Contextualized Instruction for Adult English Language Learners

National Transitional Jobs Network Conference

Deborah Kennedy April 13, 2012
PowerPoint2012 Center for Applied Linguistics, Washington, DC

Agenda
Development of the field Underlying principles Designing contextualized instruction
Needs analysis Goals and objectives Assessment Instruction Lesson planning

Resources

Older Model
Teacher-centered instruction Focus on structure: grammar, sentence structure, vocabulary Emphasis on reading and writing Content: Classical literature Decontextualized uses of language
Pattern drills Cloze exercises Multiple choice questions

Entering the U.S. Workforce, 1

Newer Model: Communicative Approach

Learner-centered instruction Focus on function Emphasis on communication Content: Related to learners needs and goals

Contextualized uses of language

Projects and tasks Role plays Interactions outside the classroom

Underlying Principles
Learning takes place best when The goal of instruction is the ability to use knowledge (not just possess it) Instruction is learner centered Instruction is developed around both content learning objectives and language learning objectives Instruction involves active participation in learning

English for Specific Purposes

English for Academic Purposes (EAP) English for Occupational Purposes (EOP)
English for Professional Purposes (EPP) Business English Vocational English (VESL)

Entering the U.S. Workforce, 2

From ESP to Contextualized Instruction

Purpose of instruction is defined by the workplace Instruction takes place in the workplace or in simulated workplace settings Instructional materials are drawn from the workplace Learning activities parallel or simulate workplace activities

Designing Contextualized Instruction

Conduct needs analysis
How is language used in the work environment? What language skills do employees need? What language skills do employees currently have?

Identify learning goals

What do employees need to know and be able to do? How should goals be prioritized?

Identify ways of assessing learning

How will we know what learners know and can do?

Develop instructional plan How will we facilitate learners acquisition of target

skills and abilities?

Needs Analysis and Learning Goals

Challenges
Realistic
Measurable Achievable

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Designing Assessments

Areas to assess
Content learning objectives Language learning objectives Work readiness objectives

Assessment method
Activity: Carrying out designated task(s) Process: Observation and scoring with rubric Instructor review, peer review, self review

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Assessment: Challenges
Developing tasks that allow learners to demonstrate what they know and can do Developing meaningful rubrics Aligning with outcomes on standardized tests

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Bad Rubric
Excellent Good ___ ___ Fair ___ ___ Poor ___ ___

Grammar
Spelling Punctuation Sentence Structure

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Better Rubric
Global Tasks & Functions
Limited practical needs: simple phone messages, excuses, notes to service people and simple notes to friends, making statements and asking questions. Routine social correspondence, documentary materials for most limited work requirements; writes simply about current events and daily situations.

Lexical Control
Very familiar topics; e.g. simple biographical and personal data. Continual errors.

Structural Control
Can create sentences although almost every sentence has errors in basic structure. Vague time concepts. Good control of morphology and most frequently used syntax. Elementary constructions are typically handled quite accurately, though errors may be frequent. Uses a limited number of cohesive devices.

Sociolinguistic Competence/Style
Can be understood by a native reader used to dealing with foreigners attempting to write the language. Native reader must employ real-world knowledge to understand even a simple message. Writing is understandable to a native reader not used to dealing with foreigners. Satisfies routine social demands and limited work requirements. Native reader may have to adjust to non-native style.

Orthography
Continual errors in spelling, capitalization and punctuation.

Text Produced
Can generate simple sentences. Attempts to create paragraphs result in a loose connection of sentences or fragments with no conscious organization. Minimally cohesive, full paragraphs.

Sufficient to simply express oneself with some circumlocutions; limited number of current events and daily situations; concrete topics, personal biographical data.

Makes common errors in spelling, capitalization and punctuation, but shows some control of most common formats and punctuation.

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Developing Instruction
Principles
Plan for active engagement Allow for individual learning styles Include language objectives, content objectives, work readiness objectives Allow for spiraling

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Developing Instruction, 2
Challenges
Becoming familiar with the content Sequencing content and language Connecting content, language, and authentic tasks Locating and using authentic materials

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Lesson Planning
Identify lesson goals

Develop activity sequence

Modeling Structured practice Free practice

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Some Useful References

James Parker and Gail Spangenberg. Random acts of progress: Certification of readiness for jobs and college. Council for Advancement of Adult Literacy, 2012. www.caalusa.org/publications Judith L. Shrum and Eileen W. Glisan. Teachers handbook: Contextualized instruction. Thomson Heinle, 2005. Jane Vella, Paula Berardinelli, and Jim Burrow. How do they know they know? Evaluating adult learning. Jossey-Bass, 1998. Grant Wiggins and Jay McTighe. Understanding by design (2nd ed.). Pearson, 2005. Texas State Technical College. Intensive English for Specific Technical Occupations. http://www.marshall.tstc.edu/pilot/index.shtml

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CAL

THANK YOU!
Deborah Kennedy

dkennedy@cal.org
202-355-1572

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