Handout for MEX(1)S(vfga45riubehis2pxzuoatel))/documents… · that this correlation has been a rationale for federal funding of adult education programs since 1964. Further, in the

Paving the Way to Success for our Adult English Learners

Creating the Skill On-Ramps Our Learners Need

Facilitated by Jayme Adelson-‐Goldstein Lighthearted Learning

[email protected]

Contextualized English Language Instruction: The Rationale1 In their 2007 Center for Adult English Language Acquisition (CAELA) brief, Workplace Instruction and Workforce Preparation for Adult Immigrants, Burt and Matthews-Aydinli highlight the correlation between immigrants’ English language proficiency and their success in the workplace. They point out that this correlation has been a rationale for federal funding of adult education programs since 1964. Further, in the 21st century, the call for a more contextualized, career-focused approach to ELA has emerged in conjunction with research showing that jobs paying a family-sustaining wage require some postsecondary education.

Adult English learners often have dual needs: the need for English instruction and the need for occupational skills training. Yet, traditionally, the training and education systems have worked in silos, making it difficult for providers to offer services that address the multiple skill demands of modern society (Parrish & Johnson, 2010). These include oral and written communication skills along with the occupational skills and credentials valued by employers. They may include marketable skills certificates as well as noncredit and credit certificates in areas related to health, information technologies, or manufacturing. ELLs also need the work-readiness skills necessary to obtain and retain employment and advance to jobs beyond the entry level. But basic skills and technical knowledge may not be enough for today’s world: Employers have also consistently stressed the need for soft skills—skills often used in team participation, problem solving, and decision making (U.S. Department of Labor, n.d.). Several websites offer excellent suggestions on how to prepare students for work, including the U.S. Department of Education’s site outlining an Employability Framework (http://cte.ed.gov/employabilityskills).

The United States is home to more than 25.3 million individuals with limited English proficiency, including both foreign-born and U.S.-born individuals (Whatley & Batalova, 2013). The pressing need to move beyond life skills–oriented ESL instruction is felt quite keenly by ELA program administrators and instructors, who are aware that the majority of ELLs are far from earning the middle-class wages envisioned in the Ready to Work report (Biden, 2014); instead, many are employed in entry-level, low-wage jobs. This is true not only of low-skilled immigrants with little education but also for immigrants and refugees with professional degrees, who tend to be underemployed as well (Spence, 2010; Wilson, 2014). Both groups are employed at a higher rate than U.S.-born adults but are overrepresented in the low-wage workforce (Capps, Fix, & Lin, 2010).

Particularly important for immigrants and refugees are components that increase awareness of career ladders and the hourly wages associated with each step on the ladder. Students from poorer families can often benefit from gaining a broader perspective that illustrates how investing in longer-term opportunities might benefit a family financially in the long run.

***********************

• Use these questions to insure your comprehension...

1. Based on the Introduction, what is the take away from this article?2. What types of skills are identified as being part of a contextualized approach to English

language instruction?3. What factors, cited in the article, point to the need to move beyond a life skills oriented

curriculum in ESL?

1 Excerpted from H. Spruck Wrigley’s Preparing English Learners for Work and Career Pathways. (2015) AIR-‐OCTAE and J. Adelson-‐Goldstein’s Companion Learning Resource to Preparing English Learners for Work and Career Pathways (2016) AIR-‐OCTAE

Lighthearted Learning Paving the Way - CALPRO Webinar Resources 2

Language Skills in the Contextualized English Language Classroom1 ELLs may not be familiar with the social and technical language used in U.S. workplaces and training, nor the ways this language is conveyed. Happily, the language skills required to successfully navigate workplace and training contexts can be explicitly taught and practiced in the English language classroom.

Listening and Speaking Instructors can provide direct instruction in--and practice with--functional language associated

with asking for information, making requests, providing explanations, discussing problems, or making amends when things go wrong. Learners also need to practice following complex instructions or listening to lectures. Providing practice with selective listening and comprehension monitoring will insure that learners have some of the listening strategies they’ll need in workplace and training.

The skills needed to understand and respond to lectures are particularly important in training, whether they are part of workplace training or part of an occupational skills course offered in a career and technical program. ELLs at all levels need experience listening to both face-to-face and online presentations in order to identify the main point of an explanation/lecture and details that are essential.

Language and Vocabulary ELLs who want to succeed in training will need to acquire thousands of new words to understand

lectures and textbooks, participate in discussions, and pass exams. The terminology used in technical classes may represent the academic language of a profession or industry, but it often includes academic language (define, essential, data) and terminology that native speakers tend to know but that may be unfamiliar to ELLs (e.g., cardiac arrest, blueprint, reboot, or spreadsheet).

Reading and Writing The reading and writing that ELLs must do at work and in training courses is quite different from

the personal narratives that are common in many ESL programs, particularly at the beginning levels. ELLs preparing for careers are expected to become proficient in document and informational literacy (Parrish & Johnson, 2010). Skilled readers use a variety of strategies to access complex written texts. These include bottom-‐up strategies, such as decoding words, and top-‐down strategies, such as drawing on expectations and making assumptions, using visual cues to aid comprehension, and drawing on prior knowledge (Burt, Peyton, & Van Duzer, 2005).

Expectations for work-related written communication now go far beyond simply filling out print forms or jotting down information in a note. Workers increasingly need to access information contained in company websites; communicate via email, and request time off, check schedules, clock in and out, and report problems online. Many training courses require students to download readings and upload completed assignments.

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• Use these questions to insure your comprehension.1. Look at the Introduction to this article. Cite the take-away for the reader.2. Give an example of a listening, a speaking, a writing, and a reading skill or strategy that

can be directly taught in the contextualized English language classroom.3. According to the article, how does digital literacy figure into English language

instruction? Cite examples.__________________________________ 1 Adapted from H. Spruck-Wrigley’s Preparing English Learners for Work and Career Pathways. (2015) AIR-OCTAE and B. Parrish’s Meeting the Needs of Today’s Adult English Language Learner AIR-OCTAE (2015)


CAREER CLUSTERS

The National Career Clusters Framework® is comprised of 16 Career Clusters® and related Career Pathways to help students of all ages explore different career options and better prepare for college and career. Each Career Cluster® represents a grouping of occupations and industries based on the knowledge and skills they require. https://careertech.org/career-clusters

Agriculture, Food & Natural Resources

Architecture & Construction & Extraction

Arts, A/V Technology & Communications

Business Management & Administration

Education & Training Planning

Finance Planning

Government & Public Administration

Health Sciences

Hospitality & Tourism

Human Services

Information Technology

Law. Public Safety, Corrections & Security

Manufacturing

Science, Technology, Engineering & Mathematics

Transportation, Distribution, & Logistics


OCCUPATION CLUSTER Well-‐known term Less well-‐known term

Agriculture, Food & Natural Resources (& Forestry) farmer forest worker

Architecture & Construction (& Extraction) architect terrazzo worker

Arts, A/V Technology & Communications artist animator

Business Management & Administration manager energy auditor

Education & Training teacher archivist

Finance Planning accountant appraiser

Government & Public Administration DMV clerk climate change analyst

Health Science nurse audiologist

Hospitality & Tourism travel agent Concierge

Human Services nanny probation officer

Information Technology programmer web administrator

Law, Public Safety, Corrections & Security police officer bailiff

Manufacturing assembler robotic technicians

Marketing, Sales and Services salesclerk event planner

Science, Technology, Engineering & Mathematics scientist biomass plant technician

Transportation, Distribution & Logistics truck driver airfield operations specialist

(Note that the (&_) additions include some of the Occupational Handbook Occupation Groups


Researching Fields, Industries and Occupations Jigsaw reading questions

What is the job title? Where do these workers work? What do they do? What does the job pay?

What certification or degrees do you need? Is there on-‐the-‐job training? What other facts are important to know?

job title duties work environment pay degree, certificate, or license required?

☐Yes ☐No ☐ No Info

on-‐the-‐job-‐training? ☐Yes ☐No ☐ No Info growing field? ☐Yes ☐No ☐ No Info

more facts

A chart can be used by learners working independently or in pairs or groups.

An information gap is a great way to build career awareness & language skills.

RESEARCH FRAME Our team researched the job of ___________________________________. We learned that __________________________________s earn ________________. _______________________________s need to have ______________________. Usually _________________________ work with _________________________. On a typical day, a ____________________________ will ________________, ______________________________, and _______________________________. According to _________________________, there will be__________ positions for ____________________________ in the future.


Examples of Sentence and Paragraph Frames

1. Before I came to the U.S., I was a(n) __________________________.[occupation, homemaker and/or student]

2. Currently I am a(n) _______________________________________.

[occupation, homemaker and/or student] 3. In the future, I hope to be a ____________________________________.

[occupation, homemaker and/or student]

4. In ____ years, I want to complete my English classes.

5. In ___ years, I want to have a ________________ _______________________________. [what kind?] [diploma, certificate, degree, credential, license]

6. In ___ years, I hope to be employed in ________________________________________[What field or industry?]

**************************************************************************** My name is ____________________ and I’m originally from________________. Currently, I

study English at _____________________, in _________. I also work at _______________.*

Before I came to the U.S., I was a __________________. I would like to continue to work in

that field/industry.**

My goal is to complete my English classes by ________________. After that I plan to

____________________________. Five years from now I hope to be employed as a

______________________________ in the _______________________________.

***************************************************************************** * If you are not working outside the home, you can say: I also take care of my …. [children, parents, family, neighbors’ children, etc.)

**If you do not want to have the same career you had before you came to the U.S. you can say:

I would like to change careers. Now, I’m interested in becoming a _____________________.[name of occupation]

(Adapted from the Navigating the Community-‐EL Civics Tool Kit, ACE 2011)


Career_Infused'Classroom'Checklist'#(Adapted#from#Lennox#McClendon’s#Contextualization:*Creating*a*Support*System*for*Contextualized*Instruction,*#Texas#Learns,#p.#46)##''

'Ways'to'Infuse… ✔ How? SomeCareer'Awareness:'Provide"preIassessments,"presentations,"activities,"and/or"

tasks"that'… ! !

1.### assess#and#build#learners’#awareness#of#career#exploration# ! !2.####build#learners#knowledge#of#the#types#of#training/skill#and#

performance#requirements#required#in#the#workplace#! !

3.###introduce#learners#to#high#demand#occupations#in#the#region.# ! !4.### introduce#learners#to#resources#with#career#information.#

http://www.acinet.org/)? ! !

5.### layout#the#career#planning#process#and#show#it#can#facilitate#the#attainment#of#educational#and#career#goals#

! !'

Self'Exploration:' Provide"one"or"more"activities"or"tasks"that… ✔ How? Some6.### allow#students#to#talk#about#the#hopes#and#dreams#they#have#for#their#

lives#)as#the#starting#point#for#career#exploration) ! !

7.####build#learners’#understanding#of#the#connection#between#goal#setting#and#dreams.

! !

8.### help#learners#identify#their#own#transferable#skills ! !9.### help#learners#identify#their#interests#and#talents#and#the#role#interests#

and#talents#play#in#educational#and#career#decision#making/planning. ! !

10.##teach#skill#categories#and#help#learners#identify#their#own#skills ! !11.# help#learners#prioritize#their#work#values#and#cite#evidence#of#their#

importance#in#their#education/career#decisions.! !

12.# demonstrate#the#relationship#between#interests,#skills,# values,#and#abilities,#(and#how#that#relationship#informs#educational#and#career#options.)

! !

13.#describe#and#help#learners#begin#setting#with#SMART#goals# ! !'

Career'Exploration:''Develop"one"or"more"lessons"to"help"learners… ✔ How? Some14.# become#familiar#with#how#to#find#occupational#information# on#the#Internet#

and#to#know#what#type#of#information#is#helpful#in# comparing#occupational#choices?

! !

15.# learn#what#labor#market#information#is#and#how#to#use#it? ! !16.# learn#how#to#conduct#an#informational#interview? ! !17.# learn#about#the#rights#of#employees#in#the#workplace? ! !

'

Soft'Skills:'Provide"regular"opportunities"for"learners"to ✔ How? Some18.# practice#interpersonal#skills#in#teams#and#pairs ! !

19.#apply#critical#thinking#and#problem#solving#skills#to#class#content# ! !20.#assess#their#and#their#classmates’#use#of#soft#skills#language#and#behaviors# ! !


Exceeds criteria Meets criteria Attempts to meet criteria

ROLES Performs all duties expertly

Performs all duties very well

Performs some duties well

TIME MANAGEMENT

Task is completed on time and accurately

Task is completed

One or more steps in the task are completed

PARTICIPATION Participates fully and helps others participate

Participates fully Participates at least once

Exceeds criteria Meets criteria Attempts to meet criteria

Team skills: Building consensus

Two or more members restate ideas to help the group reach consensus: Can we agree that…

Two or more members ask teammates “Do you agree?” “What do you think?”

Most members listen and respond to consensus questions.

Speaking skills: Clarity

The oral presentation is easy for a native speaker to understand.

The oral presentation is easy for the teacher to understand.

Parts of the oral presentation are easy for the teacher to understand.

Speaking skills: Accuracy

All statements in the presentation are grammatically accurate.

Most statements in the presentation are grammatically accurate.

There are at least two accurate statements in the presentation.

Critical Thinking Skills: Rationale for solution

The solution to the problem has a strong rationale based on evidence from the scenario and team members’ experience, and includes the consequences.

The solution to the problem has a strong rationale based on evidence from the scenario and experience.

The team has a solution to the program.

PROBLEM SOLVING

TEAM WORK


TEAM TASK RUBRIC #2

NAILED IT!

ALMOST THERE!

WORKING ON IT

DO-‐OVER!

PARTICIPATION Everyone spoke and contributed to the task.

Everyone contributed to the task.

Half the team spoke or contributed to the task.

Only one or two people spoke or contributed to the task.

TASK Every step of the task was completed accurately.

Most steps of the task were completed accurately.

Some steps were completed accurately.

Only one or two steps were completed accurately.

TIMING The task was completed on time.

The task’s most important parts were completed on time.

The first part of the task was completed on time.

Most of the task was not completed on time.

PROBLEM SOLVING The team worked out solutions to any problems.

The team tried to work out solutions to any problems.

The team asked the teacher to help with any problems.

The team had problems but didn’t work on them.

GENERIC BRAINSTORM RUBRIC


PROBLEM SCENARIOS #1 You are a supervisor of a small business. Tom, one of your employees, has worked in the office for ten years. He is well liked and knowledgeable about the history of the office and University systems. There is no past history of performance issues that you can see from looking at past performance reviews. What you have observed is that Tom regularly shows up late, (office opens at 8:30am, Tom usually comes by 9/9:15am), takes longer than an hour for lunch, and often is heading out the door by 4:30pm (office closes at 5pm). You notice that this type of behavior seems to happen once in a while for other employees in the office, but seems like a daily practice for Tom. He never records any of this time on his time card as official time off.

What would you do? What would be your first step? Consider the pro’s and con’s of these steps: 1. Do nothing; every one seems to be relatively happy and no one has complained to you about this

issue.2. At the next meeting, address the issue with everyone in the room. Remind everyone about the

operating hours and the importance of being on time.3. Address the issue directly with Tom, explaining your concerns. Explore his understanding of working

hours, and be clear about your future expectations.4. Give Tom a verbal warning for his lack of punctuality. Tell him if it happens again, he will receive a

written warning that will go into his permanent discipline record.--------------------------------------------------------------------------------------------------------------------- #2 You have been promoted to the position of manager of the restaurant. You’ve worked together with most of the staff for many years. As a peer, you have had good working relationships with everyone in the restaurant. At least one of your co-‐workers also applied for the manager position. There has been little opportunity for promotion over the past five years. Most of the employees have worked in the role for most of their work history. As you are settling in to your new role, you feel that some of your former co-‐workers, Sydney and Alex, are not taking you seriously as their new supervisor. You have given some directions about how you want things handled in the dining room and in the kitchen, only to see some of the staff ignore you and do things the way they were done in the past. When you spoke to Sydney and Alex about the situation, they said, “The old way is better,” “What’s the big deal?” and “We don’t have time to try new things when the restaurant is busy.”

What would you do? What would be your first step? Consider the pro’s and con’s of these steps:

1. Do nothing. You imagine it will take time for all staff to get adjusted to you as the supervisor. Youdecide to let it ride and see what happens.

2. Call a meeting. Invite everyone in the restaurant and your own supervisor. Lay down the law aboutwho is in charge.

3. Discuss the situation with your boss; come up with a plan to address the issue with the staffinvolved. Step back from your feelings of frustration.

#1 and #2 are adapted from the University of Massachusetts Workplace and Learning Development site – Managers and Supervisors page. https://www.umass.edu/wld/scenario-‐one


GENERAL WORKPLACE PROBLEM SCENARIOS (From the 2015 OPD Workplace Skills Builder Problem Scenarios)

Ruth is preparing for her interview at a grocery store. She has no work experience but she has life experience. Ruth takes care of two children and her husband’s mother. She volunteers at her children’s school and she loves to cook. What skills do you think she can talk about at the interview? .

Sara started a new job last week. She met many people during the week. It's Monday and she doesn't remember some co-‐workers' names! She is worried. What happens when people say Hello, Sara!" and she doesn't remember their names?

Alonso is looking for factory work. He knows that networking is important, but he doesn’t like it. He doesn’t like to ask for help from people. A friend of a friend is opening a new factory. Alonso needs to do some networking. He feels very uncomfortable with the situation. Can you help him? What can he say to his friend?

Manuel has a very important job interview at City College today. The campus is very large and but cannot find the employment office. He asks different people for directions but he is lost. It’s five minutes before the job interview appointment. What is your advice for Manuel?

.Janet works very hard, but Janet’s boss never complements. Janet wants to ask her boss, “Do you think I’m doing a good job?” or “Do you like my work?” but she isn’t sure that is professional. Is this situation a problem? Why or why not? What do you think Janet should do?

Chuck is an employee at a computer repair shop. This week his paycheck was very high. He was excited and on the way home from work he bought a new TV. When he got home, he looked at his pay stub. There were no deductions. What advice do you have for Chuck?

Sara works in a restaurant kitchen. Some employees often forget to wear their hairnets. The restaurant manager never says anything about it. What can Sara do?

Don works in a large warehouse and he always wears his safety equipment.. His co-‐worker, Mike, always forgets his safety equipment. He often asks to borrow Don’s equipment when Don isn’t using it. Last week, Mike broke Don’s safety glasses, and yesterday he lost Don’s back belt. Don doesn’t want Mike to get hurt, but he doesn’t want to loan Mike his equipment. What are some things he can say to Mike the next time Mike asks to borrow something?


Topic: Community Issues Level: Intermediate

Everyday Luis sees the people selling the homeless newspaper on busy streets in the city. They are working for a good cause, but it makes him very nervous to see them walking in the streets between the cars. Luis takes the bus, but his sister-in-law told him that once she almost hit a vendor with her car. Luis sometimes buys the newspaper, because he wants to help support the homeless shelters in the city. Luis wants to tell someone about the danger, but he doesn’t want to get the vendor in trouble.

Topic: Community Issues Level: Advanced Manuel Robalino’s children walk to school on the weekdays and he worries about their safety. His neighborhood has sidewalks on both sides of the streets, but they are in disrepair and overgrown with neighbors’ trees and bushes. Often, his children have to walk into the street to get around the obstructions on the sidewalks. Manuel is not the only one who is concerned with the situation. One of his neighbors, Sophia, has very limited mobility after having had a stroke. She is in a wheelchair, but can’t use her chair to get around the neighborhood because the sidewalks are buckling and terribly cracked. Manuel and Sophia have discussed the problem, and Manuel has even tried to talk to the neighbors about their bushes and trees. But he has had no success. One neighbor was so hostile that he told Manuel to get off her property. Manuel and Sophia know their city doesn’t have the funds to repair the sidewalks, but they think someone should fix them. They’re unsure of what to try next or who to call.

Additional Community Resource Problem Solving Scenarios

• A mother thinks that a child at the community recreation center is bullying her child, butthe coaches and center staff have never seen it happen.

• It’s Monday night and the library is closed. Sam’s books were due on Monday, and thereturn slot is backed up with books.

• Tat Sun’s street has a pothole that is gradually increasing in size. He’s unsure of what to doabout it.

• Cecile is studying English and computer technology at the local community college, andshe wants to get work experience that can go on her resume. She can’t work full time andgo to school, and the part-time jobs she has found are all in food service. She doesn’tthink they’d be helpful on her resume. She’s having a hard time figuring out what to do.

• Fatimah recently moved to Portland, and she’s new to the bus system. She has been waiting at the bus stop, on a busy street, for an hour for a bus that is supposed to come twice an hour. It’s getting dark and it looks like it may rain. She’s not sure what to do.

________________________________ From “Navigating the Community” EL Civics Toolkit, (2011) p. 48; Ace of Florida/Lighthearted Learning


PROBLEM SOLVING TASK TEMPLATEA. Read or listen to the story.

B. Retell the story to a partner.

C. Respond to these questions.

1. Who is the employee in this story?

2. Where does the employee work?

3. What is the employee’s problem?

D. Discuss these questions.

4. How do you feel about the problem?

5. What is your advice to the worker?

E. Write a note about the problem.

Dear _____________________,

I was sorry to hear about your problem. I have a suggestion. I think you should

_________________________________________________________

_________________________________________________________

_________________________________________________________

F. Read your note to your classmates.


Problem Solving Lesson Time Frame: Approx 90 min Before the lesson: Decide whether you want learners to read or listen to the scenario. If reading: cut and paste the scenario from the charts below into the problem solving template on page 1 of this document. Make copies for the class OR send the scenario to learners’ smartphones or tablets OR project the scenario using a 24 point or larger font, so learners can easily read the screen. If learners are going to listen to the scenario, consider putting a picture of a worker in section A of the problem solving template.

Step 1 Preview the scenario topic: E.g. Mistakes at work. Use gestures, drawings, or other comprehensible input to make the topic clear.

Step 2 Have learners read the scenario independently and silently OR present the scenario orally to the class.

Step 3

Distribute A,B,C,D answer cards and have students respond non-‐verbally to your questions verifying learners’ comprehension of the scenario. E.g., Is Malika a) the cook, b) a server c) the customer d) a potato? Is Malika a good server? a) yes b) no c) notsure

Step 4 Work with the whole class to brainstorm different problems they see in the scenario. Write learners’ ideas on the board.

Step 5 Have the class vote on the problem they want to solve. (E.g. Malika is upset because her customer is upset.

Step 6

Put learners in groups and give them sentence frames to help them come up with solutions. (E.g. Malika should ___ ) Alternatively, provide learners with three possible solutions (and an OTHER) Have them take turns saying the solution they think is best. I think ________

Step 7

Provide an email template for learners to use to write their solution. E.g. Dear Malika, I was sorry to hear about your problem at work. I think you should…Please call me if you have questions. OR Have learners work in groups to create and perform a role play that demonstrates the problem and solution.

Step 8 Ask learners to reflect on the skills they used to solve the problem.


This list is a synthesis of various lists from various sources. Some of these include: O*net: https://www.onetonline.org/ Simplicable list of 87 Soft Skills http://training.simplicable.com/training/new/soft-‐skills Hueber (2012) Hard Evidence on Soft Skills http://www.nber.org/papers/w18121

A COLLECTION OF SOFT SKILLS How well do you….? Give me an example of a time you had to… (*Are you…?)

COMMUNICATION SKILLS Communicate verbally Use body language Communicate visually Communicate in writing Read Use humor appropriately Listen actively Make effective

presentations Write and/or make

speeches Write and/or tell stories

LEADERSHIP SKILLS Build teams Strategize Coach Mentor Delegate Resolve disputes Build consensus Give Feedback Manage Difficult Conversations Make decisions Supervise colleagues Manage projects

INFLUENCING SKILLS Sell Facilitate Inspire Persuade Negotiate Motivate

INTERPERSONAL SKILLS Network Create Strong Interpersonal

Relationships Deal with Difficult People Resolve conflict Collaborate

PERSONAL SKILLS Manage emotions Manage stress Tolerate ambiguity Take criticism Work with diversity Persist Maintain a Work-‐Life

Balance Adapt to new situations *Self aware *Self confident *Courteous *Resilient *Assertive *Self directed *Friendly *Enthusiastic *Empathetic * Ethical *Flexible

TIME AND RESOURCEMANAGEMENT Organize Plan Schedule Manage time Manage resources

CREATIVITY Problem Solve Critical Think Innovate Troubleshoot Design’

ACADEMIC SKILLS Research online and offline Write Reports and

Proposals Take accurate notes Read Collaborate Self management Set goals Navigate complex text Acquire vocabulary from

context

DIGITAL LITERACY Manage information Evaluate information Synthesize information


Use Do/Say Charts To Provide Direct Instruction and Practice with Workplace Soft Skills

1. Identify a soft skill focus such as “Expressing Disagreement.”

2. Use a video clip, audio clip, or in-‐class demonstration to show students different waysEnglish speakers express the soft skill. Be sure that the demonstrations include the non-‐verbal behaviors as well as the verbal expressions. (For a more valuable cross-‐ culturaldiscussion, you can add formal and informal behaviors and language so that students canlater discuss which types of expressions and behaviors are acceptable in different types ofsituations. E.g. shaking your head from left to right slowly may be more acceptable thaneye rolling, but neither would be appropriate in a formal workplace setting.)

3. Ask students to consider why the skill would be important in teamwork. Point out thattheir goal during this activity is to acquire a variety of expressions (verbal and non-‐ verbal)that will allow them to use the skills effectively.

4. Put the Do/Say chart up on the board with some of the behaviors andlanguage filled in. Ask learners for additional examples.

5. Fill in the chart with any additional behaviors and phrases that students need in order toachieve their workplace or academic goals.

6. Check students’ comprehension of the information on the chart by asking questions suchas: Which is more polite: "I have to disagree with you." or "I’m not sure I agree."?

7. Have pairs take turns using the phrases or non-‐verbal gestures.

8. Get feedback from the class on how they felt using the skill.

9. Have learners apply the skill during a pair or team task.

PROCEDURES ADAPTED FROM A LESSON ON THE TESOL RESOURCE CENTER Jayme Adelson-‐Goldstein, Author


Documents

Handout for MEX(1)S(vfga45riubehis2pxzuoatel))/documents… · that this correlation has been a rationale for federal funding of adult education programs since 1964. Further, in the