DOCUMENT RESUME ED 288 104 CE 049 167 AUTHOR Densmore, Roxanne T. TITLE Carpentry, Culinary Arts Instructor Guide and Curriculums. Bilingual Vocational Education Program. INSTITUTION Crownpoint Inst. of Technology, NM. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. PUB DATE 87 GRANT G008620033 NOTE 369p. PUB TYPE Guides Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS *American Indian Education; Behavioral Objectives; *Bilingual Education; *Carpentry; Competency Based Education; *Cooking Instruction; Language Skills; Learning Activities; Lesson Plans; Mathematics Skills; Occupational Home Economics; Student Evaluation; Student Placement; Trade and Industrial Education; *Vocational English (Second Language) IDENTIFIERS *Navajo (Nation) ABSTRACT This guide is intended to assist vocational English as a second language (VESL) instructors in teaching courses in carpentry and the culinary arts to residents of Navajo reservations. The first section outlines the rationale and content of the two training programs as well as the basic VESL objectives that they seek to address. The next section, a VESL learning guide, discusses the main principles of the ESL method, learning characteristics of ESL students, the ESL learning environment, curriculum development, teaching techniques (including survival and competency-based methods, the notional-functional approach, use of the world outside the classroom, and total physical response), student assessment, and placement levels. Educational goals and curriculum design are covered next. The carpentry curriculum includes 25 units that are intended to provide students with hands-on and classroom instruction in the identification, proper handling, care, and maintenance of trade tools and equipment; the fundamental processes and techniques of the carpentry trade; applicable codes and safety practices; and blueprint reading and job estimation techniques. The culinary arts curriculum teaches professional cooking skills in a 43-week, 40-hour-per-week program that includes 215 hours of culinary arts instruction, 42 hours each of classroom English and basic math, and 1,421 hours of programmed kitchen laboratory instruction. Both curricula include behavioral objectives, instructional outlines, learning activities, and quizzes. A bibliography of additional resources is included. (MN) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** BILINGUAL VOCATIONAL EDUCATION PROGRAM Crownpoint Institute of Technology Instructor Guide and Curriculums for CARPENTRY CULINARY ARTS Gloria Arviso: Bilingual Vocational Education Project Director Roxanne T. Densmore: Program Consultant Evaluator and Curriculum Writer for the Bilingual Vocational Education Project U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement ED CATIONAL RESOURCESINFORMATION ERIC) Thisdocumenthas been reproduced as received from the person or orgarfizafion gfiginating It 0 Minor changes have been made to improve reproduction duallty Pomts of view or opmons stated tn IhtsdoCu ment do not necessarily representof final OERI position or policy r) 4 BEST COPY AVAILABLE NEW MEXICO Crownpoint Institute of Technology Title: Bilingual Vocational Education Training Language group served: Na-raho Occupational areas: Carpentry and Culinary Arts Length of training: 11 months Number of training cycles: 1 1/2 Weekly hours of vocational training: 30 hours Weekly hours of ESL: 6 hours Hours of job counseling: 4 hours Grant award amount: $203,805 Number of trainees: 45 Approximate cost per .trainee: $4,529 Coordinating agency: JTPA Project Director: Gloria Arviso Address: P.O. Drawer K Crownpoint, New Mexico 87313 Phone: (505) 786-5851 Project runs until August 31, 1987 G0086 20033 TABLE OF CONTENTS I. Introduction to Bilingual Vocatic,Aal Education Program Pg.1-9 II. English as a second Language Instructor Guide Pg.11-54 III. Educational Goals Pg.55-56 IV. Curriculum Design Pg.56-60 V. Carpentry Curriculum Pg.61-213 VI. Culinary Arts Curriculum Pg.214-360 VII. Resources Pg.331-366 PHILOSOPHY STATEMENT The Crnwnpnint Institute of technology as a primarily Navajo institution reflects the area's culture and Navajo language. Language is part of an individual's identity and sense of self worth. Language is at the very core of cultural values and provides the "wheels" for its transmission from one generation to another. For the Navajo, language serves as a mirror of reality. ThE native Navajo language becomes a vehicle or means for the Navajo student to understand and relate to the dominate society. The CIT staff feels that people's lives are important and that native people are entitled to exercise in the setting of where they live their cultural valises and their native language. They are also entitled to an education including English proficiency to ensure their personal economic self sufficiency and social well being. Test results and student performance have shown that the CIT student has limited English proficiency. This becomes an economic handicap in today's job market; one that can and must be directly addressed. This becomes the unique problem vocational training programs on the reservation must solve. PROGRAM DESCRIPTION CIT's answer to the situation includes the Culinary Arts vocational instructor with expertise, the VESL instructor and a bilingual aide. Classes consist of students ages nineteen to forty seven. They are all members of the Navajo tribe who learned Navajo as their first language. English was learned and used in a school setting and Navajowas the language to be used at home and with friends and relatives. As a result of the historical situation for the Navajo, many have limited proficiency in both English and Navajo. Most conversations by a native speaker are sprinkled with both languages. The fact that such a group can exist within the 2 o continental United States in difficult for mainstream Americans to understand. The Crownpoint Institute of Technology serves Navaio students who are looking primarily for educational and employment opportunities on or near the reservation. The bilingual aide serves a special function in the program as she has gone through the Culinary Arts training herself as a student andhas worked in the CIT cafeteria as a cook. She is always with the students in the class and in the kitchen. Concepts or instructions that a student may not understand are translated into Navajo for the student by her. The Culinary Arts vocational program offers hands on training in the CIT cafeteria which serves CIT students, staff, and the general public. The training simulates on the job training leading to first day productivity for graduates. The vocational curriculum includes needed entry level skills in the commercial food service industry such as safety and sanitation procedures, proper use of hand tools and stationary equipment, food preparation methods and techniques, and basic kitchen operation procedures. Career instruction includes a sampling of entry level jobs in food service, filling out job application, writing letters of application and resumes. Attitude, punctuality reliability, cooperation and team work are among the important job values stressed in the program. English is used as much as possible for instruction. In fact, neither the vocational instructor nor the VESL instructor speak Navajo. Instead, they rely on previous experience in teaching on the reservation and the assistance of the aide as needed. The English instruction focuses on job related language structures and vocabulary. English is often a confusing language to learn full words an,: multiple meanings. An example of this would be the work, "dressing." In Culinary Arts alone this word can can be 3 6 I used to mean three different concepts--a sauce for a salad, a stuffing for I poultry and a cleaning process for freshly caught fish. In addition, many I trade related vocabulary items are French in origin, examples include Garde Manager, Sous Chef, quiche, bouquet garni, and a la carte. I Students are expected to be familiar with professional methods of measurement and recipe conversion techniques. To achieve this end, instruction includes basic math skills and vocational math. Students are offered experience in cashiering, inventory methods, and menu costing procedures. Unlike some bilingual vocational programs, CIT students must learn about food preparation as it is practiced in everyday American restaurants. They can no longer learn only a minimum level of English and work in a specialty restaurant serving only Navajo cuisine as many LEP Chinese students can do who eventually intend to be employed in Chinese restaurant. Provision is made in the program design for vaiying levels of achievement. Efforts are made to help students learn how to learn. Study guides based on the textbook and study techniques are stressed. To help those with special problems, individual tutoring time is scheduled as needed. Instrumental Enrichment is also offered with the primary goal of achieving cognitive modifiability. This curriculum guide has been prepared by the staff of the Crownpoint Institute of Technology for Navajo students in the Culinary Arts and Carpentry program, which is a part of the bilingual vocational training program instituted and developed in 1987. (year). The quality and professionalism