A big issue I see at the workplace is that of expectations. We in the United States are generally quite naïve about languages and what it takes to learn a new language. Many of us speak just one language and our experience learning another language is limited to a few years of high school French, German, or Spanish. 

 

This can result in supervisors expecting immigrant workers to be almost fluent in English after a few hours of someone talking to them in English about grammar and vocabulary at the workplace. There is often disappointment that the worker/learner in not almost immediately speaking in English, even with co-workers who speak the same native language. When unrealistic expectations are not met, by supervisors and English speaking co-workers, then the classes may be deemed to be unsuccessful and this is less likelihood that they will continue.

 

Tied to this expectations issue is a lack of clarity about outcomes. Why is the program being funded? As the old saying goes, if you don't know where you're going, how will you know when you get there? Just having a sort of general desire for workers to "speak English," or "speak better English" is not enough.

 

Miriam Burt


________________________________

	From: englishlanguage-bounces at nifl.gov [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Sharon McKay
	Sent: Monday, April 16, 2007 9:26 AM
	To: The Adult English Language Learners Discussion List
	Subject: [EnglishLanguage 1203] Walking the Line in Curriculum Development
	
	

	When I was teaching ESL in workplace programs, I found several issues impacted improving English language skills.  In progressive worksites, managers viewed employees as team members who needed to grow with the organization.  In that case, managers wanted English skill development to be an holistic improvement in all language skills across the board. In some work enviroments, management seemed most interested in fostering skill development as it related to the job currently held by the English language learner.  As a teacher, I found the first scenario much easier to work with.   

	For English language learners, English at work is a top priority in their lives. But in the classroom, you quickly find students who have more extensive qualifications than their current positions require. They have aspirations which include understanding and using English well beyond the requirements of their current job. Teachers have to find the balance between employer and learner needs. This is an area where well-crafted curriculum can make a great impact. Preparing curricula that target English needed for both the current and future employment expectations is no easy task. I'd like to hear how others have approached this challenge of curriculum development.


	Sharon McKay 
	  

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