Barbara, and others,

Thanks, Barbara, for suggesting online ESOL Distance Learning. In  
some states this model is better developed than in others. I wonder  
if any workplace ESOL programs are partnered with distance learning  
programs in their states so that students can flow seamlessly from  
classroom-based English learning (perhaps with an online supplement)  
to online distance English learning, and perhaps other basic skills  
learning, once the class has ended. This may be an area in some  
states that needs to be better organized.

Below are some other solutions to the problem I posed (what's next  
after the workplace ESOL class has ended). I would like to hear from  
workplace ESOL practitioners who may be doing some of these things  
now. I would also like to hear more solutions.

• I wonder if one solution to the problem can be framed in planning  
the workplace ESOL class(es) at the outset. For example, especially  
if a community college is the workplace English provider, designing  
and scheduling the workplace course so that it can lead to other ESOL  
classes a community college offers, and providing -- in the workplace  
ESOL course -- some help with reading the college credit or noncredit  
(continuing education) catalogs might be useful for some students.  
Perhaps some subscribers to this list do this already. If so, it  
would be great to hear what they do.

• Another solution might be a new, free, online federally-funded Web  
portal that will be unveiled in September called USA Learns. I  
haven't seen it yet, but I know that it is based on two existing  
online products which may be familiar to some readers of this  
discussion: English For All, and Putting English to Work. These  
products are best used with an online or classroom teacher, but it  
may be possible for some students to use the newly-designed USA  
Learns on their own.

• There is another product in development (in its first year of a  
three-year federally-funded demonstration in several regions of the  
country) called the Learner Web. One of its Learning Plans that is  
being developed now is for ESOL. The Learning Plan will be designed  
so that students can use online ESOL learning resources on their own  
with a structured self-study guide/curriculum and, at least in some  
regions, with online and telephone help available.

• Perhaps a Workplace English program could help the company to set  
up a company-sponsored employee DVD video lending library of English  
learning videos. Does anyone already have a good list of such videos  
in case a company is interested? Do any companies already do this?  
Many public libraries, of course, lend ESOL videos and software.

For many English language learners now videos are best used as a  
supplement to a class or tutoring program. My hope is that in the  
future the Learner Web (a project with which I am involved) will be  
another support structure (in addition to classes and tutoring) for  
those who want to learn English on their own but need some structure  
and support but not necessarily a class.

Other solutions?

David J. Rosen
djrosen at comcast.net


On Jul 22, 2008, at 10:38 AM, Barbara Tondre wrote:


> Great idea, Amber.  It’s all about that window of opportunity! Does  

> anyone have suggestions for discussion on the last days of class  

> with learners who want to maintain or extend their newly learned  

> language skills?

>

>

>

> Barbara Tondre

>

>

>

> From: workplace-bounces at nifl.gov [mailto:workplace- 

> bounces at nifl.gov] On Behalf Of Amber Gallup

> Sent: Tuesday, July 22, 2008 8:42 AM

> To: The Workplace Literacy Discussion List

> Subject: [Workplace 1507] Re: Taking the Plunge into Work-Based ESL

>

>

>

> David Rosen asks:

> "Companies are usually not able to provide space or fund teachers  

> for more than this. The students, still motivated to learn more  

> English, are often stuck. They don't know where they can go for  

> classes, or the classes aren't offered when they can take them or,  

> because they have two or more jobs, they have no time to attend  

> classes anywhere. What are some good solutions to this problem?"

>

> This is one simple solution, but it has worked quite well for me:   

> Over the years of providing workplace classes and just being in the  

> ESL community here in the DC area, I've collected a binder listing  

> details and contact info for local ESL programs, classes, tutors  

> (including impressive teachers who have worked for me and have  

> consented to have their info listed), books and audio programs, and  

> stores...as well as blank pieces of note paper.  I organize them  

> all in the binder and take it with me to the last day of any  

> workplace course, whether I'm teaching it or supervising it...after  

> students fill out their evaluations, I have a short exit interview  

> with any student who wants it, and the information they request is  

> almost always in my binder, ready to copy out onto the notepaper  

> and point students in the directions they want to go.  Again, it's  

> simple, but it meets important needs and is much better than the  

> unrealistic, "contact me after class" or "I'll call you with the  

> info."

>

> Amber Gallup

>

> Director, Essential Language

>

> (202) 234-4565

>

>

> --- On Tue, 7/22/08, David J. Rosen <djrosen at comcast.net> wrote:

>

> From: David J. Rosen <djrosen at comcast.net>

> Subject: [Workplace 1506] Re: Taking the Plunge into Work-Based ESL

> To: "The Workplace Literacy Discussion List" <workplace at nifl.gov>

> Date: Tuesday, July 22, 2008, 4:16 AM

>

> Colleagues,

>

>

>

> On Jul 22, 2008, Barbara Tondre wrote:

>

>> The terms workforce, workplace, and work-based are often used  

>> interchangeably in discussions of work-related literacy, basic  

>> skills, and English language instruction. Is one preferred over  

>> the others and is there a marked difference in meaning?

>>

>

> I understand these terms as different, not interchangeable, so I  

> would like to offer some definitions

>

>

>

> Workplace learning, including workplace English, is usually classes  

> focused on basic skills learning contextualized to a particular  

> workplace, company or industry. Although the classes are usually  

> held at the workplace they could be held at a union hall, community  

> college or elsewhere. Some workplace learning takes place online.

>

>

>

> Workforce learning, in adult literacy education, could include  

> workplace learning but often focuses on preparing students for work  

> or, for workers who have lost their jobs, for new kinds of work.

>

>

>

> Work-based learning, usually for students who are preparing for  

> work, has a high school, college or adult education class component  

> and also a learning component at work. Ideally the two are well  

> integrated.

>

>

>

> In the context of this discussion, I believe we are talking about  

> workplace learning, specifically English language learning.

>

>

>

> I have a question for Barbara, Pat or others, perhaps for later in  

> the discussion: Over years of providing, observing and evaluating  

> workplace learning, including English language learning, I have  

> seen some great classes, teaching, and curriculum. I have seen  

> students who are highly motivated, and who make great gains.  

> However, usually a company only offers one or two levels of  

> workplace English. Companies are usually not able to provide space  

> or fund teachers for more than this. The students, still motivated  

> to learn more English, are often stuck. They don't know where they  

> can go for classes, or the classes aren't offered when they can  

> take them or, because they have two or more  jobs, they have no  

> time to attend classes anywhere. What are some good solutions to  

> this problem?

>

>

>

> David J. Rosen

>

> djrosen at comcast.net

>

> ----------------------------------------------------

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>

>  ambergallup at yahoo.com

>

>

> ----------------------------------------------------

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David J. Rosen
djrosen at comcast.net



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