Return-Path: <nifl-workplace@literacy.nifl.gov>
Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h78EaE711059; Fri, 8 Aug 2003 10:36:14 -0400 (EDT)
Date: Fri, 8 Aug 2003 10:36:14 -0400 (EDT)
Message-Id: <20030808143242.6AE234700A8@relay.iu13.org>
Errors-To: listowner@literacy.nifl.gov
Reply-To: nifl-workplace@literacy.nifl.gov
Originator: nifl-workplace@literacy.nifl.gov
Sender: nifl-workplace@literacy.nifl.gov
Precedence: bulk
From: Melissa Monti <melissa_monti@iu13.org>
To: Multiple recipients of list <nifl-workplace@literacy.nifl.gov>
Subject: [NIFL-WORKPLACE:724] RE: Integrating non-English speakers into t
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
Content-Transfer-Encoding: 8bit
Content-Type: text/plain; charset="US-Ascii"
X-Mailer: QuickMail Pro 1.5.4r2 (Mac)
Status: O
Content-Length: 7309
Lines: 100
Reply to: RE: [NIFL-WORKPLACE:723] Integrating non-English speakers int
Hello, Trish -
I do not work in K-12 however I am an esl instructor in our organization's Employer Services division. I design, write, deliver, and evaluate workplace language training classes. I have found that the easiest, most relevant, most cost-effective, most transparent way to teach any workplace language class is to use authentic materials ("realia"). I have taught several classes in manufacturing environments, places where hazardous materials, immediate (i.e. spontaneous) communication and safety have utmost importance. What I have done in these cases in order to teach workplace verbs, vocabulary, communication strategies, and safety are to use materials I can gather right from that environment. For example, during the assessment phase I will take a tour of the plant and wil ask for someone to tell me what is done at each station. While I am listening I also jot down a list of activites and words (verbs, nouns, prepositions, etc) that arise. I do this not only at each station but during meetings with potential learners, native english-speaking coworkers, and supervisors. Listening to the people who do the work and to those who interact with them enables me to develop a relevant curriculum without as much guesswork. They in essence, tell me what is important. One way you can do this is to create a grid or matrix of some sort into which you can slot language needs based on frequency, intensity, and urgency of the language needs. For example, someone might not have much need to yell "fire!" (low frequency) but if they do need to yell "fire!" it is extremely important (high urgency). Another example is when some language need may be low urgency compared to an emergency situation (using prepositions on a manual line) but is so frequent that that alone outranks some other language need. In doing this matrix, you will then be able to start to rank the emphasis of the language training subjects/topics. It may seem cumbersome but it does help me. I recommend that you check out the work of Anne Lomperis. I am f
I learned about it at a Workplace ESL conference in PA during which she was a keynote speaker.
Another example of how you can use authentic material in a janitorial class is to take the Material Safety Data Sheets (each workplace will have a binder - according to OSHA regs) and use those in the actual lessons. I don't know how familiar with the MSDS you are but basically every chemical or toxic substance used in a workplace will have an individual MSDS. The individual MSDS must include info re: the specific chemical compounds in each substance, the toxicity, what to do if it spills, is ingested, is inhaled, how to clean it up, what to wear to clean it up, and whom to notify, evacuate, etc. It is vital that every employee know not only where to locate this book but how to use it. I can easily see you devoting a unit to learning about what the MSDS is, what common vocab is there, and how to read them and communicate about them. You will be able to use this instructional material easier than if you were to attempt to teach the content/concepts out of contexts because the materials themselves will likely be familiar to the employees (by sight at least). That sort of saves a step. Additionally, it's material they need to and probably want to know - so it can easily be made transparent. it will mean something to the learners. Tom Sticht has done some work with contextual learning that I have found helpful. I recently did a presentaion about how I use authentic materials in the workplace. I would be glad to share the content of that with you if it would be helpful. Please feel free to contact me. My contact info is below in my signature.
Good luck! Melissa
Melissa Monti
Professional Developer
IU-13/SEPDC
Instructional Services Dept.
1110 Enterprise Road
East Petersburg, PA 17520
tele. (717)519-1012
fax (717)560-6150
email: melissa_monti@iu.13.org
"I see the past as only a positive challenge to the future". - Stevland Morris
Tricia Mosser wrote:
>Hello all,
>
>I'm working on a story for a K-12 national newsletter called Managing School
>Business. My article will give practical tips on how to integrate
>non-English speakers into the workplace. Deadline is end of the day, Tues.
>Aug. 12. (I'm posting this message to both the NIFL ESL and Workplace lists,
>so my apologies if you receive it twice!)
>
>For my readers, the primary challenge is making sure custodial workers who
>don't speak English are able to stay safe on the job, especially because
>they are working with so many chemicals and different kinds of machinery. In
>some districts due to budget and other constraints, the needed training for
>these workers might get brushed aside unless an accident brings the issue to
>the table.
>
>I've found some good online resources and I have a little background in
>ESL/literacy because I tutor someone from Haiti who is learning to
>read/speak English. >But I would appreciate greatly any guidance from list serv members. In
>particular:
>
>1) Does anyone know of a list of words/phrases that would be particularly
>useful for custodial workers to know, understand and be able to use?
>
>2) What are some best practices in training these workers on the basics
>and/or starting a workplace/ESL literacy program? (It seems to me a district
>could do it at low-cost if they partnered with a local literacy coalition?)
>
>3) Do any of you work with a school district that has a successful
>workplace/ESL program in place for its workers?
>
>Thank you!
>
>Sincerely,
>Tricia Mosser
>Editor, LRP Publications
>Maintaining Safe Schools
>Managing School Business
>School Administrator's Guide to Title I Bulletin
>The School Discipline Advisor
>www.specialedconnection.com
>360 Hiatt Drive
>Palm Beach Gardens, FL 33418
>800-860-5086, ext. 8731
>tmosser@lrp.com
>www.lrp.com
>
>RFC822 header
>-----------------------------------
>
> Return-Path: <nifl-workplace@literacy.nifl.gov>
> Received: from relay.iu13.org ([unix socket])
> by mail.iu13.org (Cyrus v2.1.11-Lancaster-Lebanon-IU13-Mail-Services) >with LMTP; Fri, 08 Aug 2003 09:52:31 -0400
> X-Sieve: CMU Sieve 2.2
> Received: from literacy.nifl.gov (unknown [192.188.111.2])
> by relay.iu13.org (Postfix) with ESMTP id EAB63470013
> for <melissa_monti@iu13.org>; Fri, 8 Aug 2003 09:52:11 -0400 (EDT)
> Received: from literacy (localhost [127.0.0.1])
> by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h78Dpk706783;
> Fri, 8 Aug 2003 09:51:46 -0400 (EDT)
> Date: Fri, 8 Aug 2003 09:51:46 -0400 (EDT)
> Message-Id: <67A7FDB05510D211A77C00104B5991F304EE5D6E@NT_EXCH_FLA>
> Errors-To: listowner@nifl.gov
> Reply-To: nifl-workplace@nifl.gov
> Originator: nifl-workplace@literacy.nifl.gov
> Sender: nifl-workplace@nifl.gov
> Precedence: bulk
> From: Tricia Mosser <tmosser@lrp.com>
> To: Multiple recipients of list <nifl-workplace@literacy.nifl.gov>
> Subject: [NIFL-WORKPLACE:723] Integrating non-English speakers into the >workplace
> X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
> Content-Type: text/plain
> X-Mailer: Internet Mail Service (5.5.2653.19)
> MIME-Version: 1.0
> X-Content-Scanned: by IU 13 eMail Scanning
>
This archive was generated by hypermail 2b30 : Thu Mar 11 2004 - 12:17:59 EST