The ESPJournal, Vol. 3, pp. 143-152, 1984 0272-2380/84 $3.00+.00 Pergamon Press Ltd. Printed in the USA. Copyright © 1984 The American University

N e e d s A s s e s s m e n t in O c c u p a t i o n - S p e c i f i c VESL

O r

How t o D e c i d e What t o Teach*

L i n d a L. W e s t

Abstract A VESL instructor is usually also a curriculum developer, challenged to determine the language needed for success in a particular vocation and then to apply ESL teaching techniques to meet those needs. This article discusses how best to use various sources of information, including reference books on job descriptions, vocational education materials, jobsite observations, and vocational instructors. Data is then organized into content areas (such as equipment, safety, measurement , processes, and quality control) and language requirements (such as vocabulary, situations, functions, structures, and register). Syllabus design comes from a logical analysis of the job.

Introduct ion

Occupation-specific vocational English as a second language (VESL) teaches the specialized language of a particular job. Depending on the setting in which it is taught, it may include the language skills necessary to function in a training program, to achieve certification, to obtain a job, and to perform satisfactorily on the job.

There are four settings within which occupation-specific VESL is most often taught (Committee on Employment Related Training Alternatives for LEP Adults 1984). In the vocational classroom, students are trained in a closely coordinated program in which they learn a vocational skill and related English. In the work experience site, the training combines work experience in a public or private sector worksite with classroom VESL and vocational instruction. Workplace VESL is training for limited English proficiency (LEP) employees within a company. In some ESL classrooms, depending on the goals of the students, part of the instruction may be focussed on one or more specific occupations. In whatever setting the VESL class exists, the instructor is chal- lenged to determine the language requirements of the target vocations and then apply ESL teaching techniques to help the students achieve necessary proficiencies.

The term "needs assessment" has been used variously in the professional literature of English for specific purposes (ESP). To some authorities the

* This article is based on a VESL Staff Development Training Resource Packet, "Occupation Specific VESL: Needs Assessment" by Linda West and Betty Wilkinson (VESL Staff Development Project, 1981).

143

144 The ESP Journal

activity is student centered, and the assessment determines the students' perceptions of what they need to learn (Schutz and Derwing 1981). This point of view emphasizes student motivation and a concern for the feelings of the learner (Robinson 1980:26-31). While student profiles and perceptions are undeniably significant, the emphasis of this paper is more in line with Chambers (1980:25), who advocates the importance of target situation analysis (TSA). Collecting and analyzing data to establish the communication that really occurs-- its functions, forms, and frequencies--provides a basis for selecting the long range aims of the course. Gage and Prince (1982) have done this kind of analysis of language relevant to entry level factory jobs.

Most VESL students are in training programs or work situations where the learner has only a few hours a week to study VESL over a three- to twelve- month period. Most of the VESL student's time and energy is devoted to vocational training or work. Programs do not have the luxury to plan for full language development, but must be carefully targeted. With low level learners, it is crucial to spend class time on what students need for the job.

Sources of Information

In researching the language needs of a particular job, a good way to begin is to consult a reference book on job descriptions. In the United States, there are two excellent resources compiled by the U.S. Department of Labor. The Dictionary of Occupational Titles details the procedures performed and equip- ment used in hundreds of jobs. The Occupational Outlook Handbook gives the following information for each job covered: nature of work, places of employment, training and other qualifications, advancement, employment outlook, earnings, and working conditions.

Existing vocational education materials can also be consulted. Although LEP students may not be able to read textbooks for English speakers, these textbooks are excellent resources for visuals, vocabulary, and an outline of the scope of the vocation. Some vocational education publishers which might be consulted include the American Technical Society, Delmar Publishers, Goodheart-Willcox, and McGraw-Hill. Commercially available transparencies can be adapted for LEP students by eliminating less important labels or dividing materials into manageable sections. Films, filmstrips, and slides can be used without the accompanying sound, substituting a specially prepared script or commentary.

While texts can be very useful sources of information, it is important to remember that textbook language may be very different from oral language. Even vocabulary may be different. A welding process called "gas shielded tungsten arc" in a text is often referred to as "heliarc" in the shop.

Jobsite observation is also an important ingredient of needs assessment research. The initial contact may be made through a vocational instructor, job developer, or anyone in the instructional setting who has workplace connections. The best choice for the vocational classroom and work experience settings is a potential employer or someone who has hired graduates of the training program. Employers are more motivated to be cooperative if they can see

Needs Assessment in Occupation-Specific VESL 145

direct benefits to the company, such as better prepared employees. Information gathered is of maximum value to the VESL program if it comes from actual workplaces where students may be hired and where employers can relate experiences with program graduates.

When visiting the jobsite, there are several stages of observation (Jupp and Hodlin 1975). The first is to tour the entire facility for an overview which will put other observations into perspective. During that tour, it is important to talk to relevant managers and supervisors about communication on the job. Theft input will be most valuable for identifying what management considers important communication breakdowns.

At the jobsite as well, specific questions can elicit key information about the language requirements of a job:

--How is work assigned? --What common errors do new workers make? --How are these problems handled? --What defects occur in products? --How are defects discovered and corrected? --How do workers get supplies? --What machine breakdowns occur? ---To whom and how do workers report breakdowns and other problems? --How do workers indicate when work is completed? --How is work evaluated? --What method is used to communicate evaluation to the employee? --What advancements are possible?

Some information can be obtained using a survey form. The next step at the jobsite is to observe workers closely and determine

work flow and communication situations. One should tape record and note actual on-the-job conversation, as well as obtain samples of written notes and memos and forms actually used on the job. Situations targeted by management should be particularly noted.

In the vocational classroom and work experience settings, a valuable resource for the language needs of the vocation is the vocational instructor. Although vocational instructors will not be used to thinking about the vocation in terms of language requirements, they have the vocational knowledge the VESL instructor needs to access and will be able to recommend texts and visual aids and give examples of communication breakdowns with students.

If vocational teachers are asked general questions about the language needs of vocational students, results will rarely be productive. Very specific questions are more effective. For example:

--In most shops, do workers have to ask a tool crib attendant for parts, or do they get them from a storeroom?

--What accidents have occurred in the shop? --What kinds of oral questions do you expect students to answer (in reference

to a certain procedure)?

146 The ESP Journal

--What readings are students responsible for? --What kind of tests do you give? ~When do you want students to ask you questions? --When did lack of English cause a problem in class?

It is important, also, to spend time observing the vocational situation, both lecture and practice, and to ask questions about what is observed.

Content Areas Once the needs assessment is underway and information is gathered, it

should be organized into content areas. Each vocation will have a unique set of content areas; however, some content areas are common to most vocations: (1) equipment, tools, machines, and materials; (2) safety; (3) measurements and math; (4) procedures and processes; (5) quality control language; and (6) job preparation.

Equipment and supplies are used in all jobs. Many jobs require tools and have workpieces. Knowing names of tools and machines and their parts is basic to much job-related conversation.

All vocations have safety rules and warnings. Some are general, but others are very specific. In some vocations, like welding and machine shop, safety procedures are extremely important. Workers should understand rules and be able to give and react to warnings.

Most occupations involve some measurement and math. Although measure- ment and computation are not strictly ESL, the VESL teacher is often the most accessible basic education source and usually moves beyond the names of numbers, common units, and measuring devices into the actual skills, especially computation of fractions and decimal fractions.

Procedures and processes are found in every type of work. Workers will need to verbalize the steps of a procedure in proper sequence when something goes wrong or when the time necessary to finish is discussed.

The language related to quality control (inspection, workmanship standards, specifications, defects, and corrections) is very important to communication in every job situation. Samples of good and poor work can be collected and used for language activities.

Job preparation or the skills of finding and obtaining a job should be included in every VESL class. This means general skills such as reading maps, directories, and want ads; using transportation; making telephone inquiries; filling out applications; and interviewing. It also includes specialized abbreviations and key words to describe jobs, duties, and equipment, as well as pre-employment tests and certification.

Language Requirements

Within each content area, input can be organized into language requirements. Language requirements can be thought of in terms of vocabulary, situations, functions, structures, and register.

Needs Assessment Ln 0ccupation-Specific VESL 1 4 7

Vocabulary is what everyone thinks of first in VESL. Specialized terms for tools and machines and their parts, as well as materials, supplies, products, processes, and services abound and may even overwhelm the VESL instructor. Quality control has its own terminology for defects and corrections. There is an entire math vocabulary of units, numbers, operations, and measuring in- struments.

As words and phrases are identified, notes should be made about how they are used. Do workers have to understand the words in commands? Do they have to say the words in questions? Do the workers have to read the words on signs, labels, orders, or in catalogs, manuals, and diagrams? Do they have to write the words on orders, reports, notes, and employment tests? The instructor should plan to target instruction to the need. Safety terms may be read on signs, and said and understood in warnings, but there may be little justification for an emphasis on writing these.

Vocabulary should be taught in logical units related to tasks, in the context of communication situations. Do workers have to get tools/parts/supplies from a supply clerk? Do they have to report a dangerous situation, a machine breakdown, a defect? Do they have to explain a procedure to a customer or make small talk? Do they have to understand instructions or ask for further information?

Language activities can also be approached in terms of what language functions workers are having to fulfill. In other words, for what purpose is the worker using language (Van Ek 1980)?

In five years of teaching VESL classes in ten vocational training programs, the VESL staff at La Puente Valley Adult Schools Refugee Project., California has compiled a list of the most common language functions found in vocations. They are the following: requesting work, following directions, clarifying/verifying, getting more information, reporting, explaining, apologizing, warning, giving advice, requesting help, and checking if work is OK.

For each function, language may be expressed in a variety of structures. Functions can be examined to see what structures are required. An example would be asking a question--interrogatives or declamtives--with rising intonation. To express agreement, one might use "I a g r e e . . . " or "That's r i g h t . . . " or "Yes, it is." To ask permission, possible structures include "Can I . . . ?", "Is it OK if I . . . ?", and "Do you mind if I . . . ?" Do workers have to distinguish between future and past actions? Do they have to use indirect and polite forms? Do they have to make space and time sequence instructions?

A study by Mary Galvan (Resource Development Institute, Austin, Texas) on vocational language showed that 40% of vocational language makes use of the imperative form (Kremer 1980). This research suggests that VESL classes should emphasize following commands and probably use Total Physical Response (TPR), the command action teaching technique.

Register refers to the differences in tone, speaking style, and levels of formality or politeness that we use with different people in different situations. It is important to teach the differences between giving advice to a co-worker, a supervisor, a customer, or a subordinate. It is also important to clarify the

TA

BL

E 1

A

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tegr

ated

App

roac

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Occ

upat

ion-

Spec

ific

VE

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Part

1)*

Lan

guag

e R

equi

rem

ents

C

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ls,

Mac

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E

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M

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nd M

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00

1. V

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y

2. S

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3. F

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4. S

truc

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ated

App

roac

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upat

ion-

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ific

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Lan

guag

e R

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rem

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: C

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: U

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: W

hat

kind

of

a ?

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ific

atio

n sh

eets

; st

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of

wor

kman

ship

mat

eria

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sam

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of

poor

wor

kman

ship

; fl

ashc

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ents

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w s

impl

e pi

ctur

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ror

cond

ition

s an

d de

scri

be i

n pa

ir

prac

tice

Situ

atio

nal

dial

og w

ith

subs

titut

ions

Job

appl

icat

ions

; sa

mpl

e re

sum

es;

wan

t ad

s;

tran

spor

tatio

n sc

hedu

les;

sa

mpl

e in

terv

iew

que

stio

ns

Inte

nsiv

e pr

acti

ce w

ith

abov

e

Rol

e pl

ayin

g of

inte

rvie

ws

Dis

cuss

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of c

ultu

ral

valu

es a

nd e

xpec

tati

ons

of

empl

oyer

s an

d co

-wor

kers

1 5 0 The ESP Journal

differences in expressing disagreement with a co-worker on the job or at break, in private or in a group. Nonnative speakers may observe usage in one situation and apply it to another with disastrous results. For example, casual profanity is common among co-workers in a shop situation, but a new worker who swears at the boss may get fired.

Table 1 illustrates how content areas and language requirements combine in an integrated approach.

An example from an occupation familiar to most people, the job of a bus boy in a restaurant, will illustrate how to apply this approach to organizing vocational language (see Table 2). Take the content area of procedures. Applicable vocabulary would be place-setting words (knife, fork, spoon, plate, cup), equipment (dirty dishes tub, clean dishes rack), and parts of the restaurant (kitchen, dishwashing, serving). A situation could be a new employee receiving instructions on where to take clean and dirty dishes. Language functions would include giving instructions, clarifying, and asking questions. Structures could be im- peratives, sequence words, and phrases like "Do you m e a n . . . ?", "Did you say . . . ?", and "What do I do with . . . ?" Register in this situation could apply to the differences in the conversation depending on whether a co-worker or the manager is giving the instruction.

T A B L E 2 Organizing Language for Occupation-Specific VESL: Bus Boy in a Restaurant

Language Requirements Content Area: Procedures

1. Vocabulary

2. Situation 3. Functions

4. Structures

Place-setting words: dishes: plate, bowl, cup, glass silverware: knife, fork, spoon

Equipment: dirty dishes tub, clean dishes rack, garbage can Parts of the restaurant: kitchen, dishwashing, serving New employee receiving instructions on where to take dirty and clean dishes Giving instructions Clarifying, asking for information Imperatives, sequence words, prepositions of location:

First, take the dirty dishes in the tub to the dishwasher. Put the napkins and garbage in the garbage can. Silver goes o n . . . Glasses go i n t o . . . Stack the dishes h e r e . . .

Interrogatives: Did you say Do you mean What do I do with

Needs Assessment in Occupation-Specific VESL 151

Whether the course is for restaurant workers or electronics assemblers, the organization of a VESL course comes out of the analysis of the job. For factory English, the syllabus may be organized by tasks like sorting, cleaning, and assembly (Prince and Gage 1980). For welding VESL, a logical organization uses welding processes and related equipment, workpieces, tasks, and quality control. For nurse assistant VESL, hospital orientation vocabulary is followed by a systematic study of anatomy and related procedures. In VESL for auto mechanics, subtechnical language, like exterior car parts and makes and models, is followed by tools, measurement, and then the parts of the car to be repaired and related procedures. In each of these courses it is the job which dictates the organization of the VESL material and identifies the situations and the language content. A good occupation-specific VESL course takes the language of the job apart and puts it together into building blocks for the students.

REFERENCES

Chambers, Fred. 1980. A Re-Evaluation of Needs Analysis in ESP. The ESP Journal 1,1:25-33.

Committee on Employment Related Training Approaches for LEP Adults. 1984. VESL: A Guide to Employment Related Training Alternatives for LEP Adults. ACSA Staff Development Project. (Available from the Association of California School Administrators, 1575 Old Bayshore Highway, Burlingame, California 94010.)

Gage, Julia and David Prince. 1982. Vocational English: Preparing for a First Job. TESOL Quarterly 16,3:349-358.

Jupp, T. C. and Susan Hodlin. 1975. Industrial English. London: Heinemann Educational Books.

Kremer, Nick. 1980. VESL Exchange: Investigating the Language of Work. English for Specific Purposes 43.

Prince, David and Julia Gage. 1980. English for Your First Job. State of Wash- ington: Office of the Superintendent of Public Instruction.

Robinson, Pauline C. 1980. ESP (English for Specific Purposes): The Present Position. Oxford: Pergamon Press Ltd.

Schutz, Noel W. and Bruce L. Derwing. 1981. The Problem of Needs Assessment in English for Specific Purposes: Some Theoretical and Practical Considerations. Languages for Specific Purposes: Program Design and Evaluation. 29-44. Ronald Mackay and Joe Darwin Palmer (Eds.). Rowley, Massachusetts: Newbury House Publishers, Inc.

U. S. Department of Labor. 1977. Dictionary of Occupational Titles. 4th ed. Washington, D.C.: U. S. Government Printing Office.

U. S. Department of Labor. 1982. Occupational Outlook Handbook. 15th ed. Washington, D. C.: U. S. Government Printing Office.

Van Ek, J. A. and L. G. Alexander. 1980. Threshold Level English. Oxford: Pergamon Press Ltd.

152 The ESP Journal

West, Linda and Betty Wilkinson. 1981. Occupation Specific VESL: Needs Assessment. A VESL Staff Development Training Resource Packet. (Available from Dissemination Network for Adult Educators, 1575 Old Bayshore Highway, Burlingame, California 94010.)

Linda West, VESL Curriculum Specialist of the Refugee Project at La Puente Valley Adult Schools, California, has developed VESL curriculum and taught VESL classes for welding, nurse assistant, auto mechanics, upholstery, and machine shop. She is the author of Welding VESL (The Alemany Press, 1984) and other forthcoming VESL texts.