Columbia/Willamette Skill Builders Consortium. Final Performance Report. Appendix 5C: Workforce Literacy at LWO Corporation. English in the Workplace (Beginning and Intermediate). Instructors' Reports and Curriculum Materials.

Autor/in	Schneider, Ann L.
Institution	Portland Community Coll., OR.
Titel	Columbia/Willamette Skill Builders Consortium. Final Performance Report. Appendix 5C: Workforce Literacy at LWO Corporation. English in the Workplace (Beginning and Intermediate). Instructors' Reports and Curriculum Materials.
Quelle	(1991), (112 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Leitfaden; Unterricht; Lernender; Adult Basic Education; Adult Literacy; Community Colleges; Cooperative Programs; Curriculum Development; Educational Cooperation; English (Second Language); Inplant Programs; Job Skills; Limited English Speaking; Literacy Education; Manufacturing Industry; Material Development; Needs Assessment; Peer Influence; Program Development; Program Evaluation; Program Implementation; School Business Relationship; Two Year Colleges; Workplace Literacy; Oregon + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; cooperation; Kooperation; English as second language; English; Second Language; Englisch als Zweitsprache; Betriebliche Weiterbildung; Produktive Fertigkeit; Fertigungswirtschaft; Produzierendes Gewerbe; Lehrmaterialentwicklung; Bedarfsermittlung; Programmplanung; Programme evaluation; Programmevaluation
Abstract	Interviews with managers and other staff were used to assess the communication and language development needs of limited-English-proficient (LEP) workers at Lattice Works of Oregon (LWO) Corporation. Task analysis was used by Portland Community College (Portland) to develop a curriculum for twice-weekly classes held before or after shift changes. The curriculum focused on the critical communication tasks of following directions, clarifying directions, giving directions, giving clarifying information, and giving feedback. A buddy system was developed to encourage English use in the workplace. Fall-winter classes had 24 beginning and 13 intermediate participants. Spring and summer classes were modified based on student needs. Job materials, technologies, and tasks/activities were incorporated into the curriculum. Problems encountered included the following: (1) diversity of student needs; (2) lack of time to customize materials; (3) expectations of the company and workers differing from what was offered; and (4) students having to attend classes on their own time. Positive aspects were broad management support, the buddy system, and convenient class location. The following recommendations resulted: (1) the workplace focus of the project should be made clearer to company and workers, and classes should be held on company time; (2) workers should be involved in curriculum development; (3) there should be a site coordinator; and (4) expressed needs should be clearly matched with the type of instructional format. (The 18-page report is followed by six appendices: management survey results; worker language assessment; curriculum materials; the LEP buddy system; student data; and student performance levels. A final report on the advanced level of the English-as-a-Second-Language strand is also included.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC