laura ficorilliwork-like integrated approachno 1 teaching english for employment a work-like...

Laura Ficorilli Work-like integrated approach No 1

Teaching English for EmploymentTeaching English for EmploymentA Work-Like Integrated Learning A Work-Like Integrated Learning

ApproachApproachLaura FicorilliLaura Ficorilli

[email protected]@nceltr.mq.edu.au

October 2008

Macquarie University


This section of the workshop is aimed at:This section of the workshop is aimed at:

- exploring possibilities of applying work-like integrated approaches to - exploring possibilities of applying work-like integrated approaches to the ESL class.the ESL class.

- exploring ways for developing second language learners’ awareness- exploring ways for developing second language learners’ awareness

and knowledge of the Australian workplace requirements and,and knowledge of the Australian workplace requirements and,

- developing their own potential and aptitude in making the most of- developing their own potential and aptitude in making the most of

the opportunities available in the labor market.the opportunities available in the labor market.


Language > occupational status Language > occupational status

• Learning a second (or in some cases third language) might Learning a second (or in some cases third language) might become “more meaningful” if seen as a means to acquire become “more meaningful” if seen as a means to acquire occupational status which leads to recognition.occupational status which leads to recognition.

• ““Clients are motivated by, and benefit from, vocational content Clients are motivated by, and benefit from, vocational content courses as they include content of relevance to their current courses as they include content of relevance to their current and career lives.” ( Murray, 2007 p. 4)and career lives.” ( Murray, 2007 p. 4)


CSWE I & CSWE II LEARNERS

Often regarded as “not ready” to tackle the job’s literacy requirements.

However

many still want to enter the workforce as soon as possible.

The aim is to channel their drive and efforts into initially familiarizing with the “Australian workplace’s system”.


Certificate I1/1/03 – 30/09/03

Reported on AMEP Information Sheet – May 2006 (ARMS)

Vietnam

China

Other

Turkey

Lebanon

Former USSR

FormerYugoslavia

• Total enrolments = 5182

• Total withdrawals for work-related reasons = 150

• 3% of all enrolments in Certificate 1


Certificate II1/1/03 – 30/9/03

Reported on AMEP Information Sheet – 2006 (ARMS)

Cambodia

China

Other

FormerYugoslavia

Turkey

Ethiopia

Vietnam

• Total enrolments = 1723

• Total withdrawals for work-related reasons = 206

• 12% of all enrolments of Certificate II


HISTORICAL BACKGROUND

ESL, ADULT LITERACY AND NUMERACY AND THE WELL PROGRAMME

• Work has been a major focus in ESL classes since the very beginning of the provision of English language training in Australia in 1948. Free lessons were provided to help migrants ‘assimilate’ into the host community and to help them get work.

• As early as 1952, there were courses specifically focused on employment (Victorian Government Railways).

• In 1959, classes for employees had begun at the Gas Fuel Corporation, Containers Ltd, Bradford Cotton Mills and Robert Bosh Pty.


Generic Skills

From 1973 to 1985, English in the workplace courses focused on occupational health and safety, basic work- related communication and offered some guidance on rights and entitlements.

Specific needs

After 1985 courses focused on the specific needs of industry. English tuition was established as an industrial right in an Industrial Relations Commission decision in 1987 (Eyles Miltenyi Davis Pty 1989, p.5).


The Kangan Report (1974)

- The Kangan Report, “ TAFE in Australia: Report on needs in technical and further education”, determined the beginning of the systematic adult literacy provision especially in pre- vocational preparation.

- Substantial federal funding was increasingly focused on assisting the unemployed to access training.

- The case had already been made in the Industrial Relations Commission for English language training for workers whose first language was not English. The case was now being made for all workers (Long, 1989).


Long’s study on employer and union perceptions showed that:

“…literacy is an important skill for both English and non-English speaking workers. In fact literacy is seen as a more important skill than most other technical job-related skills, in that it is a first order skill necessary for acquiring higher order skills…”

(Long, 1989)


The Workplace English Language and Literacy Programme (1989)

Workplace English Language and Literacy Programme (WELL) commenced in 1989 As a joint initiative between the Department of Industrial Relations, Immigration and Multicultural Affairs and Employment Education and Training.


The international Literacy Year (1990) and

the Australian Language and Literacy Policy

- National language policies provided further momentum in considering Australia’s language resources for economic and social development (Lo Bianco, 1987; Commonwealth of Australia 1991a, 1991b).

-The Australian Language and Literacy Policy essentially retained the Adult Migrant Education Programme as a settlement strategy for migrants. It identified English literacy as a barrier to employment and training and injected funding linked to unemployment entitlements through labor market programs.


WELL and the link to accredited courses

•The WELL initiative has been maintained and funding has remained fairly constant through the years.

• However one of the perceived weaknesses of the English in the Workplace Programme was the lack of accreditation and direct articulation between the workplace courses into occupational qualification (Mawer, 1992).

• This was then addressed in the WELL Programme by requiring language, literacy and numeracy to be directly linked to accredited courses and, since the introduction of training packages, to units of competency.


Principles underpinning the link

Training must provide English language, literacy and numeracy skills that meet workers’ employment and training needs and should:

be integrated with workplace training to support the underpinning language, literacy and numeracy skills within units of competency from a Training package where available…

be integrated with workplace training to support the underpinning language, literacy and numeracy skills within generic units of competency…

be integrated with workplace training required to obtain licences, certificates or mandatory qualifications.

(Dept. of Education, Science and Training 2004b, p.6)


Language vs Work

• The historical background seems to indicate a pattern where language has been seen as a ‘vehicle’ to be geared to industrial requirements rather than create the conditions for learning on the job

• Or

• For progressing through the job itself


• This is despite the fact that both literature and theories of learning show language and literacy learning instances on the job (Balzary, 2004).

• teaching and learning strategies do not always come from structured languages and programs but happen because of a number of factors such as peer teaching, learning on the ‘factory floor’ or participation to other training courses (Fitsimons, G. & Mlcek; S. 2005, Gleeson, L. 2005; Hayes et al. 2004; McCurry, 2004).


Group Discussion

1. What have you learnt “on the job” that you had not learnt at school or uni?

2. Have you been in a different job before teaching?

3. What skills did you acquire in your previous job that you then ‘transferred’ to the teaching profession?

4. Can you describe the process/patterns of your learning at work?

5. What has been most useful for you to learn?


THEORIESTHEORIES OFOF LEARNINGLEARNING

Knowles’ Andragogy Knowles identified five distinguishing features of adultlearners (Smith, 2002):

1. Self-concept: from being a dependent personality toward being a self-directed human being.

2. Experience3. Readiness to learn: orientation to the development

tasks of one’s social roles4. Orientation to learning: from postponed application

of knowledge to immediacy of application, and, shift from subject centeredness to problem centeredness

5. Motivation to learn: increasingly internal motivation


Literacies of Work vs Literacies of School Literacies of Work vs Literacies of School

The work of Mikulecky further differentiated between The work of Mikulecky further differentiated between adult and children education. The literacies of work adult and children education. The literacies of work were identified as being different from the literacies of were identified as being different from the literacies of school (Mikulecki, 1988).school (Mikulecki, 1988).


Competence-based trainingCompetence-based training

CBT was introduced in Australia in the late 1980s as a strategy to CBT was introduced in Australia in the late 1980s as a strategy to improve the skills levels of the Australian workforce, enable improve the skills levels of the Australian workforce, enable Australian industry to be more competitive in global markets and Australian industry to be more competitive in global markets and to establish new career structures for the Australian workforce to establish new career structures for the Australian workforce (Carmichael,1989; NCVER,1999, p.1; Hawke, 2002).(Carmichael,1989; NCVER,1999, p.1; Hawke, 2002).


Evolution of outcomes statements/standards forEvolution of outcomes statements/standards for Competency- Based TrainingCompetency- Based Training

The standards developed by the National Training Board and The standards developed by the National Training Board and those now forming part of training packages are significantly those now forming part of training packages are significantly different from earlier versions, particularly in the heightened different from earlier versions, particularly in the heightened awareness of and prominence given to generic skills such as awareness of and prominence given to generic skills such as language, literacy and numeracy.language, literacy and numeracy.


Constructivism

Constructivist theories infer that learners construct knowledge for themselves and that learning and language are intertwined ( Bruner, 1960; billet, 2001). Chappell notes the importance of context in constructivist theories of learning:

““There is general agreement that learning involves the activeThere is general agreement that learning involves the active construction of Meaning by learners, which is context-construction of Meaning by learners, which is context- dependent, socially mediated and situated in the real world ofdependent, socially mediated and situated in the real world of

the learner.”the learner.” (Chappell, 2004 (Chappell, 2004 p.4)p.4)

The view is that the knowledge required for the new economy is The view is that the knowledge required for the new economy is less foundational or disciplined based and is acquired through less foundational or disciplined based and is acquired through collaborations and networks which exists within specific sites collaborations and networks which exists within specific sites and particular contexts.and particular contexts.


Workplace learning Workplace learning

• In Billet’s model (Billet 2001) learners move from peripheralIn Billet’s model (Billet 2001) learners move from peripheral participation undertaking activities of low accountability toparticipation undertaking activities of low accountability to full participation and activities of high accountability.full participation and activities of high accountability.

• Activities are embedded in the workplace setting and tools, Activities are embedded in the workplace setting and tools, and learning occurs through observation and listening.and learning occurs through observation and listening.


Modes of workplace learningModes of workplace learning

Direct learning is available from more Direct learning is available from more experienced co-workers using modeling, experienced co-workers using modeling, coaching, scaffolding, questioning, diagrams coaching, scaffolding, questioning, diagrams and analogies.and analogies.The essential elements for learning to take The essential elements for learning to take place are:place are:

• The situation (shaped by the tools, artifactsThe situation (shaped by the tools, artifacts and processes of the workplace);and processes of the workplace);• direct guidance (opportunity for authenticdirect guidance (opportunity for authentic practice);practice);• indirect guidance (opportunity to observe,indirect guidance (opportunity to observe, discuss).discuss).


Personal experience

• As a workplace ESL teacher and as a postgraduate As a workplace ESL teacher and as a postgraduate student I have come across many ESL speakers in student I have come across many ESL speakers in the workforce who had managed to acquire new the workforce who had managed to acquire new “technical skills” and qualifications along with “technical skills” and qualifications along with language skills and progress in their job to take on language skills and progress in their job to take on key-positions.key-positions.

• As a mother/client I have had my two children in As a mother/client I have had my two children in

Family Day Care over a number of years and at times Family Day Care over a number of years and at times met great carers, with limited language skills. Most met great carers, with limited language skills. Most had at least Certificate I in Work Skills. All were had at least Certificate I in Work Skills. All were successfully dealing not only with demanding successfully dealing not only with demanding parents but also with a huge amount of paperwork.parents but also with a huge amount of paperwork.


Personal experience

• Recently I have interviewed a number of students at Recently I have interviewed a number of students at an AMEP centre in the Sydney metropolitan area for an AMEP centre in the Sydney metropolitan area for the LTS project. They are newly arrived migrants still the LTS project. They are newly arrived migrants still ranking between pre-CSWE and CSWE 1 levels. ranking between pre-CSWE and CSWE 1 levels. Despite their conscious ‘struggle with English’, their Despite their conscious ‘struggle with English’, their apparently slow progress and lack of specific skills, apparently slow progress and lack of specific skills, most of them want to start working soon. They also most of them want to start working soon. They also believe this would be the only way to improve their believe this would be the only way to improve their English.English.


Group Work

Discussion

1. What is your experience with learners who want to enter the workforce as soon as possible?

2. How do they most commonly manifest this wish?

3. What are their motivations and expectations?

4. What are your views on the difficulties they will encounter in finding/keeping a job?

5. What advice do you give them?


A gap betweenA gap between

- their expectations of getting a job ‘without English’ and their expectations of getting a job ‘without English’ and the reality of literacy requirements in the Australianthe reality of literacy requirements in the Australian labor context.labor context.

- Besides the obvious ‘workplace cultural differences’Besides the obvious ‘workplace cultural differences’ new migrants also face the very complicated new migrants also face the very complicated Australian training and certification ‘system’ as we knowAustralian training and certification ‘system’ as we know it.it.

- Notions like ‘certificate’, ‘accountability’, ‘assessment’Notions like ‘certificate’, ‘accountability’, ‘assessment’ etc. might be themselves completely unknown toetc. might be themselves completely unknown to students.students.


Behaviorist model

• Focuses on adhering to the process rather than on analysing critically what one engages in • Clearly defines the parameters of the task and minimalises the demand for creativity, judgment and initiative

• Getting the job done

(Virgona, C. 1994)


job

learner


Job market

learner job


AWARENESSAWARENESS

• An awareness of the Australian labor market’s demands is An awareness of the Australian labor market’s demands is needed whereby students are provided with an appropriateneeded whereby students are provided with an appropriate mix of skills and knowledge preparing them to undertakemix of skills and knowledge preparing them to undertake work or ongoing learning.work or ongoing learning.

• The aim is not necessarily that of mapping VETThe aim is not necessarily that of mapping VET communication courses or modules to ESL programs orcommunication courses or modules to ESL programs or more specifically to CSWE curricula but to help learnersmore specifically to CSWE curricula but to help learners develop pathways toward their future goals. develop pathways toward their future goals.


• How can the workplace context or work-based training How can the workplace context or work-based training constitute a vehicle for further learning and enhancing one’sconstitute a vehicle for further learning and enhancing one’s language and literacy skills?language and literacy skills?

• How are individual learning strategies best activated whileHow are individual learning strategies best activated while in action?in action?

• What learning patterns successful learners possess to carryWhat learning patterns successful learners possess to carry out tasks or apply processes and procedures.out tasks or apply processes and procedures.

• In a word, how is literacy developed while it is being In a word, how is literacy developed while it is being applied?applied?

(Sticht, 1997; Levine cited in Lankshear, 1992)(Sticht, 1997; Levine cited in Lankshear, 1992)


Pathways are learner-centred

Community

Workplace Context

Training

Job

Job Market

Workplace Interactions

Learner


WORK-LIKE INTEGRATED LEARNING APPROACH

• It originates from Certificate I Pathway qualification.

• It links technical and employability skills by bringing together a number of units of competency into a work activity.

• It links learning to the application of work-based issues and tasks.


Integrating Activity

Technical Skills Technical Skills Technical Skills

Employability Skills Employability skills


Delivering language literacy and numeracy

using Training Packages (TP)

• Interpretation/understanding of vocational training requirements or more specifically workplace requirements.

• What literacy practices are required and how are they identified in a workplace setting?

• How are they translated in learning/teaching practices?

• What are the key factors that might describe the ‘integrated model’?


Example: OH&S within Certificates and Qualifications

• One of the 6 learning outcomes for the OHS module within the Certficate II in Engineering Production requires learners to:

• “… describe the requirements for industrial housekeeping in an engineering environment”.

• This might imply the following actions:• Recognizing and researching OHS risks • Filling up forms • Compiling reports• Reporting to the person responsible/informing coworkers• Participating in meetings about related issues

Example from Virgona, C. (1994)


Group TaskGroup Task

DRAFTING A WORK-LIKE INTEGRATED LEARNING PLAN DRAFTING A WORK-LIKE INTEGRATED LEARNING PLAN WITHIN THE CSWE CURRICULUM BY LINKING ITS LOs TO WITHIN THE CSWE CURRICULUM BY LINKING ITS LOs TO UNITS OF COMPETENCY FROM :UNITS OF COMPETENCY FROM :

CERTIFICATE II IN COMMUNITY SERVICESCERTIFICATE II IN COMMUNITY SERVICESCERTIFICATE II IN CIVIL CONSTRUCTIONCERTIFICATE II IN CIVIL CONSTRUCTION

Hand-outs (authentic material )provided Hand-outs (authentic material )provided


SUGGESTIONS:SUGGESTIONS:

• Select the appropriate Learning OutcomesSelect the appropriate Learning Outcomes

• Find suitable teaching materials (sample copies will be provided)Find suitable teaching materials (sample copies will be provided)

• Design and plan activities (fill up the bubbles and rectangles)Design and plan activities (fill up the bubbles and rectangles)

• Set up training setting and practice opportunitiesSet up training setting and practice opportunities

• Remember: break down the units of competency or elements into activitiesRemember: break down the units of competency or elements into activities (what actions they might require)(what actions they might require)• Example in next slideExample in next slide


Set up a play-group venue for toddlers Set up a play-group venue for toddlers

Team Building activity

Training Setting

Team Building activity

Training Setting

Group learning activities:

Teaching materialsWorkplace Documents

Group learning activities:

Teaching materialsWorkplace Documents Communication

Skills: LOsReading Listening

Underpinning knowledge and skills

Teamwork:simulated activities

Safety and Hygiene Procedures

-Tools and Equipment -Workplace Documentation

CHCCN1C Ensure children health and safetyCHCCN1C Ensure children health and safety

Practice opportunities

Practice opportunities

DemonstrationDemonstrationWork ContextFamily Day Care(house)


Challenges to consider:Challenges to consider:

•choice of contentchoice of content

•students perceptions and groupingstudents perceptions and grouping

•balance between language and contentbalance between language and content

•logistics of offering courses across siteslogistics of offering courses across sites

•certificate levelcertificate level •delivery/learning modesdelivery/learning modes

•background content knowledge of background content knowledge of learnerslearners


Group Discussion:Feedback on Group Work-like learning plans

1. Best ways of integrating units and activities

2. How to set up the learning context

3. How to find suitable workplaces for practice and observation

4. How to find /collect authentic material and develop it into learning and assessing resources

5. Identify barriers to learning and possible solutions to overcome these


STRATEGIES

1. Best ways of integrating units and activities a) Preparation of plan based on workplace practices’ observation b) Narrative text approach (underpinning skills and knowledge, first language support); c) Names of jobs with matching, spelling, puzzles, word games; d) Introduction to practical issues such as qualifications, skills & experience, punctuality, ability to travel to workplaces


2. How to set up the learning context a) Videos showing learners’ experiences, workplaces and work process and procedures. b) Engaging in community projects b) Simulated activities, role-plays. c) Setting of classroom as resembling as possible to workplace. d) Visits to workplaces.


3. How to find suitable workplaces for

practice and observation

a) Job network agencies

b) Community based organizations

c) Private companies


• 4) How to find/collect authentic material

a) visual (documentaries-filmaustralia.com,

companies/businesses’ promotion material

b) workplace paperwork from friends working

in specific industries

c) Training Packages (TP)


5) Identify barriers to learning and possible

solutions to overcome these

a) developing a learner’s profile and a training

needs’ analysis

b) Individual Learning Plan can be used as

a starting point


Issues to be targeted areIssues to be targeted are:: • Strengths, realistic goals, likes/dislikes of possibleStrengths, realistic goals, likes/dislikes of possible jobs.jobs. Specifically:Specifically:• Are there any fears expressed? (e.g.: lack of languageAre there any fears expressed? (e.g.: lack of language skills)skills)• What can be gauged about confidence for learning?What can be gauged about confidence for learning?• Are there negative/positive experiences being Are there negative/positive experiences being expressed?expressed?• Do they have any concerns in attending lessons Do they have any concerns in attending lessons outside the classroom setting? (e.g.: in a workplace)outside the classroom setting? (e.g.: in a workplace)• How do the students view training in the workplace?How do the students view training in the workplace?• Do they seem to embrace the idea, as new as it may Do they seem to embrace the idea, as new as it may be to them, or do you sense some resistance?be to them, or do you sense some resistance?


TASK: Design a questionnaire/interview for TASK: Design a questionnaire/interview for the students by taking into considerations the students by taking into considerations the following points:the following points:

1)1)What environment will allow the learners What environment will allow the learners to feel to feel

secure?secure?2) Past learning experiences: how they learn 2) Past learning experiences: how they learn

best? (repetition, listening watching, best? (repetition, listening watching, doing, individual, small group, self paced, doing, individual, small group, self paced, etc.)etc.)

3) What understanding of the Australian 3) What understanding of the Australian workplaceworkplace

do the learners have?do the learners have?


DEVELOPING LEARNING AND ASSESSING DEVELOPING LEARNING AND ASSESSING RESOURCESRESOURCES

Gather authentic material from Gather authentic material from workplacesworkplacesThe development of learning resources is The development of learning resources is based on the following key areas:based on the following key areas:• Learning preferences of the participants Learning preferences of the participants (see LP(see LP and TNA)and TNA)• Learning needs (see LP and TNA)Learning needs (see LP and TNA)• Workplace processes, practices andWorkplace processes, practices and documentationdocumentation• Language, literacy and numeracy skillsLanguage, literacy and numeracy skills development in both the context of the development in both the context of the industry and the level of students within industry and the level of students within thethe CSWE frameworkCSWE framework


Overview of the types of suggested learning Overview of the types of suggested learning resources/activities to be integrated in the plan:resources/activities to be integrated in the plan:

• handbookshandbooks• visual displaysvisual displays• billboard noticesbillboard notices• training manuals/hand-outstraining manuals/hand-outs• forms and formatted textsforms and formatted texts• reportsreports• samples of conversationssamples of conversations• samples of spoken samples of spoken

instructionsinstructions• simulationssimulations• role-playsrole-plays• researchingresearching

• Matching pictures with names of jobs – puzzles – crosswords.

• Arranging/assembling pictures/cards of objects /processes.

• Grammar activities – simple present (routines), simple past, can/can’t, use of links.

• Talking about goals an time• Reading narrative texts.• Reading/acting upon simple

procedures.


Further development of resources include the Further development of resources include the following considerations: following considerations:

- Which documents only have to be read and Which documents only have to be read and understood?understood?- Which documents require written responses- Which documents require written responses- Which workplace practices are described, Which workplace practices are described, demonstrated and communicated orally?demonstrated and communicated orally?- Which work practices are described, Which work practices are described, demonstrated demonstrated and communicated via print?and communicated via print?- Which work practices are described, Which work practices are described, demonstrateddemonstrated and communicated via technology?and communicated via technology?- Which practices require team/individual Which practices require team/individual work?work?- How is feedback sought/given for specific How is feedback sought/given for specific operations or procedures?operations or procedures?


MACRO-SKILLSMACRO-SKILLS

ANDAND DELIVERY /LEARNING MODESDELIVERY /LEARNING MODES


• SPEAKINGSPEAKING• Students are enabled to recognize the different Students are enabled to recognize the different

situations and occurrences in the specific work context situations and occurrences in the specific work context and use the appropriate structures/forms required and use the appropriate structures/forms required accordingly (e.g. meeting, team work, instructing, accordingly (e.g. meeting, team work, instructing, requesting, repeating, paraphrasing, checking if requesting, repeating, paraphrasing, checking if someone heard correctly, bargaining an agreement, someone heard correctly, bargaining an agreement, negotiating a range of events, giving feedback, etc)negotiating a range of events, giving feedback, etc)

• TASK: Suggest training activitiesTASK: Suggest training activities Choose a sample from the material provided and indicate how it can be developed into speaking activities


LISTENINGLISTENINGStudents comprehend the context of Students comprehend the context of exchange and content of discussions, exchange and content of discussions, instructions, requests, etc. and other cues instructions, requests, etc. and other cues such as humor, sarcasm, urgency, execute such as humor, sarcasm, urgency, execute or respond accordingly.or respond accordingly.

TASK: Suggest activities from the TASK: Suggest activities from the samples samples providedprovided


READINGREADING

• Mixture of workplace and personal topics the Mixture of workplace and personal topics the participants can identify with (see LP and participants can identify with (see LP and TNA).TNA).• Vocabulary extension through visual aids Vocabulary extension through visual aids andand comprehension checkscomprehension checks• Predicting the context of a text by Predicting the context of a text by context/textcontext/text cues or illustrationscues or illustrations• Understanding graphic materialUnderstanding graphic material• Action upon written instructions or Action upon written instructions or operatingoperating proceduresprocedures• Literal and interpretative comprehension Literal and interpretative comprehension activitiesactivities to develop skills in understanding and to develop skills in understanding and interpretation. interpretation.


WRITINGWRITINGSpeed copying Speed copying Filling up formatted texts (accidents Filling up formatted texts (accidents reports, time sheets, etc.)reports, time sheets, etc.)Writing reportsWriting reports


NUMERACYNUMERACYMeasuring and reporting numeric values in Measuring and reporting numeric values in appropriate docsappropriate docsEstimating depths, distances, weights, Estimating depths, distances, weights, loads and quantitiesloads and quantities


GROUP DISCUSSION

What is your view on the teacher’s role in

helping ESL learners develop their future

pathways?


EVALUATIONEVALUATION

laura ficorilliwork-like integrated approachno 1 teaching english for employment a work-like...

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