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