Preparing the LESLLA LearnerFor/In the Workforce

International Perspectives

Session Format

– Review of employment training opportunities and support for new immigrants in each country:• USA- Heide Spruck Wrigley, Laura Smith-Hill• Denmark – Gunna Funder Hansen• Canada (Alberta) Val Millar• Netherlands – Willemijn Stockmann• Finland -- Taina Tammelin-Laine

– Small group discussions – share your experiences– Displaced workers learning English for Work– Final wrap up

2

Training Refugees in South Dakota (ESL plus Pre-Employment and Job Skills)

LESLLA Students in the US WorkforcePathways and Models

• Students go through a series of levels • No designated exit points – you leave when you feel

you are done (about 60 to 1O0 hours)• Students who persist through the GED may still not

be ready for job skills training

TrainingTraining(Literacy)(Literacy)

Low

Beginning

ESL

Low

Beginning

ESL

High

Beginning

ESL

High

Beginning

ESL

Several levels of Life Skills ESL

Several levels of Life Skills ESL

GEDGED

Conventional Sequential Model

Newer Models Integrate Language, Literacy and Math

Within the Context of Work or Training

Pre-Training Model

Technical Training

Technical Training

Additional Training

Job

ESL for Work or Training

ESL for Work or Training

Technical

Math

Technical

Math

Supportive Services

Comprehensive Integrated

Credit Certificates

Classes

(Bilingual) Career

Exploration

Technical Training

Certificate I (credit or non-

credit)

Contextualized GED

(optional)

Supportive Services and Job Development

ESL for Special

Purposes/

Ongoing Academic Supports

Integrating ESL and Technical Training in the Same Class

IBEST Integrated Model

ABE/ESL for Training

ABE/ESL for Training

Supportive Services

Additional Training

Job

ABE/ESL Instruction

______

Technical Training

What Works in Transition

I-BEST San Diego Community College

1. What work-related services and support is available in your country for new immigrants?

– For how long is this provided? – Is it sufficient to live on?

2. What employment and training opportunities exist in your country to help immigrants obtain work?

3. What support are available to support workers and help them improve their skills once they become employed?

12

Discussion Questions

4. What resources and professional development are available for teachers?

5. Are there enough jobs available for all who seek them?

– Is it accepted in your country to have a permanent group of unemployed? For how long?

13

Discussion Questions (continued)

Rosanne: My First Job

ESL in the Workplace

English Under the ArchesContextual Integrated Blended

Language Learning

English Under the Arches Innovations: Blended Instruction

Blended Instruction

Fast Prototyping

Curriculum Design Considerations

Learner Factors

• Working adults with little extra time to go to classes

• Proficient in the native language (L1)

• Varying rates of schooling in the home country

• Strongly motivated to learn and succeed

Psychological Factors

• Fear of looking ignorant

and making mistakes

• Sponsor for each participant

• Restaurant management support

Business Factors

• Speed to productivity

• Measurable store impact

• Scalable

• Class time “on the clock”

Sociological Factors

• Team interaction enhances ESL effectiveness

• Same group/instructor for duration of program level builds comfort and allows for risk-taking

• Supportive environment promotes persistence

Curriculum Design Considerations

PBL for Workers