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Contextualized Instruction for Adult English Language Learners National Transitional Jobs Network Conference Deborah Kennedy April 13, 2012 PowerPoint©2012 Center for Applied Linguistics, Washington, DC

Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

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Page 1: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Contextualized Instruction for Adult English Language Learners

National Transitional Jobs Network Conference

Deborah Kennedy

April 13, 2012PowerPoint©2012 Center for Applied Linguistics, Washington, DC

Page 2: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Agenda

Development of the field

Underlying principles

Designing contextualized instruction− Needs analysis− Goals and objectives− Assessment− Instruction− Lesson planning

Resources

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Page 3: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Older Model

Teacher-centered instruction

Focus on structure: grammar, sentence structure, vocabulary

Emphasis on reading and writing

Content: Classical literature

Decontextualized uses of language Pattern drills Cloze exercises Multiple choice questions

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Page 4: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Entering the U.S. Workforce, 1

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Page 5: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Newer Model: Communicative Approach

Learner-centered instruction

Focus on function

Emphasis on communication

Content: Related to learners’ needs and goals

Contextualized uses of language Projects and tasks Role plays Interactions outside the classroom

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Page 6: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Underlying Principles

Learning takes place best when

The goal of instruction is the ability to use knowledge (not just possess it)

Instruction is learner centered

Instruction is developed around both content learning objectives and language learning objectives

Instruction involves active participation in learning

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Page 7: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

English for Specific Purposes

English for Academic Purposes (EAP)

English for Occupational Purposes (EOP) English for Professional Purposes

(EPP) Business English Vocational English (VESL)

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Page 8: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Entering the U.S. Workforce, 2

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Page 9: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

From ESP to Contextualized Instruction

Purpose of instruction is defined by the workplace

Instruction takes place in the workplace or in simulated workplace settings

Instructional materials are drawn from the workplace

Learning activities parallel or simulate workplace activities

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Page 10: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Designing Contextualized Instruction

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Conduct needs analysis How is language used in the work environment? What language skills do employees need? What language skills do employees currently have?

Identify learning goals What do employees need to know and be able to do? How should goals be prioritized?

Identify ways of assessing learning How will we know what learners know and can do?

Develop instructional plan How will we facilitate learners’ acquisition of target

skills and abilities?

Page 11: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

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Needs Analysis and Learning Goals

Challenges Realistic

Measurable

Achievable

Page 12: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Designing Assessments

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Areas to assessContent learning objectivesLanguage learning objectivesWork readiness objectives

Assessment methodActivity: Carrying out designated task(s)Process: Observation and scoring with rubricInstructor review, peer review, self review

Page 13: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Assessment: Challenges

Developing tasks that allow learners to demonstrate what they know and can do

Developing meaningful rubrics

Aligning with outcomes on standardized tests

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Page 14: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Bad Rubric

Excellent Good Fair PoorGrammar ___ ___ ___ ___

Spelling ___ ___ ___ ___

Punctuation ___ ___ ___ ___

Sentence Structure ___ ___ ___ ___

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Page 15: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Better Rubric

Global Tasks & Functions

Lexical Control

Structural Control

Sociolinguistic Competence/Style

Orthography Text Produced

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Limited practical needs: simple phone messages, excuses, notes to service people and simple notes to friends, making statements and asking questions.

Very familiar topics; e.g. simple biographical and personal data. Continual errors.

Can create sentences although almost every sentence has errors in basic structure. Vague time concepts.

Can be understood by a native reader used to dealing with foreigners attempting to write the language. Native reader must employ real-world knowledge to understand even a simple message.

Continual errors in spelling, capitalization and punctuation.

Can generate simple sentences. Attempts to create paragraphs result in a loose connection of sentences or fragments with no conscious organization.

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Routine social correspondence, documentary materials for most limited work requirements; writes simply about current events and daily situations.

Sufficient to simply express oneself with some circumlocutions; limited number of current events and daily situations; concrete topics, personal biographical data.

Good control of morphology and most frequently used syntax. Elementary constructions are typically handled quite accurately, though errors may be frequent. Uses a limited number of cohesive devices.

Writing is understandable to a native reader not used to dealing with foreigners. Satisfies routine social demands and limited work requirements. Native reader may have to adjust to non-native style.

Makes common errors in spelling, capitalization and punctuation, but shows some control of most common formats and punctuation.

Minimally cohesive, full paragraphs.

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Page 16: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Developing Instruction

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Principles Plan for active engagement Allow for individual learning styles Include language objectives, content

objectives, work readiness objectives Allow for spiraling

Page 17: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Developing Instruction, 2

Challenges Becoming familiar with the content Sequencing content and language Connecting content, language, and authentic

tasks Locating and using authentic materials

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Page 18: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Lesson Planning

Identify lesson goalsDevelop activity sequence Modeling Structured practice Free practice

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Page 19: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

Some Useful References

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James Parker and Gail Spangenberg. Random acts of progress: Certification of readiness for jobs and college. Council for Advancement of Adult Literacy, 2012. www.caalusa.org/publications

Judith L. Shrum and Eileen W. Glisan. Teacher’s handbook: Contextualized instruction. Thomson Heinle, 2005.

Jane Vella, Paula Berardinelli, and Jim Burrow. How do they know they know? Evaluating adult learning. Jossey-Bass, 1998.

Grant Wiggins and Jay McTighe. Understanding by design (2nd ed.). Pearson, 2005.

Texas State Technical College. Intensive English for Specific Technical Occupations. http://www.marshall.tstc.edu/pilot/index.shtml

Page 20: Contextualized Instruction for Adult English Language Learners-Deborah Kennedy

CAL

THANK YOU!

Deborah Kennedy

[email protected]

202-355-1572

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