Author(s): Burt, Miriam

Institutional affiliation/Agency/Program: National Center for ESL Literacy Education

Publication date or date of most recent update: 01/06/04

Number of pages: 13

Website URL: http://www.workandeconomy.org/Issues%20in%20Improving%20Immigrant%20Workers%20English%20Language%20Skills%20-%20Burt.pdf

Type of product (lesson plans, curriculum, training product): training product

Key words: English as a Second Language (ESL), immigrants, workplace, workforce, literacy, skills,

Target population: Instructors, Administrators

Training required: None. But further training is needed to move beyond initial knowledge

Abstract: This article reviews available research literature in the ESL Workplace learning field. Burt seeks to go beyond naming desired outcomes and assessments; current research focuses primarily on length of time to learn English and learning "American-Like" behavior. She addresses issues in identifying, monitoring and assessing outcomes of English language instruction at workplace. Some of these are: the length of time generally allotted does not lead to language proficiency, code-switching, language identity, the need to utilize learned skills, and the manner in which workplace organization can also affect language learning. Burt also compiles suggestions from the literature which include: offering short, intensive classes with clear, measurable objectives; educating everyone about language learning (difficulties, process, challenges); involving stakeholders; offering opportunities to use English in both formal and informal workplace situations (e.g. native language speakers mentoring at break time). Lastly, the bibliography is excellent and accessible as it is organized by topic.

What the experts say: This is a useful summary with suggestions about where to go for research summaries. Most of these are evaluation reports of workforce literacy programs and are suggestive but not definitive in their descriptions of best practices. Since most of the research cited and in the field is descriptive and is more focused on native-speaking rather than ESL populations practitioners will be challenged to ascertain which of the myriad of programs cited have useful information. For example, it is important to describe the use of the native language as a means of accelerating, rather than impeding, learning of the second language.

The focus of this piece is on low-wage, low level jobs and more attention needs to be paid to the concept of functional context learning (Sticht et al). There is an implied behavioral approach with a focus on measurable gains that is in conflict with later research on cognitive constructivist approaches. The author's suggestions for practice do not exactly follow from her research review. Why recommend programs be short when all the research suggests that language competency is a long-term task? What is the evidence that accent reduction has real impact on job performance or learner satisfaction?

The extensive review of resources is valuable and will provide links users with good information