Author(s): Stephanie Sommers

Institutional affiliation/Agency/Program: Bridge to Advanced Technological Education and Employment Project, University of Illinois at Chicago

Publication date or date of most recent update: April 2000

Number of pages: 115

Website URL: http://www.uic.edu/cuppa/techbridge/PDF/VESLGuide_040100.PDF

Type of product (lesson plans, curriculum, training product): Curriculum Guide with lesson plans

Subject of materials: Vocational English as a Second Language, especially Communication skills

Target population: Instructors, ESOL

Skill levels of instructional materials (lessons, curricula): Low Intermediate ESL (NRS Educational Functioning Level 4); High Intermediate ESL (NRS Educational Functioning Level 5)

Training required: No formal training is described or provided, but instructors should be completely familiar with the curriculum and its use with two commercial publications (Longman's Focus on Grammar, and Contemporary's Number Sense) as well as the interactive instructional techniques and any adaptations and extensions that might be necessary (and highly suggested by author) for the target audience.

Abstract: The curriculum guide was designed to prepare intermediate level ELL adults for career-path employment and post-secondary education in advanced technology fields. It is composed of two courses (A and B) that run for 14 weeks, 12 hours per week. "Students are admitted to the VESL A course when they can read and do math in English at the fourth grade level of the TABE test. They are admitted to the VESL B course when their reading and math is at the sixth grade level (Page 5)." The guide does not provide expected outcomes in terms of advancement in TABE levels.

Career paths and lifelong learning are stressed throughout the structured lesson plans that focus heavily on grammar, especially writing and speaking, in the context of work and careers. Both A and B courses in this guide rely on interactive writing techniques with the instructor and in student pairs. Many of the activities are project-based and require active teaching and learning techniques such as role-plays. The activities represent a broad variety of scenarios and situations that are typically encountered by adults on the job or with goals for good jobs and opportunities for advancement.

What the experts say: This resource is an excellent integration of English language competencies and content objectives presented in an interactive and engaging way. It is well-organized with built-in scaffolding that engages students in problem solving and tasks related to employment goals. It moves logically from needs assessment to introduction of new material through varied practice in real contexts to assessment and reflection on what is learned. The author cautions the instructor to always put individual learners first, to not be rigid in using each and every part of the curriculum if certain learners may not need particular sections or activities. It should be easily implemented.