Succeeding with the LEP in Vocational Education: Common Concerns and Solutions

DOCUMENT RESUME

ED 383 233 FL 800 960

AUTHOR Lopez-Valadez, Jeanne TITLE Succeeding with the LEP in Vocational Education: Common Concerns and Solutions. INSTITUTION Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education. PUB DATE Jun 91 NOTE 75p. PUB TYPE Guides Nol,--Classroom Use (055)

EDRS PRICE MF01/PC03. Plus Postage. DESCRIPTORS Check Lists; *Counseling Services; Cultural Context; *Cultural Influences; *Employment Opportunities; Guides; Language Proficiency; Lesson Plans; *Limited English.Speaking; Measurement Techniques; Models; Postsecondary Education; Recruitment; Resource Materials; Secondary Education; Student Needs; Vocational Education; *Vocational English (Second Language)

ABSTRACT This manual is designed to be used as a resource in the planning and implementation of vocational education support services for the limited-English-proficient (LEP) student. The focus of the manual is to address the linguistic and cultural backgrounds of LEP persons and provide them with vocational education that encompasses a wide array of services--targetedrecruitment, occupational English, adapted vocational instruction, career counseling and job development--in order to facilitate their participation in training and integration into the workplace. Topics covered include identifying LEP students, training models, assessment of LEP students, instructional adaptation, the role of culture. counseling materials and funding. Appended materials include the following: sample language proficiency descriptions; sample home language surveys; a list of resource agencies; a bilingualvocational program student referral form; the BilingualVocational Education project's industrial and technical training curriculum; a list of typing competencies for the LEP student; bilingual vocational training models; ethnic media resources; recruitment brochures; language proficiency assessment tools; excerpts from a technical English test; Vocational English-as-a-Second-Language(VESL) competency checklist for data entry; sources of sampleassessment instruments; a list of information and materials clearinghouses;work English VESL competencies; and sample VESL lesson plans. (CK)

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2 BEST COPY AVAILABLE Succeeding wit% the LEP in Vocational Education: Common Concerns and Solutions

Jeanne Lopez- Valadez Bilingual Vocational Education Project

June, 1991

Louis Mervis, Chairman Illinois State Board of Education

Robert Leininger State Superintendent of Education ACKNOWLEDGEMENTS

Many individuals contributed ideas and sugges- tions providing valuable input during the development of this manual. Special appreciation is extend-

ed to Tipawan Reed and Linda Mrowicki for their i assistance in the preparation of several sections. Judith Diamond and Nancy Harris were most helpful by providing editorial review. The quality graphics and typesetting were contributed by Creative Graphics. Gratitude goes to these individuals and to countless local program staff whose materials and innovative strategies were integral to the content of this manual.

Jeanne Lopez-Valadez Director Bilingual Vocational Education Project

i 4 TABLE OF CONTENTS

ACKNOWLEDGEMENTS INTRODUCTION I. Who is an LEP Student? 2 IL How does one identify the LEP student population in a district or school? 4 III.What training models have been developed for serving the LEP? 5 IV. How do vocational programs recruit LEP students? 8 V. How does one assess the LEP? 10 VI.How can vocational teachers adapt their instruction? 13 VII. What is Vocational English as a Second Language (VESL)? 16 VIII. What role does culture play? 19 IX.How does one improve coordination? 23 X. What transition services do LEP students need? 24 XI.Are special instructional and counseling materials available? 26 XII.Is there funding for LEP programs and services? 28 IMPLEMENTATION CHECKLIST 33

APPENDICES 34 Appendix A - Sample Language Proficiency Descriptions Stages of Language Development 35 Student Performance Levels Abbreviated Version 36 Appendix B - Sample Home Language Surveys Family Language Background Survey 38 A Sample Home Language Survey 39 Appendix C - Resource Agencies 40 Appendix D - Bilingual Vocational Program Student Referral Form 41 Appendix E - The VITT Curriculum: Vocational ESL for Industrial and Technical Training 42 Appendix F - Typing for the LEP 45 Appendix G - BVT Models BVT in Heating, Refrigeration and Air Conditioning for LEP Adults 46 A Secondary BVT Model 47 Appendix H - Ethnic Media Resources Ethnic Radio Stations 48 Ethnic Newspapers 49 Appendix I - Recruitment Brochures 51

ii TABLE OF CONTENTS(Continued)

Appendix J - Language Proficiency Assessment Tools Language Proficiency Rating Scale and Rating Sheet 52 Sample Interview Questions 54 Criteria for Evaluating Writing Sample 55 Appendix K - Excerpts from a Technical Engksh Test 56 Appendix L - VESL Competency Checklist: Data Entry 59 Appendix M - Sources of Sample Assessment Instruments 61 Appendix N - Information and Materials Clearinghouses 62 Appendix 0 - Work English VESL Competencies 63 Appendix P - Sample VESL Lesson Plans 64 Introduction lb address the linguistic and cultural backgrounds of LEP persons. vocational education must provide 1101.1111111MINF a wide array of services--targeted recruitment, occupational English. adapted vocational instruction, career counseling, job development, etcIn order Vocational education programs inIllinois. to facilitate the participation in training aria integra- whether at the high school, adult education or com- tion into the workforce of this special needs munity college level, have been providing population. thousands of students with valuable marketable This manual is designed to be used as a resource skills for years. This task is now made more in the planning and implementation of these sup- challenging as a result of changing demographics, port services. It is most appropriate for vocational shifts in the labor market and increasing basic skill administrators, ESL/bilingual coordinators, and requirements for workers. special needs personnel. The issues addressed will Illinois has always had a multilingual, multicultural include those program components mentioned population. One of the fastest growing segments of above as well as funding, materials, and program this population is comprised of linguistic minorities. improvement. many of whom are limited English proficient (LEP). Available state data indicates that in Illinois: As of the 1980 census, there were an estimated 1,250,000 persons who spoke languages other than English at home, making it the state with the 4th largest number of linguistic minorities in the nation. Some 161,709 undocumented aliens have applied for legal status as part of the Amnesty Program under the immigration legislation of 1986. The K-12 Public School Bilingual Census (1988-1989) reported that language minority students comprised 10% of the total public school enrollment or 181,721 pupils. More than 41% of all adult education students were enrolled in English as a Se- cond Language (ESL) classes, according to the Illinois State Board of Education's FY*89 Performance Report for Adult Education. Although Spanish-speakers comprise 75% of those who are LEP, the state serves over thirty distinct language groups. These language minorities, residents. and recent immigrants will constitute the largest share of new entrants into the labor force in the next twelve years (Hudson Institute, 1987). Unfortunately, these same individuals will also be the most heavily impacted by changes in the labor market. Education, par- ticulary vocational education, will pay an increas- ingly important role in matching the needs of the LEP population and the demands of the workplace. 1. Who is designating a student as LEP is his or her native language and ability in English, not place of birth an LEP Student? or ethnic surname. LEP students vary in their degree of English language proficiency as well as in their abilities in each An LEPstudent is a person with "limited English language skill area. For example, one student may be proficiency". As defined by legislation, LEP able to comprehend spoken instruction but lack the students are those who: necessaryspeakingorwritingskills. A second student may have studied English in a foreign III were not born in the United States or country and may be able to read basic instructional whose native language is a language other materialsbutlacktheabilitytounder- than English. stand spoken English. III come from environments where a Various descriptions of language proficiency levels language other than English is dominant. have been developed for purposes of program place- *are American Indian or Alaskan Native and ment or referral. instruction and job development. who come from environments where a Elementary and secondary programs often refer to language other than English has had a Stages of Language Development which describes significant impact on their level of English the learner's oral language and literacy skills develop- language proficiency. ment on a five level scale (I = Preparatory through V = Age Appropriate). Programs serving adults rely AND on Student Performance Levels(SPL)which detail by reason thereof, have sufficient difficulty language skills at ten proficiency levels. Each level is speaking, reading. writing orunderstanding described not only in terms of a student's language the English language as to deny such in- skills, but also relative ability to communicate with dividuals the opportunity to learn suc- a native speaker and readiness for a particular cessfully in classrooms where the language employment. (See Appendix A for both these of instruction isEnglish or to participate ful- documents.) ly in our society. As can be seen. the most important criteria for

IMPLICATIONS OF SPLs FOR VOCATIONALPROGRAMS

INSTRUCTIONAL STUDENT'S i LANGUAGE OF TRAINING LEVEL SUPPORT SERVICES SPL 0-11 Native Language Bilingual materials i Intensive survival and general employment ESL instruction

SPL III-IV Native language or English Bilingual materials limited to simple directions and Intensive vocational ESL bilingual assistance in class instruction

SPL V-VI Simplified English, Native Language Materials written in simplified English for complex concepts as necessary Bilingual tutoring Job specific ESL instruction

SPL VII+ English Assistance (Bilingual or in English) only as necessary Job specific ESL tutoring

2 LEP individuals bring with them more than Others arc highly educated and trained profes- language proficiency differences. As with other sionals for whom limited English is the major im- students. they vary in their abilities. Interests. and pediment to employment. Both groups. however. are needs. Some LEP students have little formal educa- limited by differences in cultural perspectives and tion and may be illiterate even in their native by a lack of knowledge of career opportunities anti language. resources in their new community.

LEP Illiterate Limited Education Highly Educated CHARACTERISTICS Unskilled Unskilled/Semi-Skilled Rained Professional

IMMOIOV

PROGRAM Literacy COMPONENTS Language Language Language Voc. Training Raining Retraining Career Awareness Career Awareness Job Development

3 14j fiESTr COPY AVAILABLE 4. Contact technical assistance centers in the IL How Does One state. (See Appendix C for addresses.) Identify the LEP Illinois ESL/AE Service Center Student Population in Illinois Resource Center Bilingual Vocational Education Project a District orSchool? Midwest Bilingual Multifunctional 1111111111111MIUMIIIIIMINIMINNIMINI11 Resource Center

Vocational programs are generally unaware of 5. Canvass the area through a door-to-door, the magnitude of the LEP population in their in- telephone or mail survey. stitution or community because of the scarcity of 'lb more accurately report individual students enter- LEP students reported in vocational classes. Yet, for ing the vocational program, it is helpful to establish vocational staff to effectively plan services and ob- a systematic approach to identify students who are tain fiscal support for this target group, they must potentially LEP. This can include methods involv- identify the current and potential LEP population ing self identification, identification by intake or in their areas. For purposes of planning and pro- counseling staff; disclosure by parents or referral by posal preparation, useful information to be obtain- teachers. See chart below. (See Appendix D for sam- ed includes: ple referral form.)

number of LEP persons language(s) spoken ages educational background Identifying the LEP population In career goals, interests, and experience. your school and district Following are suggested strategies for identifying

the LEP population in your school and district: Review Establish Student Conduct an Sell Identify Teacher Documentation Oral Interview on Registration Referral 1. Review existing data Form System K-12 Public School Bilingual Census (ISBE, Bilingual Section) U.S. Census, (U.S. Dept. of Commerce, Census Bureau, Chicago) English as a Second Language (ESL) enrollments (local adult education program or ISBE, Dept. of Adult Education) "Thansitional Bilingual Program enrollments (local program or ISBE, Bilingual Dept.)

2. Conduct home language survey of students and/or parents. (See sample forms in Appendix B.)

3. Contact community agencies and religious institutions servicing ethnic or linguistic minorities.

4 Ill. What 'Draining Models Implementation Considerations: Students need to have a high level of English Have Been Developed proficiency or previous experience/training For Serving the LEP? in vocational field. Model does not develop vocational language competencies only addresses remediation. No articulation exists to facilitate transition For educational and employment training agen- from one program to another. cies to prepare LEP youth or adults for the Recommendations: American workforce, they must determine how to: 'Mors must have basic knowledge of voca- 1. provide appropriate skill training which will tional area and tutoring techniques. allow LEP students to participate fully. and Assistance should be regularly scheduled 2. provide language training which will enable rather than upon request. LEP students to function in an English- Vocational teachers should receive inservice speaking workplace. training on adapting instruction and materials. Three programmatic models are presented here. TRANSITION MODEL: Each has variations and may be implemented independently or in conjunction with another at a Description single site. The approaches selected should be the Students are prepared for mainstreamed voca- one(s) best suited to the target population(s) and tional classes through special courses that pro- available resources. vide a bridge between general ESL and vocational training. SUPPLEMENTATION MODEL: Special LEP courses become either a) a part of an ESL sequence or, b) a pre-cursor to a Description: vocational program. Students are mainstreamed into regular Special courses integrate language and con- courses after extensive, general English as cept learning. a second language (ESL) instruction. Examples: Approach relies on supplemental assist- 1) VESL for Industrial and Technical Pain- ance to LEP students in or out of class. ing-a prevocational ESL class for Support consists of remedial tutoring and students preparing to enter the trade and /or special materials (eg.glossaries of industrial cluster area. (See Appendix E.) terms, bilingual resources. audio-visual 2) 71dping for the LEP - a vocational or aids, computer software). prevocational course to teach basic Tittoring provided to individuals or to a keyboarding and to reinforce English small group of students. grammar through special materials. (See Appendix F.) Curriculum is not modified. only instructional strategies. Support services (materials, tutoring) may also be available for students after mainstreaming. Stqffing: Staffing: Vocational teacher with training in adapting Vocational teacher with inservice training instruction. in ESL techniques, or ESL teacher with Support staff: bilingual aide, peer tutors. ESL basic understanding of vocational area. teacher and/or remedial instruction teacher. Support staff: bilingual aide, peer tutors, ESL teacher and/or remedial instruction teacher. SUPPLEMENTATION MODEL: Vocational Training --+(Job) ESL --0

Support Services

TRANSITION MODEL

Special Vocational ESL -0 Courses Training

Support Services

CONCURRENT MODEL (BVT)

Vocational Optional -0 ESL ESL

Bilingual Vocational Training

6 Implementation Considerations: Implementation Considerations: Allows students to better prepare for Low level LEP students can access vocational mainstreaming. training without an extensive delay for Introduces vocational specific language need- language instruction. ed for training. Language learning is accelerated because it is Requires adaptation of existing courses (re- meaningful to students and practiced in the duced credit, new content, etc.) or development vocational class. of an entirely new course. Requires ongoing coordination of staff and Best suited for intermediate proficiency level curriculum. students. May necessitate development or adaptation of curriculum. Recommendations: Course(s) should be developed jointly by voca- Recommendations: tional and ESL staff. Coordination between vocational and ESL Inservice training should be provided to staff teachers should be formalized through week- prior to offering special course(s). ly meetings, joint curriculum development, and joint staff development. Vocational credit should be offered for course(s) under the heading of applied basics or lab con- General life-coping ESL and literacy skills tact hours. should be addressed prior to or as adjunct to the BVT program. CONCURRENT MODEL (BVT) Reliance on native language should gradually Description: be diminshed to facilitate transition to A bilingual vocational training (BVT) model employment. is a comprehensive, integrated approach with concurrent language and training component& (See Appendix G.) Resources: Chinatown Resources Development Center A BVT model can either be a special, sepa- (1985). Promising programs and practices: rate program for the LEP community or an Vocational education for limited-English pro- articulated, mainstreamed approach. ficient students. San Francisco,CA: Vocational skills are taught using English Chinatown Resources Development Center. and support in the student's native Bradley, C.H., Killian. P.A., and Friedenberg, language(s) via bilingual staff (teacher, aide, J.E. (1989). Employment training for limited tutor) and materials. English proficient individuals. Alexandria, The vocational ESL component is de- VA: Development Associates. signed to teach the occupational or job-specific Lopez-Valadez, J. (1989). "'II-aiming Limited language and cultural needs of training and English Proficient Students for the Workplace: the workplace. Trends in Vocational Education," Occasional Targeted recruitment, bilingual counseling, papers in bilingual education. Silver Spring, and support services are offered to insure MD: The National Clearinghouse for Bilingual access and retention. Education. BVT model may be used for single language group or multilingual student population. Staffing: Bilingual vocational teacher, vocational ESL teacher, bilingual counselor/job developer, and coordinator, or Monolingual vocational teacher, bilingual aide or tutors, vocational ESL teacher, bilingual counselor/job developer, and coordinator. IV. How Do Vocational or in their native language. If not, recruitment Programs Recruit efforts should focus on non-print media and LEP Students? materials which rely heavily on visual messages. Agencies serving the LEP community The LEP community is served by a myriad of educational and service agencies which can be a valuable Recruitment is generally conducted to obtain suf- resource both in identifying potential students and ficient applicants to make a program viable. It is in promoting the vocational program. The Illinois also a means of ensuring that all persons who are in need of training have an equal opportunity to State Board of Education, Department of Transi- seek admission. Targeted recruitment attracts tional Bilingual Education or the Department of Ur- special needs groups like the LEP who have been ban and Ethnic Education (Chicago) as well as the under-represented in vocational education. Illinois Department of Public Aid, Refugee and Naturalization Section, can direct you to service As new members of the community, LEP persons providers or agencies working with LEP persons. are generally unaware of training opportunities (See Appendix C for agencies' addresses). available. They are also fearful that their limited English proficiency and/or potentially inadequate educational preparation will present barriers to ad- RECRUITMENT STRATEGIES mission. Therefore, to be effective, recruitment ef- Since the ways in which potential students interact forts targeting the LEP community should: in their community is so varied, the avenues of Disseminate information in the target outreach should also be varied. group's primary language(s) since, by definition. LEP persons have limited ability to Curriculum understand written or spoken English. Conduct a career or a vocational exploration Use printed and visual materials which course. depict the target ethnic group or are multi- Integrate career and program information cultural. in ESL courses. Explicitly detail bilingual, ESL and other Host open house or shadowing experiences support services which will be provided. in vocational classes. Involve key decision-makers in the ethnic community such as parents. community Media leaders, and religious leaders in planning Submit public service announcements to and implementing the outreach. ethnic radio stations. (See Appendix H). Arrange for an article in an ethnic INFORMATION FOR PLANNING: newspaper or on a vocational program. Communication network of the target language Speak on talk shows of non-English group(s) stations or those aimed at an ethnic Recruiters should be aware of the network/com- community. munication system used by the target ethnic group. One group may rely on the radio, T.V. or local newspaper for information. Another may use Referrals church meetings or other social gathering places. Inform and arrange for referrals from Yet another may depend on a patriarch/leader. Com- educational programs, social service agen- munity leaders or community based agencies ser- cies and churches. ving the target group can be a good source of information on these communication networks. Literacy Levels of the LEP community In selecting the best outreach approach, one should determine if targeted students are literate in English

8 i 4 Promotional Materials Mail flyers/brochures to the homes of students in ESL, bilingual, literacy, and SLIAG/Amnesty programs. Distribute descriptive brochures to incom- ing students. (See Appendix I). Prepare audio-visual aids (slides and cassette or video) for career counseling office and special career days. Staff assigned to conduct outreach and recruitment should be bilingual and bicultural whenever possible. Using former traineesStudents, bilingual education teachers, representatives from community agencies. or paraprofessionals can augment the recruiting staffs language capabilities.

Resources: Southern Illinois University (1980). Fhir recruitment: model and strategies. Springfield, IL: Illinois State Board of Education, Dept. of Adult. Vocational and Technical Education. Friedenberg, J. E.. Gordon. R A., Bradley, C. H., and Dillman, M. A. (1988). Recruit LEP students for vocational programs. Columbus, OH: The National Center for Research in Vocational Education.

9 V. How Does One Cultural Adjustment: 1 Is the student familiar with the dominant Assess the LEP? American clutural values and behaviors? Is the student familiar with the cultural norms of the American workplace. Assessment is a valuable tool for program plan- How familiar is the student with the com- ning and accountability. It should not be used for munity, available resources and services? purposes of exclusion, but as a measure of a stu- Other Special Needs dent's needs and preparation for job performance. Yet when vocational programs employ assessment Does the student have the financial resources instruments or set eligibility criteria designed for to participate in the program? native English speakers to measure the LEP apli- Does the student have transportation to/from cant, they are excluding most on the basis of training and work? language. For example, a person able to read at an Does the student possess a disability or 8th grade reading level, a common entry require- learning disorder which might necessitate ment, would no longer be considered LEP. special services? WHY? Does the student require childcare or other ancillary services? Assessment provides useful information for proper placement and design of support services. It is also Does the student possess the life-coping a measure of achievement. skills to manage the responsibilities of home, school and work? Assessment of each LEP student's interests, general abilities, and special needs is mandated by federal HOW? vocational legislation. Achievement Aptitude, Interest WHAT? lb avoid the pitfall of testing the LEP person's English language ability instead of his/her basic Vocational Assessment generally examines: skills and aptitudes, use instruments or techniques Occupational interests, aptitudes, ex- that are: perience, and 1) translated, Educational achievement. 2) adapted to second language learners, or Comprehensive assessment also identifies barriers 3) multisensory and visual with limited reliance which might impede the successful completion of on written English. the vocational education program or transition to English Language Proficiency employment. Areas to consider when working with Standardized reading and language arts tests pro- the LEP include: vide limited useful information on the LEP. More ap- English Language Proficiency: propriate are teacher-made and commercially developed English as a second language (ESL) tests. lb what degree is the student able to under- These group or individually administered in- stand instruction and communicate orally in struments measure general, not occupational, class or on the job? English language ability. Some vocational programs Is the student able to comprehend reading have adapted these tests and other strategies for materials? local placement use or to measure achievement in Will the student be able to complete written vocational ESL classes. assignments or do job related paperwork? Native Language Proficiency Does the student possess the specialized A student's native language proficiency has a direct vocabulary in English to function in a chosen impact on the types and extent of support services. job skill area? Though few assessment instruments are available, especially for adults, essential information can be Native Language Proficiency obtained via interviews and other informal 'lb what degree can the student speak his/her strategies. native language? Is the student literate in his/her native language? Does the student possess a technical vocabulary in his/her native language?

10 111111111111111=11=11111111111111 INIIIIIIM11111111111111111111 Exhibit Areas Strategies Sample Instruments

ESL test (oral, Basic English Skills 'lest (BEST); English Language Bilingual Vocational Oral Proficiency lest Proficiency written) leacher-developed TL.chnical English lest, Waubonsee Community placement tests College Structured oral Language Proficiency Rating and simple Inter- interviews view Questions Writing sample Criteria for Evaluating Writing Sample Competency VESL Competencies for Data Entry checklists Cloze test of vocational material

Home Language Survey or Native Language Written language Proficiency questionnaire " Family Language Background Survey Structured oral Language Proficiency Descriptions interview Oral language tests Basic Inventory of Natural Language (32 languages) The Woodstock Language Proficiency Battery (Eng./Span.) Writing sample Criteria for Evaluating Writing Sample

Occupational Interest -franslated Kuder Occupational Interest Survey inventories (Span.Niet.) Visual intruments Wide Range Interest and Opinion lest(WRIOT) Pictorial Inventory of Careers Structured interview

(Span. Occupational Aptitude Work samples Vaipar Component Work Sample System Manual) Choice Work Samples (Span./Eng.) lests Apticom (Eng./Span.) World of Work Inventory (Span.)

Comprehensive lest of Basic Skills (Eng./Span. General Ability (math. Standardized tests in native language for K-12) reading, language) Brigance: Comprehensive Inventory ofBasic Skills (Eng./Span. for K-12) (16 Adapted. vocational Assessment of Basic Vocation-related Skills related tests Occupational Areas)

* Found in Appendices 13, J. K Sources of sample tests in Appendix M For many limited English proficient persons, testing, counseling, and college registration practices in the U.S. are new and frightening experiences. It is important to make initial placement testing simple and to have available someone who can communicate in the student's native language.

Resources: Friedenberg, J.E., Gordon, RA.. & Dil 'man, M.A. (1988). Conduct intake assessment for LEP vocational students. Columbus, OH: The National Center of Research in Vocational Education, the Ohio State University. Hamayan, E.V., Kwiat, J.A. & Perlman. R. (1985). Assessment of language minority students: A handbook for educators. Arlington Heights, IL: Illinois Resource Center. Hayes, P.. McCarty-Warren, T., & Lopez-VaJadez. J. (1988). Vocational assessment of secondary special needs students. Springfield, IL: Illinois State Board of Education.

12 VI. How Can Vocational Highlight key passages and words in text or Teachers Adapt in the margin. Supplement the text with illustrations, brief Their Instruction? outlines, and tape recordings of reading. _111111111M111111211111 Teach students reading skills like skimming, finding key information, sequencing informa- As professionals, vocational teachers have a tion, etc., through practice and worksheets. highly specialized language that is often unintelligi- Adapt or rewrite materials into simpler English ble even to an educated person outside the same with illustrations to explain the concepts. field.In contrast, LEP students lack basic vocabulary and language skills most native English Teach Vocational Language speakers bring to the classroom. As a result. it is In order to function in the American workplace, LEP difficult for LEP students to understand classroom persons must possess both the vocational training presentations of new procedures and concepts, par- and the English proficiency to perform on the job. ticularly those that are not demonstrable. The main responsibility for developing the LEP student's English proficiency generally rests with an Diversify Teaching Strategies ESL teacher or tutor. However, there is much a voca- In response to the student's limited English, the tional teacher can do to help the LEP student learn teacher tends to speak louder or in pidgin English. the specialized vocabulary of the field, and practice neither of which is helpful. There are several options job related language. for reducing the language demands of training without diluting the vocational content. (See Lec- Collaborate with ESL or special needs staff to ture Thchniques Checklist.) identify vocational language. Build a written inventory of key vocabulary Simplify oral presentations by talking in short, both technical terms new to all students and sub- simple sentences, keeping terminology con- technical or general wordswhich help classify, stant, using "body language", and presenting describe or define specialized vocabulary. information in small, discrete pieces. Label important classroom equipment, areas, Use multisensory teaching techniques by in- and tools or make hand-labeled posters or corporating visual aids and demonstrations. illustrations. Encourage cooperative learning structures and Provide language practice through micro- other forms of grouping so that peer modeling counseling lessons, worksheets, language and tutoring can take place. masters, tape recorders, and computer-aided Provide bilingual supports in the form of bi- drills. lingual resource persons (teacher-aides. tutors, peers) and special materials. Modify Testing Procedures All teachers use testing to ascertain their students' Increase Reading Comprehension comprehension. With LEP students, culture or language differences often prevent accurate Typically, the literacy and technical language measurements. 'fisting strategies and instruments demands of vocational textbooks are above the must therefore be adapted so that what is measured average student's reading ability. For the LEP stu- is content rather than language proficiency or test- dent, the reading demands are even greater. Along with basic English, they may lack literacy skills taking skills. andlor the experiential background to make sense Check comprehension at frequent intervals by of the reading. Selecting bilingual or adapted asking "wh" or yes/no questions. Ask the materials which are designed for LEP or special student to point to a. tool, part or location. needs students is an alternative to traditional texts. Have the student paraphrase information. and (See Appendix N for sources of materials.) When use cooperative learning techniques. alternative approaches are not feasible, then Provide exercises using test formats to teach strategies to increase reading comprehension test-taking skills. should be implemented.

13 1 Adapt the testing situation by modifying time Cockrum, J. (1987). LEP handbooks. Austin, TX: constraints and allowing the use of a bilingual University of Texas, Extension Instruction and dictionary. Materials Center. Select a testing format that requires less reading Lopez-Valadez, J. (1990). Bibliography of career, or one that is rewritten intosimpler English (See vocational, and VESL materials for the LEP: A Chart Below.) List of NEC library holdings. Macomb, IL: The Curriculum Publications Clearinghouse. Western Pre-teach vocabulary on test both technical and Illinois University. instruction words. Lopez-Valadez, J., & Reed, T.Q.T. (1990). Building competencies for teaching LEP vocational students: An inservice manual. MaComb, IL: The Curriculum Publications Clearinghouse, Resources: Western Illinois University. Bradley. C.H. and Friedenberg, J.E. (1988). Voca- Shay. G.F. (1984). Activities for VESL tional training for LEPs: Ten tips for teachers. vocabulary cards. Phoenix, AZ: Arizona Depart- Bloomington, IL: Meridian Education Corp. ment of Education.

Adapting/Selecting Testing Strategies

HIGH DIFFICULTY

Essay

ShortAnswer

FillintheBlank - / / MultipleChoice --cie -c- -,-:v / , 'lime/False

Demonstration / Low / HIGH DIFFICULTY Difficulty Native Oral Written Language English English

14 BEST COPY AVAILABLE LECTURE TECHNIQUES CHECKLIST

M111111111111i.

These techniques for presenting information in a lecture situation are good for any audience, but they are especially effective when working with limited English proficiency (LEP) students. AFTER YOU TEACH EACH LESSON, EVALUATE YOUR OWN EFFECTIVENESS IN TEACHING LEP STUDENTS BY COMPLETING THIS CHECKLIST.

1 2 3 4 Hardly Sometimes Often Consistently DID YOU ... Ever Language 1. Speak clearly and at a moderate speed? 2. Form short, structurally simple sentences? 3. Keep terminology constant; avoid too many alternative expressions and slang? 4. Repeat key vocabulary, both within sentences and

Content 5. Introduce the main idea before you "dove into" the lesson? 6. Present information in small, cli.screte pieces?

7. State important concepts several times, varying sentence structure to get points across? Multisensory 8. Use physical gestures and ry4 Communication "body language" to demonstrate a point or procedure? 9. Use vis tai aida, actual tools and equipment, pictures, charts, your own drawings on blackboard, slides, films. etc? Comprehension 10. Ask comprehension questions Checks during the presentation? - Yes/No or "wh" questions with one or two word answers. - Pointing or demonstrating answers. - "Numbered-heads "lbg-ther"

Source: Building Competencies to Teach LEP Vocational Students (1990).

15 c1 VII. What is Vocational GENERAL EMPLOYMENT VESL The goal of this type of VESL is to enable students English as a to obtain and retain employment. LEP students are taught those language competencies that will Second Language facilitate job seeking such as reading want ads, fill- (VESL)? ing out employment applications, and describing experience and skills in a job interview. The classes also stress the language competencies, both language and cultural thatc required for job retention. Although these can vary from job to job. there is a set of English as a second language (ESL) refers to underlying competencies generic to performing a classes offered to non English speakers who have task, maintaining a safe work environment, follow- settled in an English speaking country. ESL is also ing personnel policies, and socializing with co- called ESOL (English for students of other languages). workers. These include language skills such as follow- The purpose of ESL classes is to help LEP students ing instructions, reporting on work, requesting sup- to function more smoothly in a community and plies, clarifying or verifying when something is workplace where the primary language is English. In understood. reading safety signs, and explaining these classes. the LEP students are taught absence or tardiness. (See Appendix 0 for a sample vocabulary. grammar, pronunciation, and com- competency list.) munication skills (listening, speaking, reading. and General employment VESL is appropriate for all LEP writing). Most general purpose ESL classes, par- students who are seeking employment in unskilled ticularly at the lower proficiency levels, have a or semi - skilled occupations. It can be taught at any primary focus on acquiring language for life-coping proficiency level, but is most commonly incorporated situationsfood, housing, health. and social into language instruction at the beginning or in- interactions. termediate levels. The type of competencies covered and the level of language complexity depends on the While an LEP student's English proficiency is im- language proficiency of the students as well as the proved by studying ESL, the language taught may language requirements of the target jobs. not be appropriate or transferable to a vocational setting. Vocational ESL (VESL) specifically addresses the OCCUPATION SPECIFIC VESL occupational related language needs of LEP persons. Occupation specific VESL is the most direct and ef- It prepares students for successful functioning in ficient route to the development of language skills employment and/or training. Although VESL teaches specific to a particular vocational training area. Sam- the same language skills as general ESL, it differs in ple course titles are: VESL for Data Entry Workers, that: VESL for Cooking, VESL for Emergency Medical 'Technicians. and VESL for Welding. (See Appendix The content (vocabulary and situations) of the P for sample curriculam.) The instructional objectives VESL class is derived from a particular voca- of such courses are to teach the LEP student suffi- tional setting or job. cient English to be able to: The language skills (oral and written) stressed I. participate more fully in vocational training vary according to the language demands of the (listening to lectures, reading a text, test-taking, occupational area targeted. answering questions, etc.), The focus is on communicative competence 2. obtain employment in a given occupation, and rather than on the manipulation of grammatical 3. function on a job in the area of training. structures. Instructional language taught (i.e. listening to lec- Because one is teaching language within an occupa- tures, writing papers, or answering essay tests) will tional context, vocational or employability concepts vary depending on the vocationalmode of teaching are naturally reinforced. However, a VESLclass and the availability of bilingual assistance. Likewise, should not become a tutoring session for the voca- the job-related language taught will depend on job tional course. The instructional goal of VESL should expectations of fluency, reading, and writing skills. For example, a welder needs English to accomplish be to help the LEP student learn English. his task and to read work orders and blueprints. A VESL takes many forms from generic employment nurse's aide, on the other hand, must communicate to job specific language development. Based on the with patients, doctors, and nursing staff, and must content covered. VESL can be classified into three be able to read patient charts and write patient obser- types: General Employment VESL, Occupational or vations. Some jobs, such as electrcaic technician, re- Job Specific VESL. and Occupational Cluster VESL. quire more technical terminology than otherssuch as food service or daycareworkers.

16 At the end of training, when trainees are ready to transition to employment, job-seeking and job- In a program where a few LEP students are en- keeping language such as that in general VESL is rolled in a variety of training areas, it may not he introduced. However, in an occupation specific economically possible to provide occupational VESL class, it is possible to use forms and pro- specific VESL in each area of training. lb meet the cedures connected directly to a particular job in- needs of students in this situation, a new model of stead of generalized information. VESL instruction has been developed called cluster Occupational specific VESL is designed for students VESL. This type of VESL teaches language com- who are enrolled in vocational training. It has also petencies and vocabulary common to occupations been used to prepare LEP employees who need to within a given vocational cluster. i.e.. business, improve their language on the job (workplace ESL1 health, home economics. agriculture. industry, and and skilled LEP immigrants who need to develop technical occupations. TWo examples of this model English proficiency for job placement in the U.S. are: When offered as a component of a vocational pro- VESL for Industrial and Thchnical raining. gram. it is taught concurrent with training and Designed for students preparing to enter in- coordinated with the vocational curriculum. Each dustrial or technical training (Appendix El. VESL lesson is derived from a specific classroom Mau I Help You? Learning How to Interact with the topic. Some programs begin the VESI., class a few Public. weeks prior to training in order to cover classroom Designed to prepare employees in entry level and safety language. service occupations. This type of VESL can be offered to students of Cluster VESL has also been used to help prepare many proficiency levels. However. when given at a students prior to entry into training. This form of post-seconuary institution. students arc usually ex- cluster VESL is referred to as transitional VESL pected to be at least at an intermediate stage of since it serves as a bridge between general language English acquisition. The decision as to the level of instruction and vocational training. Typically, tran- English required for the program depends on the sitional VESL takes the place of the intermediate length of training, the mode of instruction and sup- level ESL course. One community college developed ports. and the nature of job placements. The longer an entire branch of ESL for LEP students with voca- the training, the more a student's language proti- tional goals. beginning with the lowest proficiency ciency can be improved. In planning. programs levels. As the students master VESL. the content should begin with expectations on the job and work becomes more occupation specific. backwards.

General Cluster Occupation Workplace Employment VESL Specific VESL VESL VESL Proficiency Level Beginning x x x Intermediate x x x x Advanced x x x x When Offered Prior to 11-aining x x Concurrent to 'Raining x x x On the Job x x Language Covered Job Seeking x x Job Keeping x x x Sub Technical terminology x x x Technical Terminology x x Safety x x x x Instructional x x lest Taking x x

17 3E7 COPY AVAILASLE Resources: Friedenberg, J.E. and Bradley. C.H. (1984). the vocational ESL handbook. Rowley, MA: Newbury Huse. Smith, N.E. (1984). 'leaching job-related English as a second language. Washington, DC: U.S. Dept. of Education. Arizona Dept. of Education (1983). VESL materials development. Phoenix, AZ: Arizona Dept. of Education. Fredenberg, J.E. & Bradley, C.H. (1984). The vocational ESL handbook. MA:Newbury House. Jupp, T.C. & Hodlin, S. )1975). Industrial English. London: Heinemann Educational Books, Ltd. Macdonald, R. (1982). Improving techniques in teaching English for the Job: A handbook. rosslyn, VA: InterAmerica Research Associates. Savage, KI.L., Ed. (1989). VESL approaches (3-part video series). San Francisco, CA. SAN Francisco State University. Smith, N.E. (1984). Teaching job-related English as a second language. Washington. DC: U.S. Dept.of Education.

18 21 VIII. What Role Does business letters) and using culturally sensitive Culture Play? teaching approaches. ( 3 ) Cultural instrriction- cultural information and expectations should be formally taught. In the vocational ESL class, teachers use readings, role playing, micro-counseling techniques, Culture plays a major role in determining how, dialogues, and cultural capsules or assimilators when, where, and with whom communication will for discussions as means of teaching culture. take place. Cultural values are also reflected in Vocational teachers model employer behaviors education - the content taught, the method of in- and conduct their class as an employment struction, and the student-teacher interaction. situation. Field trips or visits by employers help Workplace behaviors and expectations are affected with discussions and role-playing of job hun- by cultural norms as well, not only by those of socie- ting. Bilingual counselors or job developers pro- ty but also those of a particular occupation. vide native language orientation on cross- The LEP vocational student is therefore, constant- cultural issues. In small group sessions, bi- ly bombarded with situations and values which are lingual counselors or job developers provide alien to his/her home culture. Adjusting to a new native language orientation on cross cultural culture can be traumatic or at least confusing. issues commonly confronted by the students. Achievement of personal. educational. and work- The overriding role of a responsive program is related goals will depend on the quality of com- one in which LEP students are not afraid to munication between cultures. When the LEP per- make mistakes, where they are encouraged and son understands the basic assumptions of a new motivated to succeed regardless of cultural and culture, this understanding reduces the friction of linguistic differences. cultural diversity. In order to help their students at- tain this understanding, teachers also must be Resources: aware of the student's cultural background. Some Lopez-Valadez, J., and Reed, T.Q.T. (1990). Building common cross-cultural areas in language, the competencies for serving LEP vocational students: classroom, and the world of work are highlighted An inservice manual. Des Plaines, IL: Northwest in the following charts. Educational Cooperative, Capacity Building for For most LEP students, the school plays a pivotal States Project. role in their cultural adjustment process. In many Project PRIDE (1984). Cross-cultural comm vaca- instances, the teacher and the classroom are the on- tion in the workplace: A training handbook. Des ly link to the new often fearful, outside world. The Plaines, IL: Northwest Educational Cooperative. more a program's staff demonstrates respect for the Pfaffenberger, B. and Hemphill. D. (1988). Merging student's culture, the more acceptance the LEP stu- cultural horizons in the workplace: A guide for dent will have of the U.S. culture. Educational pro- cross-cultural career counseling in the classroom. grams have several options for creating cross San Francisco, CA: San Francisco State University cultural understanding. Foundation. ( 1 ) Staff Development- teachers and program Arizona Dept. of Education (1983). VESL materials staff need to become sensitive and aware of development. Phoenix, AZ: Arizona Dept. of potential misunderstandings and conflicts Education. caused by language and cultural differences. Fredenberg, J.E. & Bradley, C.H. (1984). The voca- Watching and listening to how your students in- tional ESL handbook. Rowley, Mit: Newbury House. teract, thinking before you make assumptions Jupp, T.C. & Hodlin. S. (1975). Industrial English. is probably the best way to develop cultural sen- London: Heinemann Educational Books, Ltd. sitivity. Inservice workshops, visits with ethnic community members, readings on specific Macdonald, R. (1982). Improving techniques in cultures, or study in a foreign country are addi- teaching English for the job: A handbook. Rosslyn, tionally very useful. VA: InterAmerica Research Associates. ( 2 ) Curriculum Adaptation- the content and in- Savage, K.L., Ed. (1989). VESL approaches (3 -parts structional mode should be multicultural. Sam- video series). San Francisco. CA. San Francisco ple adaptations include: displaying bilingual, State University. multicultural signs or posters in class, discuss- Smith, N.E. (1984). 'leaching job-related English as ing multicultural implications of lessons (i.e., a second language. Washington, DC: U.S. Dept. of child-rearing practices, healthcare remedies. Education.

19 5 Culture and Language

AREAS OF CONFLICT U.S. CULTURE OTHER CULTURES

Pronominal Limited number of pronouns in In Spanish and other Romance references English; denotes informality and languages, the informal and for- equality mal "you" reflects respect or deference for authority or elders. Many Asian languages use in- numerable references denoting age, sex, social, economic, and family hierarchies.

Limited or no native language Vocabulary Well-developed specialized terminologies and jargon for ad- equivalents; extensive borrowing vanced technology in every field. of English terminologies.

Body language Americans' need for personal Arab cultures stand in very close privacy is evidenced by the 2-3 proximity to converse (''close foot distance held between peo- enough to feel the other person's ple speaking. breath").

Language Style Raising one's voice indicates The Chinese raise their voice for anger. emphasis. Americans, particularly in the Japanese and Hispanics must business world are very direct. firs( have a personal conversation coming to the point quickly. before "getting to business." For Asians. issues are approached indirectly.

20 C.. 0 Culture and Education IMMINIIIMIN1111111111111i1111 AREAS OF CONFLICT U.S. CULTURE OTHER CULTURES

Concept of being well lb become "book- 'Ib become well mannered knowing one's place educated learned". (Hispanic) knowledgeable

leacher behavior/ Friendly, casual Formal, keeping a professional distance role Facilitator of Fountain of knowledge knowledge Primarily a female Predominately a male occupation profession

Student behavior Active involvement Reserved, refraining from active discourse and participation (Asians) Work independently Demonstrative, loyal to teacher (Hispanic) Cooperative work, success of group (Hispanic)

Desirable teaching Interactive and active Lectures-one way presentation and learning style group participation Learning by doing Learning by passive observation and rote memory

Role of high school Complete general Prepare for area of specialization and educational employment preparation

21 2 1 Culture and the World of Work

AREAS OF CONFLICT U.S. CULTURE OTHER CULTURES

Time Time conscious Flexible, can be stretched: "Latin time", -Punctuality "Asian time" -Calling ahead if Time is fluid, not controlled; concepts of late for appoint- "wait" or "late" cannot be expressed in ment, work, etc. any American Indian language. -Working within given time frame. work schedules Time is money. a commodity

Job-seeking Impersonal (e.g. Personal and family connections responding to Provided by government, based on political classified ads) loyalty or rank (Communist countries) Depends on the strength of the individual's education. work experience and achievement

Job interviews Stesses direct and Passive, self-effacing, indicating a person's aggressive com- unworthiness for job (Asian) munication, ability to market one's strengths and achievement

Resources Best utilization of Best conservation of materials: labor cheap vs. manpower; labor scarce resources (Poland, Russia) costs vs. resources

Promotion Officially based on Based on connections and loyalties performance and seniority IX. How Does One Improve Reduce Physical Barriers: Hold VESL and vocational classes in the same Coordination? classroom or facility. Schedule VESL and vocational courses consecutively. The goal of vocational training programs serving House student records and progress reports in LEP students is to prepare these individuals for central location. meaningful employment. In successful programs, this is accomplished by integrating vocational ESL Integrate Instruction and Curriculum: and occupational training components so that Use the same texts, worksheets, visual aids, students can acquire the needed language along with and tools across instructional areas. occupational skills. Each aspect of the program has unique as well as shared responsibilities. The VESL learn teach through special course, unit or instructor teaches language within an occupational weekly lesson (e.g. language lesson in voca- context and in so doing reinforces vocational concepts tional class, or vocational exploration in ESL and workplace cultural norms. Similarly, the voca- class). tional instructor provides language practice while Fund joint curriculum development or teaching occupational skills. materials adaptation projects. Coordination assures that each staff member is work- Develop an Individual Education Plan for each ing toward the same goal. By cooperating, each in- student. structor also learns about the other's field, thereby facilitating his/her own job. For example, vocational Assign one person to coordinate all services teachers can help acquaint ESL staff with their oc- for LEP students across disciplines. cupational area and share training resources. Language teachers can familiarize vocational staff Increase Cross Discipline with second language techniques and assist with Understanding: materials adaptation. Coordination between the ESL Have teachers observe each other's classes. and the vocational staff is essential to establish a rele- Conduct joint inservices or meetings for cross vant curriculum and appropriate instruction for the training. LEP student. Develop and disseminate an internal news- Unfortunately, there are several organizational, at- letter among departments. titudinal, and physical barriers which can hinder this coordination. Typically these components are fund- Coordination can best be achieved when:1) time ed by different sources, each having their own distinct has been specifically allocated for this function, priorities. The ESL and vocational programs usually 2) the departments have clear and shared goals for have separate administrative structures which the LEP student, and 3) staff understands their own operate independently of other departments. Conse- and each other's responsibilities vis-a-vis the LEP. quently, LEP students are faced with schedule con- 'learn building sessions which allow for expression of flicts where both ESL and vocational training are of- expectations and problem solving are helpful in this fered at the same time. Even worse, vocational train- regard. ing may be offered in the morning and ESL classes only at night, making it impossible for working persons to attend both. Additionally, the vocational and the ESL classes are often located in widely separated Resources: facilities. These physical barriers and the fact that most ESL staff are part-time, particularly at the Friedenberg, Joan (1988). Preparing vocational adult/post secondary level, interfere with any poten- educators to serve LEP students: An inservice tial staff interface. The resulting lack of shared infor- package. Columbus, OH: National Center for mation about programs or staff roles and respon- Research in Vocational Education. pp. 15-18. sibilities, leads to attitudes of indifference or even dis- 'like, Rudolph C. (1981). Assessing successful dain with each side seeing the other as the cause of strategies in bilingual vocational and training pro- whatever problems the LEP student has. grams. Washington, D.C.: U.S. Dept. of Education. pp. However, these obstacles can be overcome by con- 123-124. scious attention to improving coordination between ESL and vocational departments. X. What Transition Present career counseling and career Services Do LEP development via: Students Need Bilingual career awareness materials Bilingual counselors or interpreters In school shadowing of jobs and vocational classes In a vocational context, transition refers tothe Hands on career exploration modules movement of vocational students from secondary Pre-employment ESL classes programs to further training, education, and/or employment. The path each student takes varies ac- JTPA summer youth programs cording to his/her individual needs and goals. Ran- Peer and/or family counseling activities (i.e. sition has gained in importance as vocational retreats, support groups, workshops) education is subjected to increased scrutiny and ac- Promotion of bilingual career opportunities countability. For vocational training, job attainment through materials, role models. co-op is considered a major indicator of effective program- education ming. curricula, and support services. Thus, the Field trips to post-secondary programs and ultimate goal of transition is sustained employment. employment sites 11-ansitioning isparticularly difficult for LEP Facilitate articulation with post- students, most of whom lack sufficient proficiency secondary agencies. in employment related English and the necessary Disseminate information on educational familiarity with educational and labor market op- and training programs with LEP support portunities to make informed career choices. The services (JTPA, community colleges, transition process for the LEP is also hampered by community-based organizations, etc.). the lack of articulation between the secondary and Develop coordination agreements with key post-secondary levels, and among vocational and agency contacts (special needs coordinator, ESL service providers. Appropriate placement is ESL coordinator, bilingual counselor). often restricted by the paucity of programs with Offer transition courses (eg. Vocational ESL support services for the LEP. Employers' attitudes for Industrianechnical Training). toward foreign born persons and other LEP in- Host orientation session on training and dividuals, create additional barriers to successful educational agencies in the placement. In many cases, an LEP person's community/area. capabilities are judged to be limited because of an Help students complete registration and accent or physical appearance. Therefore, a suc- financial aid forms. cessful transition usually involves equipping the Invite former LEP students to speak about LEP student, creating linkages between service pro- their transition experiences. viders, and facilitating job placement through in- Provide or arrange for bilingual facilitators teraction with employers. to assist with registration process at post- Strategies secondary site. Adapt curriculum and instruction. Provide job placement assistance. Modify or supplement vocational instruc- Identify employers who have or could use tion with bilingual supports (materials, bilingual employees. aides, tutors). Involve potential employers on vocational Develop vocational ESL courses (see advisory committee(s). Chapter VII). Disseminate program brochure to potential Incorporate cooperative learning employers. techniques. Establish contacts with organizations providing job placement services. leach content-area reading skills. leach a job club course for the LEP. Infuse life-coping competencies into ESL Develop "try-out employment" oppor- courses. tunities with potential employers. Offer bilingual classes or workshops on in- Maintain an applicant and job bank service. dependent living skills.

24 Create understanding of the LEP labor which occupational areas are most appropriate for pool. the LEP and what type and quantity of English is Provide employers with lists of students' required for the training or employment desired. vocational and language competencies at- Additionally it provides a network for follow-up ac- tained in the program. tivities which are necessary to support sustained employment and to continuously refine the model Host an open house for employers to meet of transition service delivery. and observe students. Offer cross-culturalworkshopsfor employers and supervisors. Resources: Conduct follow-up services with employers Project Pride (1984). Cross-cultural communication and LEP students to trouble-shoot linguistic in the workplace: A training handbook. Arlington or cultural misunderstandings. Heights. IL: Northwest Educational Cooperative. Disseminate information via mailers or Katz, P.H. (1981). Career counseling materials and news media on events in the ethnic techniques for use with Vietnamese. San Jose, CA: communitites. San Jose Community College District. Conduct presentation to business and in- Mroi.vicki. L. (1983). Developing a job club cur- dustry organizations on the "new" riculum. Des Plaines. IL: Northwest Educational workforce. Cooperative. The collaborative effort of vocational and ESL Hess-Grabill, D., Lopez-Valadez, J. & Hathaway. V. educators. employers, LEP students and their (1991). Planning for Student Success: Inservice families is essential to addressing such issues as Modules. Normal. IL: Illinois state University.

25 Bilingual Vocational Education Project (1990). XI. Are Special Bibliography of career, vocational and VESL materials for the LEP. Macomb, IL: Curriculum Instructional and Publications Clearinghouse. Western Illinois Counseling Materials University. Available? Americas Corporation (1986). Annotated catalog of bilingual vocational training materials. Washington. D.C.: U.S. Department of Education, Office of Vocational and Adult Education. In American classrooms, it is customaryfor text- lechnical Assistance to Special Populations Pro- books and handouts to compliment oral instruction. gram (1990). Students with limitedEnglish pro- However, vocational materials written for native ficiency: Selected resources for vocational speakers can pose formidable barriers for the LEP preparation. Macomb, IL: National Center for reader. If the LEP student is barely literate in English Research in Vocational Education. Materials or his/her native language, the task isnearly impossi- Distribution Service. Western Illinois University ble. Even an intermediate ESL student will have dif- lb access additional titles, one can contact a number ficulty with the specialized terminology and the often of clearinghouses and agencies serving the LEP. (See complex sentence structures. Additionally, the LEP Appendix N.) In Illinois, materials may be previewed student does not bring the same educational or borrowed from: background or preparation to class. If the student comes from a non-technical society, he/sheoften lacks The Center a cultural context to understand theinformation 1855 Mount Prospect Road presented. Des Plaines, IL 60018 (708) 803-3535 Fortunately, there are both commercially produced and teacher-developed resources that have been Illinois Vocational Curriculum Center created or especially af4apted for the LEP student. East Central Curriculum Coordination Center These materials may be written in the native Sangamon State University language. both languages, or in a simplified or Building E-22 sheltered English. The latter can be used with any Springfield, IL 62709 language group. Many adapted materials incorporate 1-800-252-4822 the following principles of writing and formatting to lb purchase LEP materials developed inIllinois, reduce the language load: contact: clear organization of content with preview and Curriculum Publications Clearinghouse review sections Western Illinois University focused and abridged content without ex- Horrabin Hall 46 traneous details Macomb, Illinois 61455 (800) 322-3905 informative visuals, headings, and highlighting consistent and repetitive use of key terminology simple sentence structures and verb tenses (ac- Resources: tive voice, subject-verb-object order) Arizona Dept. of Education (1983). VESL materials Interestingly, materials that incorporate these development. Phoenix, AZ: Arizona Dept. of features have been found to be extremely helpful with Education. all special needs students not just theLEP. The Friedenberg, J.E.. and Bradley, C.H. (1984). Instruc- checklist provided on page 27 can be used to evaluate tional materials for bilingual vocational education. current or new resources. Orlando, FL: Harcourt Jovanovich. Inc. Special materials for teaching vocationalESL whether general employment or occupation specific. are also available as are bilingual resourcesfor career exploration. Several bibliographies have been com- piled which identify both instructional andprofes- sional reference resources for serving the LEP in vocational education. Among the most recent compila- tions are:

26 Readability Checklist

Evaluate the readability of vocational texts by completing thisform. Circle your choice. Hardly Sometimes OftenConsistently Does the text utilize: Ever

Sentence 1. Short sentences? 1 2 3 4 Structure

2. Limited number of multi-clause 1 2 3 4 sentences?

3. Simple verb tenses? 1 2 3 4

Vocabulary 4. Commonly used terminology? 1 2 3 4

5. Consistently used terminology? 1 2 3 4

6. Avoidance of slang/idioms? 1 2 3 4

7. Definition of key terms? 1 2 3 4

Content/ 8. Logical order of presentation? 2 3 4 Organization

9. Examples/Applications of concepts? 1 2 3 4

10. Preview & Review Sections? 1 2 3 4

Physical 11. Informative illustrations, charts. 1 2 3 4 Appearance photos. etc.?

12. Headings/subheadings? 1 2 3 4

13. Highlighting? 1 2 3 4

14. Clearly readable print? 1 2 3 4

15. Enough open space on the page? 1 2 3 4

27 and bilingual counseling. The services are in- XII. Is There Funding tegrated in content and offered at a single size. for LEP Programs A community college can offer vocational ESL, and Services? language assessment, and recruitment in conjunction with vocational training offered by a JTPA provider.

The expenses a training program incurs serving 3. Implementation of a cost-sharing strategy the LEP vary according to the model selected. In areas with limited numbers of LEP students, (See pp. 5-7.) Additional costs may arise for: several vocational programs can share the cost Vocational ESL instruction of a bilingual resource person or ESL teacher who Instructional support (bilingual aides or visits the various attendance centers. Special tutors) materials are jointly purchased and loaned among programs. A single site is designated for Special materials for recruitment, assess- vocational assessment and career counseling, ment, VESL, vocational training, career providing services based on a per student fee. counseling Support services (targeted recruitment. special assessment, bilingual counseling, 4. Funding sought through grantsmanship job development) Programs can turn to various funding sources at Staff development the federal and state levels. (See Funding Charts.) Ancillary services (childcare, transportation. Some funding is earmarked specifically for LEP financial assistance) persons, such as bilingual vocational training or Family English Literacy 'Raining. However, pro- lb offer the services needed, a program must ex- grams should also explore more generic plore internal as well as external resources, in- categories of financial support for LEP services. cluding such examples as these: 'Typically the LEP will be eligible under other categories such as economically or academical- ly disadvantaged, single parent, illiterate, ex- 1 Redirection of existing resources within an offender, potential dropout, etc. Given the limited institution resources available, programs shouldplan ser- In a high school, the bilingual education staff vices using a multi source approach to funding. may cooperate with the vocational program to coordinate the services of bilingual aides and Since funding categories and priorities are con- peer tutors, to translate or adaptmaterials, and tinuously changing, it is advisable to contact the to integrate vocational terminology in the ESL state and federal agencies which have respon- component. sibility for training, education or social services to update funding information. In a community college, the adult ESL department may assist with assessment and offer special vocational ESL courses coordinated with the college vocational education classes. The work study program at the college can reserve slots for bilingual students to serve as tutors. Foreign language departments can assist with translations, and the department of early childhood education provide childcare services.

2 . Establishment of cooperative agreements among agencies Community colleges or area vocational centers can combine programs with acommunity- based agency which offers language training

28 Funding Chart 1

FUNDING TITLE/PROGRAM POPULATION CONTACT TO BE SERVED

VOCATIONAL EDUCATION ACT: National Cooperative Demonstration Adults U.S. Dept of Education, OVAE Division of National Programs 400 Maryland Ave. S.W. Washington D.C. 20202

Bilingual Vocational Training LEP Adults U.S. Dept. of Education Bilingual Vocational Education Program Bilingual Vocational Instructor Training Ed. & Adm. Per. Mary Switzer Bldg., Room 4090 Bilingual Vocational Material, Methods and Ed. & Adm. Per. 330 C Street, S.W. Techniques Washington, D.C. 20202-1100

Basic State Opportunities Grants Youth & Adults Illinois State Board of Ed. Department of Adult. Vocation- al, & Technical Education State Assistance for Vocational Education Youth & Adults 100 North First Street Springfield, IL 62777-0001 Sex Equity Youth & Adults

Support of Community Based Organizations. Youth & Adults

EMPLOYMENT AND TRAINING:

Workbased Occupational Training Employees U.S. Dept. of Labor Office of Workbased Training 200 Constitution Ave., N.W. Washington, D.C. 20218 Employment & Train. Admin.

JTPA: National Reserve Grant Dislocated/ U.S. Dept. of Labor Displaced Office of Worker Retraining and Workers Adjustment Program (address same as above)

Special Pilot and Demonstration Adults U.S. Dept. of Labor Office of Strategic Planning and Development (address same as above) Funding Chart 2

FUNDING TITLE / PROGRAM POPULATION CONTACT TO BE SERVED

JOBS TRAINING AND PARTNERSHIP ACT. (JTPA):

Dislocated Workers Adults Illinois Department of Adults Commerce and Community Displaced Homemakers Affairs (DCCA) Industrial 'flaining Program Adults 100 W. Randolph St. Community Services Block Grants Youths & Adults Suite 3-400 Chicago, 11 60601 OR 620 East Adams 3rd Floor Springfield. II 62701

Summer Youth Program Youths Service Delivery Areas Adults Local Private Industr' Classroom Training Councils On the Job 'Raining Adults (contact DCCA for addresses)

JTPA SECTION 123, 8% SET ASIDE:

Early School Leavers Drop-Outs Illinois State Board of Ed. Youths Job 71-aining Section Work Experience Career Exploration 100 North First Street (WECEP) Springfield, IL 62777 Innovation & Collaboration Youth & Adults Literacy Plus Youth & Adults (Same) Public Housing Initiative Adults Project Fresh Start Youths Illinois Pre-Employment Placement (IPREP) Youths Illinois Youth on Campus (IYOC) Youths Enhancing Employment Opportunities for Adults Women Work-based Learning Youths (Same) Special Initiative for Disabled Youths & Adults Public-Private Partnership Youth & Adults STATE OF ILLINOIS GENERAL REVENUE

Employer 'Raining Assistance Program New/Cur. Empl. Prairie State 2000 100 W. Randolph St. Individual 'Raining Assistance Program Employed/ Unemployed Suite 4-800 Adults Chicago, IL 60601

30 Funding Chart 3 MMINNIIIMENINE

FUNDING TITLE / PROGRAM POPULATION CONTACT TO BE SERVED

Title VII, Bilingual Education: Transitional Bilingual Education Program Elementary /Secondary U.S. Dept. of Education OBEMLA Division of State and Local Programs 400 Maryland Ave.. S.W. Washington D.C. 20202 Academic Excellence Program Elementary/Secondary (Same)

Special Alternative Instructional Program Elementary/Secondary (Same)

Family English Literacy Program Adults/Out of School U.S. Dept. of Education Youth/Parent & Family OBEMLA Members of LEP Division of National Students Programs 400 Maryland Ave., S.W. Washington D.C. 20202 Special Populations Program Elementary/Secondary (Same) Gifted & Talented/ Pre-School (Same) Educational Personnel Training Program Elementary/Secondary Educational Personnel 'Raining, Development and Improvement Higher Education (Same) Program Programs Short Tbrrn 'Raining Program Elementary/Secondary (Same) Educational Personnel

Transitional Bilingual Education: Elementary/Secondary Illinois State Board of Education Bilingual Education Section 100 W. Ran Dolph St. 14th Floor Chicago, IL 60601

31 3tr Funding Chart 4

IIMINI11111111111111111111111111111.11111 11111111MMIIIMIr FUNDING TITLE / PROGRAM POPULATION CONTACT TO BE SERVED

ADULT EDUCATION ACT: National Workplace Literacy Employed Adults U.S. Dept. of Education OVAE Division of National National English Literacy Demonstration LEP Adults Programs or Division of Program for LEPs Adult Education and Literacy Washington, D.C. 20202 State Administered English Literacy Adults Illinois State Board of Education Adult Education Employed Adults Adult Education and Grant 353 Special Projects Literacy Section 100 N. First Street Springfield. IL 62777 IMMIGRATION ACT/STATE LEGISLATIVE IMPACT ASSISTANCE GRANT (SLIAG): CIVICS / ESL / Citizenship Eligible Illinois State Board of Legalized Aliens Education Adult Education and Literacy Section 100 N. First Street Springfield, IL 62777 SECRETARY OF STATE LITERACY PROGRAM: Literacy "IYaining Adults Secretary of State Literacy Office Workplace Literacy Employed Adults 431 South Fourth St. Springfield, IL 62701 WOMEN'S EDUCATION EQUITY ACT: Education, employment. training and support Adults U.S. Dept. of Education services Office of Adult and Vocational Education 400 Maryland Ave., S.W. Room 2049. FOB #6 Washington. D.C. 20202 JOB OPPORTUNITIES & BASIC SKILLS ACT AND PROJECT CHANCE: Job Placement Adul1WWelfare Recipients Illinois Dept. of Public Life Skills Same Aid Div. of Employment Basic Skills/Literacy Same and 71-aining Services Special Projects Same 624 S. Michigan Ave. Chicago, IL 60605 And ISBE Adult Ed. and Literacy Sect. 100 N. First Street Springfield. IL 62777

32 Implementation Counseling and Ancillary Services

1 Checklist Have career counseling materials and activities been adapted linguistically and culturally? (See Chapter XI.) Recruitment and Assessment Does the program provide or make referral for ancillary services (childcare, Has the program taken any steps to transportation. financial aid, housing, recruit LEP students through outreach ac- etc.)? tivities and special promotional materials? (See Chapter IV.) Does the program facilitate the LEP student's transition to further education, Has the program established a process for training, or employment? (See Chapter X.) identifying and reporting students in vocational classes? (See Chapter IL) Management Has the program adapted an assessment processwhichisculturallyand Do your local and regional vocational linguistically appropriate for the LEP? (See plans detail the services to be offered to Chapter V.) vocational LEP students? Have entrance criteria been set to allow Have fiscal resources been redirected. LEP student participation? (See Chapter coordinated, or sought to support the V.) special services for the LEP? (See Chapter XII.) Instructional Services Has articulation been established between vocational and other departments or Has the curriculum been modified or new agencies serving the LEP? (See Chapter courses developed to meet the needs of IX.) LEP students? (See Chapter III.) Have bilingual and/or ESL staff been Is bilingual assistance (teacher. aide, hired, reassigned. or teamed to accom- tutor, materials) available to support voca- modate the staffing needs of the program? tional and related basic skills instruction? (See Chapter III.) (See Chapter III.) Has staff received inservice training for Is vocational ESL instruction provided or serving the LEP? coordinated with other service providers? (See Chapter VII.) Are facilities available on sitefor language and support services? Have instructional materials been ac- quired, adapted or developed which take Are vocational programs offered at sites into account the culture and language pro- readily accessible to or in the LEP com- ficiency of the LEP student? (See Chapter munity? X.) Does the scheduling of vocational classes accommodate supplemental instruction and LEP students' needs? APPENDICES

11111111111111111110111111111111.1111

34 APPENDIX Al Stages of Language Development

Student's Name Last First Date Grade: leacher: Based on observation, place an X on the box that best describes the learner's oral language and literacy development in English.

I II III IV V PREPARATORY EARLY EMERGENT INTERMEDIATE AGE APPROPRIATE

ORAL learner engages inlearner produces learner com- learner exhibits learner's listening LANGUAGE active listening single words to municates mean-proficiency in comprehension and observes represent con- ingfully in socialacademic and and speech is in- language usage; cepts and at- and highly con- more decontex- distinguishable LISTENING demonstrates tempts short textualiz,ed situa-tualized situationcrom that of AND SPEAKINGcomprehension phrases which ap-tions although thebut lacks native English through nonverbalpear as use of proper vocabulary and speaking peers. responses. telegraphic language forms ismastery of form. speech. not consistent

learner recognizeslearner makes learner com- learner applies in-learn-es reading LITERACY environmental speech-print con-prehends most formation gainedcomprehension is print and has nections; begins material on to new situations;commensurate READING sense of the to process text familiar topics; ex-makes inferenceswith that of native reading process. meaningfully pands reading English speaking repertoire to in- peers clude various styles and selec- tions of varying lengths

learner engages inlearner uses in learner exhibits learner displays learner's written symbolic produc-vented spelling tobasic elements ofadequate facility expression is com- tion such as en- produce single writing such as with language inparable to that of WRITING vironmental printwords and focus. organiza- expository and native English and drawings andphrases tion, and supportnarrative writingspeaking peers reproduces some but lacks variety with occasional known words in sentence struc-errors ture and word choice APPENDIX A, Student Performance Levels Abbreviated Version

IFunctions minimally Can handle only A native English speaker used to dealing with if at all in English. routine entry-level limited English speakers can rarely com- jobs that do not re- municate with a person at this level except quire oral communica- through gestures. tion and in which all tasks can be easily demonstrated.

II Functions in a Can handle only A native English speaker used to dealing with very limited way routine entry-level limited English speakers will have great dif- in situations jobs that do not re- ficulty communicating with a person at this related to im- quire oral communica- level. mediate needs. tion and in which all tasks can be easily demonstrated.

III Functions with Can handle entry-level A native English speaker used to dealing with some difficulty in jobs that involve only limited English speakers will have great dif- situations related the most basic oral ficulty dealing with a person at this level. to immediate communication and needs. in which all tasks can be demonstrated.

IV Can satisfy basic Can handle entry-level A native English speaker used to dealing with survival needs and jobs that involve some limited English speakers will have difficulty a few very routine simple oral com- communicating with a person at this level. social demands. munication but in which tasks can also be demonstrated.

A native English speaker used to dealing with i V Can satisfy basic Can handle jobs and needs and some job training that in- limited English speakers will have some dif- limited social volve following simple ficulty communicating with a person at this demands. oral and very basic level. written instructions but in which all tasks can also be demonstrated.

36 APPENDIXA2 (continued)

1111111111111111M

VICan satisfy most Can handle jobs and A native English speaker not used to dealing survival needs andjob training that in- with limited English speakers will be able to limited social volve following simple communicate with a person at this level on demands. oral and written in- familiar topics but with difficulty and some structions and effort. diagrams.

VII Can satisfy needs Can handle work that A native English speaker not used to dealing and routine work involves following oral with limited English speakers can generally and social and simple written in- communicate with a person at this level on demands. structions in familiar familiar topics. and some unfamiliar situations.

VIII Can participate ef- A native English speaker not used to dealing fectively in social with limited English speakers can com- and familiar work municate with a person at this level on almost situations. all topics.

IX Can participate A native English speaker not used to dealing fluently and ac- with limited English speakers can com- curately in prac- municate easily with a person at this level. tical, social. and work situations.

X Ability equal to that of a native English speaker of the same socio- economic level. APPENDIX B, Family Language Background Survey

Student's Name. First Last

Complete the following information about the studentand his/her parents.

Mother Father Student

Native language

Place of birth Years of residence in the U.S. Years of schooling completed Literate in native language (Yes or No)

Does the family regularly read or listen to thenative language via: (Check as many as appropriate.)

Newspaper

Magazines

Books

Radio

Sample: Adapt and translate to meet your district's uniqueneeds.

Margot Gottlieb (1989) Illinois Resource Center

38 APPENDIX82 Screening for Language Minority Students: A Sample Home Language Survey

Student's Name ID Number Last First School Grade leacher Date

Circle the appropriate answer to each question.

1. Does anyone in your home speak a language other than English? Yes No

2. Do you understand a language other than English? Yes No

3. Do you speak a language other than English? Yes No

4. Which language do you use most often when you speak to your English Other parents? Specify

5. Which language do you use most often when you speak to your English Other brothers and sisters? Specify

6. Which language do you use most often when you speak to your English Other friends? Specify

7. Can you read in a language other than English? No Yes Specify A language minority student is the one who answers yes to question 1 or 2. Once identified. this student needs to be further assessed to determine appropriate educational placement.

SAMPLE: Adapt to meet your district's unique needs.

Margot Gottlieb (1989) Illinois Resource Center APPENDIX C Resource Agencies

Illinois Department of Public Aid Refugee andNaturalization Section 527 South Wells Chicago, IL 60607 (312) 793-7120 Manager: Edwin Silverman Illinois ESL/AE Service Center 1855 Mt. Prospect Road Des Plaines. IL 60018 (708) 803-3535 Director: Dennis 'Thrdy Illinois Resource Center 1855 Mt. Prospect Road Des Plaines, IL 60018 (708) 803-3535 Director: Ronald Perlman Illinois State Board of Education Department of Transitional Bilingual Education 100 West Randolph Street - 14th Floor Chicago, IL 60601 (312) 814-3850 Manager: Maria Medina Seidner Illinois State Board of Education Department of Adult Education & Literacy Section 100 North First Street Springfield. IL 62777 (217) 782-3370 Manager: Noreen Lopez Inter America Research Associates MidwestBilingual Education Multifunction Resource Center 2360 East Devon Avenue - Suite #3011 Des Plaines, IL 60018 (./ ;8) 296-6070 Director: Minerva Coyne

40 APPENDIX D Bilingual Vocational Program Student Referral Form

STUDENT'S NAME DIVISION VOCATIONAL EDUCATION COURSE TEACHER REASON FOR REFERRAL CHECK APPROPRIATE BOX BELOW Student understands little to no instruction in English. Student understands instructions but cannot respond to questions in English. Student has difficulty with concepts of the lessons due to language interference. Student has difficulty with basic reading materials of the course. Student has difficulty with the terminology of the subject matter. Student is hesistant to participate in class activities due to language interference.

Other:

PLEASE CIRCLE ONE OF THE FOLLOWING: Level 1: The individual does not speak, understand, or write English but may know a few words or expressions. Level 2: The individual understands simple sentences in English, especially if spoken slowly, but does not speak English, except isolated words or expressions. Level 3: The individual speaks and understands English with hesitancy and difficulty. With effort and help, the student can carry on a conversation in English, understand at least parts of lessons, and follow simple directions. Level 4: The individual speaks and understands English without apparent difficulty but displays low achievement indicating some language or cultural interference with learning.

From: Project ACCESSJuarez High School Chicago, IL APPENDIX E STAFFING: The materials should be used by a qualifiedESL in- The VITT Curriculum: structor. In-depth knowledge oftechnical vocab- Vocational ESL For ulary or concepts is not a prerequisitefor teaching. Industrial and Technical AVAILABILITY: Training Curriculum Publications Clearinghouse Western Illinois University 111111111i Horrabin Hall 46 Macomb, Illinois 61455 OVERVIEW: (800) 322-3905 (lbll free in Illinois) (309) 298-1917 (From outside Illinois) The Bilingual Vocational Education Projecthas developed a curriculum intended for ESL (English as a Second Language) studentswishing to mainstream into vocational education programs.The cur- ADDITIONAL INFORMATION: riculum focuses on the skill areas most criticalfor students making the transition from traditionalESL Jeanne Lopez-Valadez courses to technical uccationa/ courseswhere Bilingual Vocational Education Project English is the language of instruction. A full setof (708) 516-4845 instructional materials adequate for approximately 64 hours of classroom teaching have beendeveloped. A teacher's guide accompanies thematerials. PROGRAM OBJECTIVE: lb provide students with English languageskills to successfully participate in training in the construction, manufacturing, mechanical.electronics, or graphic communications occupational areas. STUDENTS: ESL students with basic math skills and highbegin- ning to intermediate Englishproficiency. The materials are appropriate for either secondary or post-secondary students. CURRICULUM FOCUS: Eight units organized around rhetorical patterns typically found in technical lectures orreadings. such as classification and definition, processdescrip- tion, sequential instructions. etc. Curriculum stresses: Listening comprehension - "mini- lectures-, outlining, note taking. Reading comprehension including graphs. charts, and diagrams. Vocabulary and grammar - generic technical vocabulary and grammatical patterns stressed in technical readings, such as passive constructions, imperative forms. Study and test-taking skills.

42 APPENDIX E2 (continued) Unit Overview

UNIT RHETORICAL LANGUAGE FORMS LANGUAGE AND TOPICS FUNCTION STUDY SKILLS

1 Definition., and Present tense/statements Defining Thc 'mica]. occupations Classifications and questions Classifying Vocational training Word forms "There is/are" Outlining Adverbs of sequence Reading graphs Modal "must" and charts Taking multiple choice tests

2 Physical and Descriptive adjectives Describing physical Geometric shapes Spatial Prepositions of location characteristics Dimensions Descriptions Ordinal numbers Taking lecture notes Measuring Expressing numbers orally Using symbols and abbreviations Reading conversion tables Following instructions to make diagrams

Infinitives and gerunds: Describing functions Shop tools, fasteners and 3 Functional "used to," "used for" Taking lecture notes instruments Descriptions Passive verb Referring to diagrams constructions Reading instructions Modals + passives Taking short answer tests

Discussing mechanical Force and work Process Passive verbs 4 processes Basic machines Descriptions Adverbs of sequence Adverbial clauses Reconstructing steps in Mechanical processes Simple past and present processes tenses Reading diagrams and Comparative expressions flow charts Outlining Ta Icing fill-in the blank tests

43 APPENDIX E(continued)

111111111111111111NINIMMIII1110111111

UnitRhetorical Language Forms Language and Study Topics Function Skills

5 Definitions, Passive verbs Defining Matter and energy Examples, Conditionals Classifying Materials and Relative Pronouns Outlining Classifications Math word problems Giving examples ; Reading tables 1 Taking true/false tests

Comparative Descriptive adjectives Comparing and Electricity Descriptions Comparative contrasting Electronics adjectives Notetaking I Prepositions of Referring to indexes location Reading diagrams Passive verbs Taking multiple Adverbial clauses choice tests

7 Non-sequential Imperatives Giving warnings and Warnings Instructions Adverbs of frequency precautions Safety precautions Modals Reporting on Modals + passives conditions Conditionals Reading signs and labels Reading instructions Taking true/false tests

8 Sequential Imperatives Describing steps in a Assembly, Instructions Adverbs of sequence procedure repair and Gerunds Asking for maintenance Deletion of definite instructions procedures articles Reporting on work done or in progress Recognizing formal versus informal vocabulary Taking open-book, short answer tests

44 ,) I I APPENDIX F Letters Typing for the LEP The students will know the correct form for three kinds of business letters block, modified block, and modified block with open punctuation. The Typewriter Language Objectives Grammar The students will know the names of the Students will review the grammar listed parts of the typewriter. below: The students will know the names of all let- Verbs ters, numbers, and symbols on the keyboard. "to be"-present and past present simple The students will know essential vocabulary present continuous associated with typing. past simpleregular and irregular Technical Objectives future with "will" The students will know correct posture for future with "going to" typing. Nouns The students will know correct hand and singular vs. plural finger position, stroking technique, and count vs. noncount rhythm. irregular plurals The students will be able to control the a vs. an keyboard-letters, numbers, symbols and Adjectives special service keys, by touch. comparative The students will understand the functions superlative of, and be able to manipulate, the special ser- Punctuation vice keysspace bar, backspace key, return The students will know the basic rules key, shift key and shift lock, margin release related to the correct use of: key, and index key. Capitals The students will be able to type 25 words The period per minute. The question mark The students will know how to insert typing The exclamation point paper and straighten it. (Operate the paper The comma release lever.) Personal and business letter punctuation The students will know how to set margins for different space lines. The students will know how to set and clear tabs. The students will know how to set the machine for single, double. and triple spac- ing. (Operate the line-space regulator.) The students will know how to center horizontally and vertically. The students will know how to arrange and center a table. The students will know how to correct errors. The students will know how to reinsert paper and align words. (Operate the variable line spacer and stencil.) The students will be able to proofread and find their own errors.

45 J1 D. Project BEST Program APPENDIX Gi Specifications BVT in Heating, Refrigeration Training Site: Heating Refrigeration, and Air Con- ditioning Vocational Lab at Oakton & Air Conditioning for LEP Community College, Des Plaines. IL. Adults The vocational lab encompasses app. 3000 sq. ft. and houses all tools, supplies and equipment necessary for coursework in the college's Project BEST (Building Energy Systems degree programs. Commercial and Technology) is a bilingual vocational training pro- mock-up trainers are used for hands- gram funded by a federal grant fromthe Office of on practice in electricity, refrigera- Bilingual Vocational Education. U.S. Department of tion and heating. Space permitting, Education. The program began in March, 1986 at students are encouraged to bring in Oakton Community College at the Des Plaines, Il- their own refrigeration and air con- linois campus. 'Raining is tuition-free. and is offered ditioning units for further practice. through MONNACEP, Oakton College's adult con- Number of trainees in each cycle: 20 tinuing education program. In Project BEST, limited English proficient (LEP) students learn the basics Languages: Spanish and Polish of heating. refrigeration and air conditioning. The Staff:1 Project Coordinator, Full-time ultimate goal of training is to enable graduates to 1 Vocational English as a Second Language obtain entry level jobs in this vocational field. In ad- (VESL) Instructor, Part-time dition to practical hands-on training, students 1 Vocational Instructor. Part-time receive intensive job-specific English as a Second 2 ;zilingual Ritors (1 Spanish. 1 Polish). Part- Language instruction. The program also offers sup- time 1 Job Developer, Part-time port services such as bilingual tutoring, personal 1 Counselor. Part-time counseling and help in both finding and retaining 1 Clerical Assistant, Part-time a job. This type of comprehensiveapproach to vocational education for the limited English proficient Training Schedule: 15-week cycle, 5 days per week. individual is based on a model termed bilingual M-F, 9:00 a.m.-3:00 p.m. vocational training, or simply "BVT." Class Schedule: 9:00-11:30 VESL Class 11:30-12:00 Lunch The vocational component of BVT programs nor- 12:00-3:00 Vocational Lab mally emphasizes hands-on, competency based training as opposed trxtensive lecture or theory. In Project BEST alF manual with step-by-step procedures ..tcs serves as framework for in- struct l's itionally, most bilingual vocational prog r..ve delivered the vocational contentin the stuuent's native language. In our program. however, the vocational content isinitially presented in English. This approach has worked well for us, and allows more than one language group to participate in the vocationallab at one time. (Since the program began, each of three training cycles have served speakers of Spanishand Polish.) Although students must thus possessfun- damental English skills in order to enter the program, the students of each language grouphave a bilingual tutor who is present in the lab at all times to reinforce and elaborate on the vocational content Source : in the native language. Given a hands-on,visually Oakton Community College/MONNACEP(1987). oriented teaching style in conjunction with native Project BEST program and curriculumoverview. language tutoring, limited English proficiency is not Des Plaines, IL. Oakton CommunityCollege/ a substantial barrier to thevocational training. MONNACEP. APPENDIXG2 ment in this process is also highly valued. Parents are notified of the process, involved in the A Secondary BVT Model intake and assessment interview and invited to a special orientation session for LEP students and parents and parent conferences to give input into their child's Individual Student Improvement Plan A new program at Miami Jackson Senior High in (ISIP). Florida takes a more integrated approach to service delivery. The Bilingual Vocational Instructional Pro- The design of the bilingual secretarial program is gram (BVIP) is a joint project of the departments of comprehensive, allowing students to pursue a four- Dropout Prevention, Bilingual Education. and Voca- year vocational and academic sequence that tional Education for the Dade County Public enables them to graduate and acquire employabili- Schools. Its goal is to reduce the dropout rate for ty skills. It provides bilingt.ally taught vocational LEP students by enabling them to achieve success skills; training, structured English language instruc- in school and providing the necessary support ser- tion, bilingual support services for the content vices to meet their non-academic needs. It is hoped areas, job development and job placement, and that LEP students will increase their earning poten- follow-up services. The bilingual secretarial instruc- tial. build a positive attitude, and improve their tors integrate the teaching of Spanish into the voca- English proficiency. tional course. Stenography in Spanish and bilingual business correspondence classes are also offered. The previously described model uses a mainstream. transitional aproach to vocational training for LEP The beginning vocational courses are special LEP students. Another program. an enrichment model. sections: more advanced courses are mainstream uses many of the same intervention strategies but classes.If a bilingual vocational teacher is seeks to prepare students both linguistically and unavailable, bilingual aides assist in class. Bilingual vocationally for occupations in which bilingualism resource teachers help by creating materials or is an asset. One such program is the bilingual tutoring. secretarial program offered by the Essex County Students, grouped by English proficiency level, Vocational Technical Schools in Newark. New receive daily ESL instruction. The classes are a .Jersey. The North 13th Street Center, where the pro- combination of general purpose ESL and vocational gram is located, is an open admissions vocational ESL (VESL), which teaches the language content school which recruits its students from the area's and skills to survive in a vocational classroom and feeder schools. Special efforts are made to attract on the job. Since students from various vocational LEP students, including announcements on areas are in the same class, the approach is not oc- Spanish radio stations, letters to counselors, and cupational specific VESL. slide presentations to eighth graders. LEP students can choose from a wide range of vocational programs. Spanish speakers can also select one of the bilingual programsbilingual secretarial or bilingual cosmetology. LEP students send their applications to the Bi- lingual/ESL Program Coordinator who oversees services for this population. Students who have applied to a regular program but may be LEP as deter- mined by screening of applications. interview, and/or testing are referred internally to the bilingual counselor. The district places tremendous emphasis on proper identification and placement of the LEP student and equal emphasis on their appropriate exit and transition from the program. The Source: program is designed to ensure that LEP students Lopez-Valdez, J. (1989). Thaining limited English obtain proficiency in English as quickly as possi- proficient students for the workplace: 'Mends in ble so that they can participate effectively in the vocational education," New Forcus, Vol. 11, pp. 5-6. regular educational program (Essex County Voca- Silver Springs, MD: National Clearinghouse for tional Technical Schools, no date). Parental involve- Bilingual Education.

4753 APPENDIX H, Ethnic Radio Stations

CHICAGO Spanish Language WCRW AM 312-327-6860 WEDC AM 312-631-0700 WIND AM 312-751-5560 WOJO FM 312-649-0105 WSBC AM 312-777-1700

Other Ethnic WCEV AM 312-282-7600 WEDC AM 312-631-0700 WSBC AM 312-777-1700 WSSY AM 312-489-3350

SUBURBAN Spanish Language WONX - AM 708-475-1590 Evanston WTAQ AM 708-352-1300 La Grange

Other Ethnic WEEF AM 708-831-5640 Highland Park WONX AM 708-475-1590 Evanston WPNA - AM 708-848-8990 Oak Park WVVX - FM 708-831-5250 Highland Park WEST Spanish Language WSDR - AM 815-625-3400 Sterling iminmstimmeimmgrainur APPENDIX H2 GREEK Ethnic Newspapers GREEK PRESS

111111111111111P` 111111111111111=111 (in Greek and English) P.O. Box 99 Wood Dale, Illinois 60191 CZECH (708) 766-2955 AMERICAN SOKOL GREEK STAR The American Sokol Organization 4710 N. Lincoln Avenue 6424 W. Cermak Road Chicago, Illinois 60625 Berwyn, IL 60402 (312) 878-7331 (708) 795-6671 C.S.A. FRATERNAL LIVE INDIAN Czechoslovak Society of America P.O. Box 249 INDIA TRIBUNE PUBLICATIONS Berwyn. IL 60402-0249 (in English) 2702 West Peterson Avenue (708) 795-5800 Chicago, Illinois 60659 CZECHOSLOVAK DAILY HERALD (312) 465-5666 (DENNI HLASATEL) 6426 W. Cermak ITALIAN Berwyn, IL 60402 (708) 749-1891 FRA NOI ITALIAN AMERICAN NEWSPAPER 480 North Wolf Road HLAS NARODA North lake, Illinois 60164 (THE VOICE OF THE NATION) (708) 562-2575 Czech and English Czech American Heritage Center (Velehrad, Inc.) KOREAN 2657-59 S. Lawndale JOONG ANG DAILY NEWS (in Korean) Chicago, IL 60623 3359 West Irving Park (312) 762-2044 Chicago, Illinois 60618 (312) 583-2770 DANISH DANISH PIONEER (Danish & English) LITHUANIAN 1582 Glen Lake Road DRAUGAS (FRIEND) Hoffman Estates, IL 60195 Lithuanian Catholic Press Society, Inc. (312) 822-2552 4545 West 63rd Street Chicago, Illinois 60629 GERMAN (312) 585-9500 ABENDPOST AND SONNTAGPOST UND SANDARA MILWAUKEE (in Lithuanian with English Section) DEUTSCHE ZEITUNG (in German) P.O. Box 241 55 E. Jackson Blvd. #1820 Addison, Illinois 60101 Chicago, Illinois 60604 (312) 543-8198 (800) 228-0089 VILNIS (in Lithuanian) AMERIKA WOCHE 3116 South Halsted Street (in German) Chicago, Illinois 60608 4732 N. Lincoln Avenue (312) 842-7325 Chicago, Illinois 60625 (312) 275-5054 MULTI-ETHNIC ENTRACHT HERITAGE (in German) 55 E. Jackson Blvd.-Suitt 1880 9456 N. Lawler Avenue Chicago. Illinois 60604 Skokie, Illinois 60077 (312) 663-5400 (708) 677-9456

49 APPENDIX H.(continued) NORTHWEST EXTRA (Spanish/English) LOGAN SQUARE EXTRA (Spanish/English) Ethnic Newspapers WICKER PARK/WEST TOWN EXTRA (Spanish/English) 3918 West North Avenue POLISH Chicago, Illinois 60647 (312) 252-3534 DZIENNIK ZWIAZKOWY ZGODA (Polish and English) UKRAINIAN 6100 N. Cicero Avenue Chicago. IL 60646 NEW STAR UKRAINIAN CATHOLIC WEEKLY (312) 286-0141 (in Ukrainian and English) St. Nicholas Diocese 2208 West Chicago Avenue PHILIPPINE Chicago, Illinois 60647 PHILIPPINE NEWS (312) 772-1919 Nationwide Filipino-American Newspaper 5875 North Lincoln - Suite 248 Chicago, Illinois 60659 312) 334-1211 SERBIAN SERBIAN WEEKLY SLOBODA (in Serbian) 3950 West North Avenue Chicago, Illinois 60647 (312) 775-7772 SLAVENIAN PROVESTA (in Slovene and English) 166 Shore Drive Burr Ridge, IL 60521 (708) 887-7660 VOICE OF YOUTH (in Slovene and English) Slovene National Benefit Society 166 Shore Drive Chicago, IL 60521 (708) 887-7660 SPANISH EL HERALD° (in Spanish) 3734 W. 26th Street Chicago. Illinois 60623 (312) 521-8300 EL MASTANA DAILY NEWS (Spanish) 2700 South Harding Avenue Chicago, lllinopis 60623 (312) 521.9137 EL PUERTORRIQUE1C10 NEWSPAPER (in Spanish and English) 2748 North Kimball Chicago. Illinois 60647 (312) 486-1259 LA RAZA (In Spanish) 3909 North Ashland Avenue Chicago, Illinois 60613-2507 (312) 525-9400

50 .tractlCill lecrezeonent _lrovnuttse

DOYOU SPEAK asESPAROLor Po yournative poisku language? OAKTON COMMUNITY COLLEGE/MONNACEP presenta/przedstawia/presents Un Programa Bilingtie Vocacionalen de Entrenamiento ACONDICIONADOCALEFACCION/AIRE

zawodowy programwdwu-jezyczny szkoleniowy 'HEATING/AIR 9 CONDITIONING,

Bilingual Vocational p Training HEATING/AIR Program CONDITIONING in

378-1 c

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BEST BuildingEnergyProgram (312)Systems 635-1884Technology

pvA APPENDIX J, survival areas (time, food, family, etc.) Language Proficiency 3. Choice of words sometimes more inaccurate than Rating Scale would be expected of a native speaker of the same age, and limitations of vocabulary that prevent continuous conversation. 4. Vocabulary adequate to carry on basic conversa- Accent tion but some circumlocutions are present. 5. Vocabulary almost as broad and precise as would 1. Pronunciation frequently unintelligible. be expected of a native speaker of the same age. 2. Frequent gross errors and a very heavy accent 6. Vocabulary apparently as accurate and extensive making understanding difficult, requiring fre- as that of a native speaker of the same age. quent repetition. 3. "Foreign" accent that requires concentrated listening: mispronunciation leading to occasional Fluency misunderstanding and apparent errors in gram- 1. Speech so halting and fragmentary that conver- mar or vocabulary. sation is virtually impossible. 4. Marked "foreign" accent and occasional 2. Speech very slow and uneven except for short or mispronunciations which do not interfere with routine sentences. understanding. 3. Speech more hesitant and jerky than a native 5. No conspicuous mispronunciations for a child of speaker of the same age; sentences left un- that age level but would not be taken fra native completed. speaker. 4. Speech occasionally hesitant. with some uneven- 6. Native pronunciation, with no trace of "foreign" ness caused by rephrasing and groping for words. accent. more so than would be typical for that age level. 5. Speech effortless and smooth, but perceptively Grammar non-native in speed and evenness. 1. Grammar almost entirely inaccurate except in 6. Speech on all topics that are of interest to that common phrases. age level as effortless and smooth as a native 2. Constant errors showing control of very few ma- speaker's. jor patterns, relative to a native speaker of that age level, and frequently preventing communi- Comprehension cation. 1. Understands too little for the simplest type of 3. Frequent errors showing lack of control of some conversations. major patterns and causing more misunderstan- 2. Understands only slow, very simple speech on ding than would be expected for a native speaker concrete topics: requires more repetition and of that age level. rephrasing than would be expected of a native 4. Occasional errors showing imperfect control of speaker of the same age. some patterns but no weakness that causes 3. Understands careful, somewhat simplified misunderstanding. speech directed to him, with considerable repeti- 5. Few errors, with no patterns of failure, but still tion and rephrasing. lacking full control over grammar that is ex- 4. Understands adult speech quite well directed to pected of that age. him. but still requires more repetition or rephras- 6. No more than two errors during the interview. ing than a native speaker of the same age. other than those typical of a child of the same age 5. Understands everything in conversation except who is a native speaker of that language. for colloquial or low-frequency items, or excep- tionally rapid or slurred speech. Vocabulary 6. Understands everything in both formal and colloquial speech expected of a native speaker of the 1. Vocabulary inadequate for even the simplest same age. conversation. 2. Vocabulary limitedto basic personal and

52 APPENDIXJ1(continued)

LANGUAGE PROFICIENCY RATING SHEET

Name:

Date:

Interviewer:

District:

Accent 1 2 3 4 5 6

Grammar 1 2 3 4 5 6

Vocabulary 1 2 3 4 5 6

Fluency 1 2 3 4 5 6

Comprehension 1 2 3 4 5 6

Tbtai Weighted Score

Oral Proficiency Level

Comments

From: Jacobs et al., 1981. 53 odrr APPENDIX J.

Sample Interview Questions

Instructions:

1. What's your full name? 2. Where are you from? 3. Where do you live now? 4. Do you have transportation? 5. Have you had any vocationaltraining? 6. How long have you lived in thisarea? 7. How did you hear about ourprogram? 8. What jobs have you had inthe United States? 9. How much education have youhad? 10. What kind of job would youlike to have?

Use Oral Language ProficiencyRating Sheet for scoring.

Adapt for use in your program.

54 APPENDIX J3 Criteria for Evaluating Writing Sample AREA CRITERIA COMMENTS 1111111,11111

ideas clear- ORGANIZATION EXCELLENTTO VERY GOOD: fluent expression ly stated/supportedsuccinctwell-organized logical sequencingcohesive GOOD TOAVERAGE:somewhat choppyloosely organized but main ideas stand outlimited supportlogical but in- complete sequencing FAIR TOPOOR:non-fluentideas confused or disconnected lacks logical sequencing and development VERYPOOR: does not communicateno organization OR not enough to evaluate

VOCABULARY EXCELLENT TO VERYGOOD: sophisticated rangeeffective word/idiom choice and usageword form mastery appropriate register GOOD TOAVERAGE:adequate rangeoccasional errors of word/idiom form, choice, usage but meaning notobscured FAIR TO POOR: limited rangefrequent errors of word/idiom form, choice, usagemeaning confused or obscured VERYPOOR: essentially translationlittle knowledge of English vocabulary. idioms. word formOR not enough to evaluate

LANGUAGE USE EXCELLENT TO VERY GOOD:effective complex constructions few errors of agreement. tense, number. wordorderffunction. articles. pronouns. prepositions GOOD TO AVERAGE:effective but simple constructions minor problems in complex constructionsseveral errors of agreement. tense, number, word order/function,articles, pronouns. prepositions but meaningseldom obscured FAIR TO POOR: major problems in simpletomplexconstruc- tionsfrequent errors of negation. agreement. tense. number. word ordertfunction, articles, pronouns, prepositions andbr fragments, run -ons, deletionsmeaning confused or obscured VERY POOR:virtually no mastery of sentence construction rulesdominated by errorsdoes not communicateOR not enough to evaluate

MECHANICS EXCELLENT TOVERYGOOD:demonstrates mastery of con- ventionsfew errors of spelling. punctuation. capitalization. paragraphing GOOD TO AVERAGE: occasional errors of spelling,punctuation. capitalization. paragraphing but meaning notobscured FAIR TO POOR: frequent errors of spelling. punctuation. capitalization, paragraphing poor handwritingmeaning confused or obscured VERYPOOR: no mastery of conventionsdominated by errors of spelling. punctuation, capitalization, paragraphinghand- writing illegibleOR not enough to evaluate

556- i APPENDIX K Excerpts from a Technical English Test

Introduction: What is a Machinist?

Everyone wants good job. The United States many factories andindustries. Many people work factories and industries. To good jobs in factories, people needtechnical skills and experience. A person get technical skills and experiencein vocational training programs. on the job,and in classes. Everyone depends on machines for transportation,food, homes, employment and much . Thefactoriesandindustries these machines. There many different kinds jobs in factories and industries. Machinists are important group of in factories and industries. Machinists machines to make the parts for other machines. Machinists make at very accurate sizes. Accuratesizes of parts permit mass production. Massproduction produces many good quality materials at low price.

Machine Tool Fundamentals Technical English Test Waubonsee Community College Sugar Grove, IL

56 APPENDIX K,(continued)

A. a saw B. a screwdriver C. a wrench D. a hammer

2. A. a saw B. a screwdriver C. a wrench D. a hammer

3. A. a saw B. a screwdriver C. a wrench D. a drill

4. A. a chisel B. a screwdriver C. a wrench D. a hammer

5. A. a micrometer B. a drill C. a screwdriver D. a vise

6. A. a clamp B. a vise C. a wrench D. a drill

57f) APPENDIX K (continued)

29. A. an angle B. a square C. a cylinder D. a circle

30. A. an angle B. a rectangle C. a cylinder D. a circle

31. A. an angle B. a square C. a rectangle D. a triangle

32. A. a curved line B. a horizontal line C. a bent line D. a vertical line

33. A. a straight line B. a curved line C. a parallel line D. a bent line

______34. A. a vertical line B. a horizontal line C. a curved line D. a bent line

58 APPENDIX L

AMINIMP0

NAME SESSION

VESL COMPETENCY CHECKLIST: DATA ENTRY Rating Scale:

4-Skilleduses English appropriately without prompting or assistance; is easily understood almost always uses correct grammar. spelling, and pronunciation.

3-Moderately skilled -uses English appropriately, but may require occasional prompting or assistance; usually easy to understand - good control of grammar, spelling, and pronunciation.

2-Acceptable skilluses English in a generally appropriate manner; requires some prompting or assistance: can be understood, but may take some effort - mistakes in grammar, spelling, and pronunciation do not usually inhibit ability to be understood; mistakes may be numerous.

1- Limited skill has difficulty using English appropriately; often requires prompting or assistance: often difficult to understand does not control grammar, spelling, or pronunciation; mistakes inhibit ability to beunderstood.

0-No skill/experience in this areacannot use English appropriately; does not respond to prompting or assistance; extremely difficult or impossible to understand- pronunciation may be almost incomprrensible. Use this rating when student has not attended corresponding classes and has not made up work.

; Source: Arizona BVT, Maricopa Technical Community college Quick Service Mechanic Program VESL Curriculum Prepared by: Gail F. Shay and Denise Parker 11111111111111111111111111111M13111111111111, APPENDIX L(continued)

DATA ENTRY VEST, COMPETENCIES

- ... Task Performance 4 .(:,,

State abbreviations for states and business terms.

Alphabetize words and persons' names. ..._ Name and comprehend office materials. equipment and keyboard. Define data entry terms. Describe function of keyboard keys and computer peripherals. Follow and give multi-step instructions. Report on progress or completion of work.

...... - State problem and request assistance.

r Express understanding or lack of understanding.

Respond to positive and negative feedback. .-."1,:.-f.': ..

Safety Report unsafe conditions or equipment malfunction.

"...!':.;::4,f,--'..i'.1,-..'4-"-:- Warn a co-worker of unsafe condition. . ,..:,r_ -:.,..,i_t;-:;.1,=. Teiepnoning ;-;4 '.".; , Kii'..c51.:1; -,...... Answer and terminate an office call.

' ,--''. ;CI" '..:.' +7,- ,..141.9.!;',i4=,91:41-;' Take and write a phone message. -, ...: '..1.::: ':.;-.'. .7 ' Report a message.

,..,.._ "IYansfer a call. _-, - 1. ,..!"-' !":.--.::.1- t '4';:-"'',"''...7':1,`....:'"l'f'. Job Seeking and Keeping . .11 ., ''...- ...--1'. .-:,:iis "; ' Request information about a job opening. . . - - '.:.2;x i--.94.:',.'

..'74.%::::... ' ..."'' ter. ,:. .-...,- .' ,__ Read employmentklassified ads. A.. ' >

Write an application letter. ..,..:!,,-;31.4F..-...,:,f..... Compete a job application form.

.*..F:.!...... Respond to interview questions. L,1'.4.;';irl,::. '', Describe job skills and education/training for job. -..-- Report tardiness or absence.

Adapted from: Arizona BVT, Mancopa Technical Community College

60 BEST COPY AVAILABLE APPENDIX M Pictorial Inventory of Careers Sources of Sample Vocational Talent Assessment, Inc. Assessment Instruments P.O. Box 5987 Jacksonville, Fl 33247-5087 APTICOM (800) 634-1472 Vocational Research Institute VALPAR Component Work Sample 2100 Arch Street, 6th Floor System Philadelphia, PA 19103 Valpar International, Inc. (800) 874-5387 P.O. Box 5767 Assessment of Basic Tucson, AZ 85703-5767 Vocation - related Skills (800) 528-7070 Community College and Occupational Education Wide Range Interest and Opinion System Test (WRIOT) Jastuk Associates, Inc. Basic English Skills Test (BEST) 1526 Gilpin Avenue Center for Applied Linguistics Wilmington. DE 19806 1118 22nd Street NW (302)652-4990 Washington D.C. 20032 (202) 429-9551 The Woodstock Language Proficiency Basic Inventory of Natural Language Battery (Age 3 - Adult) (K-12) Checkpoint Systems DLM Inc. 1558 N. Waterman. Suite C 200 E. Bethany San Bernadino, CA 92404 Allen, TX 75002 Bilingual Vocational Oral (214) 727-3346 Proficiency Test (BVOPT) World of Work Inventory Melton Peninsula, Inc. Riverside Publishing Company 161 Pittsburgh 8420 W. Bryn Mawr Avenue Dallas, TX 75207 Chicago, IL 60631 (214) 748-0564 (312) 639-0040 Brigance: Comprehensive Inventory of Basic Skills Curriculum Associates, Inc. 5 E quire Road North Billerica, MA 01862-2589 Choice Work Sample Career Research Corporation 65 W. Gordon Avenue Salt Lake City, UT 84107 (800) 562-7267 Ruder Occupational Interest Survey Science Research Associates. Inc. 155 N. Wacker Drive Chicago. IL 60606 (312) 984-7000 APPENDIX N Information and Materials Clearinghouses

Center on Education and Training for Employment (Formerly the National Center for Research in Vocational Education) Ohio State University 1900 Kenny Road Columbus, OH 43210 (800) 845-4815 East Central Curriculum Network Illinois Vocational Curriculum Center Sangamon State University Building E-22 Springfield, IL 62708 (217) 786-6395 Eric Clearinghouse on Adult, Career, and VocationalEducation The Ohio State University 1900 Kenny Road Columbus, OH 43210 (800) 848-4815 Eric Clearinghouse on Language and Linguistics Center for Applied Linguistics 1118 22nd Street N.W. Washington. D.C. 2C037 (202) 429-9292 Intercultural Development Research Association 5835 Callaghan. Suite 350 San Antonio, TX 78228-1190 (512) 684-8180 National Center for Research in Vocational Education 1995 University Ave., Suite 375 Berkeley, CA 94704-1058 (415) 642-4004 National Clearinghouse for Bilingual Education 1118 22nd Street NW. Washington. D.C. 20037 1-800. 321-NCBE (202) 467-0867 Northern Illinois University Office of Applied Innovations 10 W. Main Street, Suite 201B Cary. IL 60013 (708) 516-4845 Technical Assistance for Special Populations Program The National Center for Research in VocationalEducation University of Illinois 338 Education Building 1310 S. Sixth Street Champaign, IL 61820 (217) 333.0807

62 APPENDIX 0 Work Schedules/Time Sheets/Paychecks Work English VESL WS- 1. Respond to requests to work a par- Competencies ticular shift or schedule. WS - 2. Read work schedules and identify days and shifts to be worked. Retaining a Job W S - 3. Read and fill out time sheets. W S- 4. Read gross and net pay on pay- Task Perfcrmance checks.

T P - 1.Follow instructions to carry out a W S- 5. Report errors on a paycheck. simple task. W S - 6. Read work schedules and verify TP 2. Respond appropriately to super- duties to be performed. visor's comments about quality of WS-7. Fill out total hours on time sheets. work on the job. WS-8. Read common deductions on T P 3. Request supervisor to check work. paychecks. TP-4. Report completion of task to WS-9. Read and fill out W-4 forms. supervisor. T P - 5. Request supplies. General Work Related T P - 6. Ask where object is located: follow G W R - 1. Give appropi Late reason for absence oral directions to locate an object. or tardiness for self or family member in person or by telephone. T P - 7. Follow simple oral directions to locate a place. G W R - 2. Request permission to take time off, or to leave early, or to otherwise T P 8. Read charts, labels, forms or written instructions to perform a task. modify one's work schedule. G W R - 3 . T P - 9. State a problem and ask for help if Request appropriate person and necessary. state own name and nature of appointment. T P - 10.Respond to inquiry as to nature or progress of current task: state G W R 4. Take and deliver message given in amount and type of work already person to the appropriate person. completed. G W R - 5. Read name and department on T P 1 1.Respond appropriately to work in- employee name tags. terruption or modification. G W R 6. Read common departmental and T P - 12.Record tally or quantity on inven- directional signs. tory, production, or supply request G W R - 7Take and deliver a simple phone form. message. T P 13.Follow instructions to carry out a multi-step task. Safety T P - 14 Give simple oral directions to locate S - 1. Read basic safety signs. an object or place. S - 2. Give and respond to oral warnings T P - 1 5 Give an explanation for poor quali- or basic commands about safety. ty work. S - 3. Identify safe and unsafe work procedures and situations.

Clarification/Verification S - 4. Report accidents and injuries in simple terms. CV 1. Clearly state when something has not been/has been understood. S-5. Explain cause of accident in simple terms. C V - 2. Ask someone to speak more slowly or to repeat something. S - 6. Ask about proper usage of unfamiliar substances or objects. C V - 3. Repeat to verify that information has been understood. S - 7. Identify and ask for apropriate safety equipment. S-8. Fill out an accident report form.

63 APPENDIX P, Data Entry Sample VESL Lesson Plan

Vocational Competency: Demonstrate ability to select an option from a menu Language Competencies: T.2Follow and give basic multiple step instructions. T.6State problem and request assistance. C.2 Ask someone to repeat a word. phrase. or set of instructions.

Grammatical Focus: WHAT questions. HOW questions, imperatives, prepositionalphrases, modal CAN/COULD, polite expressions. apologetic expressions. Language Samples: (Listening/Speaking) (Reading/Writing) Trainee: How do I ... Language encountered on computer screen when select an option from the menu? selecting an option from menu (will vary depending on computer program used, e.g. choose an option from the menu? create. print, edit, exit get into the pmgram. bold, underline. center Instructor:(Imperative sentences with corn- retrieve, look, other directories mands relating to selecting an option from a program menu). Trainee: Would you help me, please? Mainee: I'm sorry, I didn't understand that. Could you repeat it?

Vocabulary: Nouns and verbs for Vocational Competency #9, possibly adverbsof sequence. words commonly found in polite and apologetic expressions. Activities: "Ibtal physical response: trainees respond to instructor's directionsby carrying out oral commands on an actual system. Sequence excercise: trainees arrange steps in a procedure in the correctorder (can be done using "strip story" activity). 11,,vo-sided dialogue: trainees practice dialogue involving askingfor assistance and giving/taking instructions Role play: trainees develop own scenario and appropriatedialogue which are based on the particular vocational competency (#9). Materials: Computer equipment. If feasible: "strip story.' outlining aprocedure. handouts of various program menus. Evaluation: Given oral instructions, trainees perform a procedure Trainees provide short answers to demonstrate knowledgeof vocabulary associated with vocational task. Matrices state a work-related problem and ask for assistance. Trainees give basic instructions for a simple procedure.

Sourer: for 17ata Entrti: A Competencti-based Curriculum Gulch?.Profeet OSCAER, Nortbwe Educational Cooperative. Macomb, IL: Curriculum PublicationsClearinghouse, 1987.

64 APPENDIX P1 (continued)

Vocational Competency 9: Demonstrate ability to select an option from a menu.

Adjectives/ Nouns Adverbs Verbs batch number choose choice continue cursor display display enter file press format return instructions select item sign on job name verify operator ID key menu mode option

65,

i APPENDIX P2 Heating and Air Conditioning Sample VESL Lesson Plan

Vocational Competency: Form various tube and fitting connections using soft soldering and silver brazing. Language Competencies: 1.4 Comprehend and identify work related supplies. T.2Follow and give basic multiple-step instructions. T.3Follow and give multiple-step instructions. T.12 Request supervisor or trainer to check work.

Grammatical Focus: WHAT/WHICH questions, descriptive adjectives. imperatives, adverbs of time and sequence.

Language Samples: (Listening/Speaking) (Reading/Writing) Instructor: What do you have to do before you Descriptions, specifications and warnings found on apply tlux to your tubing? related supplies and equipment. e.g.. Trainees: I have to remove the burr and sand 95/5 compound the outside of the tubing. "Hold away from clothing."

Trainee: Which fitting do I need? j Instructor:A "T' fitting.

Vocabulary: Names of supplies needed for Vocational Competency #7, sequence adverbs.SHOULD. HAVE TO. MUST, expressions such as HOW'S THIS? Activities: Substitution drills: practice names of work related supplies and equipment. Sequencing exercises: teach comprehension of sequence adverbs. Ibtal physical response: emphasize imperatives, sequence adverbs, and importantvocabulary items. Strip story: instructor conducts sequential steps exercise by passing outindividual sentences which are part of a mechanical procedure and then having trainees organize them into the correct sequence. Role play: trainees practice giving and following instructions. asking forassistance. etc. Materials: Supplies (including packaging) needed for soldering and brazing. "stripstory" outling a procedure. Evaluation: Given oral instructions. trainees perform a procedure. Trainees provide short answers to verify comprehension of sequentialtasks. Trainees give instructions for a procedure using adverbs of sequence.

," /luring,' 'Ind ,%(tt,rulttHilltui..", r.tiqictcnr 11 t;tiffir Plir Northwest Educational t'ooperative Nlaconib. IL. CurriculumPublications Clearing,hotpse, 1!)87.

, APPENDIXP2 (continued)

Vocational Competency 7: Form various tube and fitting connections using soft soldering and silver brazing. Adjectives/ Nouns Adverbs Verbs alloy flared assemble bonding neat bend clearance proper contain copper fitting resistant draw copper tubing strong flow degrees follow diameter heat file join flaring tool melt flame prevent flux brush silver braze hacksaw solder inside diameter (I.D.) swage joining withstand lead leakproof material metal metal temperature molten metal outside diameter (O.D.) oxy-acetylenc torch pipe pressure P.S.I. (lbs./square inch) rod safety goggles sand cloth silver brazing silver soft solder soft soldering soldering flux soldering torch spark igniter steel surface swage connection swaging kit t-connection tin tube bender tube cutter tuber cleaning brush tubing wire brush

67 APPENDIX P. Cooking Sample VESL Lesson Plan

Vocational Competency: Clean and prepare fresh fruits and vegetables. Language Competencies: 1.5 Comprehend and identify fruits and vegetables. F.3 Describe function and usage of basic cutting instruments. T.2 Follow and give basic, multiple step instructions. C.7Verify comprehension by repeating a word, phrase, or setof instructions.

,i ammatioal Focus: WHAT. HOW, YES/NO questions. imperatives. infinitives, presentpassive, sequence adverbs, prepositional phrases Language Samples: (Listening/Speaking) (Reading/Writing) Instructor:What vegetables do you peel? lialnees: You peel carrots, potatoes. and cucumbers.

Instructor: How are carrots peeled? 'Ilainee: Carrots are peeled with a peeler. Instructor:What is a paring knife used for? Trainee: For removing cores and seeds. Instructor:First, you wash them in warm. soapy water. 'Thainee: Soapy? Instructor:Yes, that's right. Vocabulary: Names of fruits. vegetables. and utensils used for preparingthem (Vocational competenews#19 & 21); related action verbs: expressions such as USED FOR. USEDTO. questions word HOW. Activities: Substitution drills: practice names o. fruits and vegetables. ut,sils. and verbs related to the preparation. Sequencing exercises: teach sequence adverbs and emphasizeimportant vocabulary. lbtal physical response: emphasize imperative forms. sequenceadverbs, and prepositional phrases related to the vocational task. Question/Answer drills: practice grammatical fcr.-ms andvocabulary. "IWo-sided dialogues andbr role play: practice giving instructions.asking for verifica,ion, and describing function of utensils. ate rink: Actual foodstuffs and utensils. if available: pictures of same;separated pictures andbr written steps of a procedure which students can organize into correct sequence Evaluation: Given cral instructic.ns, trainees perform a procedure. Asked questions, trainees give brief answers todemonstrate knowledge of names. functions ofutensils. and procedures. Trainees give Instructions for preparation of apdrticular fruit or vegetable Iron) start to linish. using appropriate connectors and sequence adverbs. Stun t.1'/....S1, for Cookino. ,1 1 'ortiorturt,n-btt:.,,(1 ('urriroturri Protect OS('AER. Ntinthwrst Educational cooperative. Niaeonii), IL Gurrriiiiiin PublicationsLicaritikiliousv. 1M-47.

UEST COPY AVAILABLE APPENDIX P3 (continued)

Vocational Competency 21: Cut vegetables using various cutting methods. Adjectives/ Nouns Adverbs Verbs action across chop amount against curl batonnet cut basic cut blades batonnet (cut) dice blonis broadclean feed box grater clean force chefs knife coarse grate center correct grind cleaver cutter grip cubes even guide cuts fine insure end fractions (inch) make finger French (cut) mark grain indented mince grater Julienne (cut) move grinder large pass heel long Peep inch medium pound knife properly pulverize knife. boning rough puree knife, bread serrated score knife, butcher sharp sharpen knife, French small shred knife, paring thin slice line uneven/even take mesh under use method together wash motion uniform preparation tip shredder sieve slicer slit strip strokes surface techniques