Plains, NY: Longman, Inc.
Carnevale, A.P., Gainer, L. J., and Meltzer, A. S. (1988). Workplace Basics: The SkillsEmployers Want. Washington D.C.: American Society for Training and Development andU. S. Department of Labor.
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Chisman, F.P. (January, 1989). Final Report on the Project on Adult Literacy. SouthportInstitute for Policy Analysis. Southport, CT.
Cummins, J. (1986). "Empowering Minority Students: A Framework for Intervention."Harvard Education Review 56, No. 1.
De Casten. S., Luke, A, and Egan, K. (eds.) (1986). Literacy. Society. and Schooling: A Reader.Cambridge: Cambridge University Press.
Dixon, C.N. and Nessel, D. (1983). Language Experience Approach to Reading_slad_w_gung.J.LAfor ESL. Hayward, CA Alemany Press.
Fillmore, L. and Valadez, C. (1986). 'Teaching Bilingual Learners" in Handbook of Research onTeaching, ed. Whitrock, M. AERA. New York, NY: Macmillan.
Freire, P. and Macedo, D. (1987). Literacy: Reading the Word and the World. South Hadley, MABergin & Garvey Publishers, Inc.
Freire, P. (1970). Pedagogy of the Oppressed. New York. NY: Continuum PublishingCorporation.
Hakuta. K. (1986). The Mirror of Language. New York. NY: Basic Books.
Harmon, D. (1987). Illiteracy. A National Dilemma. New York, NY: Cambridge BookCompany.
Instituto Nacional para la Educacion de los Auultos en Mexico. Guia para la AlfabetizacionRural. Mexico, D.F.: Secretaria de Educacion Publica, Marzo, 1987.
Isserlis, J. 'Workplace Literacy Program for Nonnative English Speakers." ERIC Digest.October, 1991.
Johnston, W. B. and Pacher, A. D. (1987). Workforce 2000: Work and Workers for the 21stCentury. Hudson Institute, Indianapolis, IN.
Kagan. S. (1989). Ccoperative Learning - Resources for Teachers. San Juan Capistrano, CAResources for Teachers.
Kennedy, K. and Roeder, S. (1975). Using Language Experience with Adults: A Guide forTeachers. Syracuse, NY: New Readers Press.
Kintgen, E. R., Kroll, B. M., and Ross, M. (eds.). (1988). larspect1ves on Literacy. Carbondale, IL:Southern Illinois University Press.
Kozol, J. Pliterate Arne Lica. (1985). New York, NY: Plume/New American Library.
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. London: Longman.
Krashen, S. D. and Terrel. T. D. (1983). The Natural Approach. Hayward. CA: Alemany Press.
Mikulecky, L., Eh linger. J., and Meenan, A. L. 'Training for Job Literacy Demands: WhatResearch Applies to Practice, " Institute for the Study of Adult Literacy Pennsylvania StateUniversity, University Park. PA.
Moriarity, P. and Wallerstein. N. (1980). "By teaching we can learn: Friere process forteachers." ,c alifornia Journal of Teacher Educ?tion, 7 (1), 39-46.
Pharness, G. "A Learner-Centered Worker Education Program." ERIC Digest. October, 1991.
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Philippi, J. W. " A Guide to Developing Instruction for Workforce Literacy Programs."Presentation to the American Association for Adult Continuing Education Conference,Tulsa. Oklahoma, November 4, 1988.
Sarmiento, A.R. and Kay, A. (1990). Worker-Centered Learning: A Union Guide to WorkplaceLiteracy. Washington, DC: AFL-CIO Human Risources Development Institue.
Shor, I. (ed.). (3.987). Freire for the Classroom: A Sourcebook for Liberatory Teaching.Portsmouth, NH: Boynton/Cook Publishers.
Smith, F. (1988). Joining the Literacy Club: Further Essays into Education. Portsmouth, NH:Heinemann.
Smith, F. (1985). Reading Without Nonsense. New York, NY: Teachers College Press.
Soifer. R et al. (1990). The Complete Theow-to-Practice Handbook of Adult Literacy. NewYork, NY: Teachers College Press.
Sticht. T. G. "Functional Context Education." Applied Behavioral & Cognitive Sciences, Inc.,San Diego: March, 1987.
Williams, J. and Snipper, G. (1990). Literacy and Bilingualism. New York, NY: Longman.
United States Department of Education Office of Vocational and Adult Education. WorkplaceLiteracy: Reshaping the American Workforce. Washington D.C.: May, 1992.
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