Techniques and Materials for Teaching Vocationally Related ESOL to Youth and Adult Chinese and Spanish Trainees in the New York City Board of Education, MDTP.

Autor/in	Sussman, Evelyn K.
Titel	Techniques and Materials for Teaching Vocationally Related ESOL to Youth and Adult Chinese and Spanish Trainees in the New York City Board of Education, MDTP.
Quelle	(1969), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Education; Adult Programs; Adult Students; Adult Vocational Education; Chinese; English (Second Language); Paraprofessional School Personnel; Puerto Ricans; Spanish Speaking; Trainees + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Puerto Rican; Puerto-Ricaner; Auszubildender; Weibliche Auszubildende
Abstract	Since the 1960's, there has been a sizeable migration of Puerto Rican and other Spanish-speaking people to New York City. Many Chinese also migrated there when the Chinese quota was increased from about 100 to over 20,000 persons for 1968-69. In order to plan for effective occupationally related English teaching for these two groups, their characteristics and special needs were studied. The MPTD (Manpower Development Training Program) is a federally funded pre-vocational job training program in which trainees (unemployed and underemployed youths and adults) are recruited and processed by the United States Employment Service. The Chinese and Spanish-speaking trainees and their English-speaking classmates attend shop classes from the first instructional day. The non-English-speaking have varying language proficiencies, and are programed from the shops on the basis of vocational aptitudes. For those with little or no English comprehension, paraprofessionals, such as interpreters and instructor aides, are provided. Special Basic Education English Language Classes may range from one to five hours. The five-hour program, for example, consists of an hour each of oral English language structure, reading comprehension, language-oriented arithmetic, reading and discussion of work-related problems, and individual remediation. A discussion of some techniques which have proved effective with trainees learning English in the MDTP concludes the paper. (AMM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC