Transforming English Language Learners' Work Readiness: Case Studies in Explicit, Work-Specific Vocabulary Instruction

Autor/inn/en	Madrigal-Hopes, Diana L.; Villavicencio, Edna; Foote, Martha M.; Green, Chris
Titel	Transforming English Language Learners' Work Readiness: Case Studies in Explicit, Work-Specific Vocabulary Instruction
Quelle	In: Adult Learning, 25 (2014) 2, S.47-56 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159514522432
Schlagwörter	Vocabulary Development; English Language Learners; Career Readiness; Adult Education; Adult Learning; English (Second Language); Pretests Posttests; Learning Modules; Instructional Effectiveness; Interviews; Observation; Language Proficiency; Employer Attitudes; Qualitative Research; Case Studies; Second Language Instruction; Employment Qualifications; Learning Activities; Writing Skills; Employees; Limited English Speaking; Workplace Literacy; Texas + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; English as second language; English; Second Language; Englisch als Zweitsprache; Learning module; Lernmodul; Unterrichtserfolg; Interviewing; Interviewtechnik; Beobachtung; Language skill; Language skills; Sprachkompetenz; Arbeitgeberinteresse; Qualitative Forschung; Case study; Fallstudie; Case Study; Fremdsprachenunterricht; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Lernaktivität; Writing skill; Schreibfertigkeit; Employee; Arbeitnehmer; Beschäftigter
Abstract	This qualitative study examined the impact of a six-step framework for work-specific vocabulary instruction in adult English language learners (ELLs). Guided by research in English as a second language (ESL) methodology and the transactional theory, the researchers sought to unveil how these processes supported the acquisition and application of work-specific vocabulary in three adult ELLs. Data were collected in two levels, before and after training. The first data analysis identified and used two themes to develop training modules' curriculum: (a) policies and procedures related to state and federal regulations and (b) customer service. After participants completed training, the second data analysis identified two additional themes transcending across the three cases: (a) employees' views in English language proficiency skills and (b) growth in writing within their own continuum of English language development. Data revealed how an explicit, work-specific vocabulary instruction approach has the potential to increase ELLs' varying levels of English language proficiency, acquisition, and application of work-specific vocabulary, and, simultaneously, confidence in how they view and use English in the workplace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10