Bilingual Vocational Education for Immigrants. Overview. ERIC Digest No. 49.

Autor/in	Harrison, Cheryl
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Bilingual Vocational Education for Immigrants. Overview. ERIC Digest No. 49.
Quelle	(1986), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Programs; Adult Students; Bilingual Education; Classroom Techniques; Cultural Differences; Educational Needs; Employment Potential; Immigrants; Intercultural Communication; Postsecondary Education; Second Language Instruction; Student Needs; Teaching Methods; Vocational Education; Vocational English (Second Language) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Bilingual teaching; Bilingualer Unterricht; Klassenführung; Kultureller Unterschied; Educational need; Bildungsbedarf; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Immigrant; Immigrantin; Immigranten; Interkulturelle Kommunikation; Post-secondary education; Tertiäre Bildung; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung
Abstract	Language problems are likely the strongest single barrier to success facing limited English proficient (LEP) immigrants to the United States. Therefore, instruction in English as a second language (ESL) for immigrants must be given a high priority. Vocational ESL (VESL) provides adult immigrants with English skills on an as-needed basis in cooperation with a program of vocational training. The ESL teacher and the vocational trainer coordinate their efforts, thereby allowing students to see the connection between their needs and their English lessons. Because cultural laws have not been codified and are not formally taught, cultural adjustment may be more difficult for many LEP immigrants than learning English. Activities that allow students to experience real-world situations in a nonthreatening environment are necessary to help LEP individuals build cultural self-confidence and adjust culturally. Techniques that have been found to be effective in VESL include introducing one concept at a time, using a slower pace in introducing information, using shorter lectures and more demonstrations, providing bilingual glossaries, explaining key concepts in the native language, using visual support materials, and modifying tests to evaluate mastery of content rather than English. The work experience and workplace training approaches are also effective in teaching employability skills. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC