Greetings, Workplace Literacy Discussion List Subscribers!

 

I thank you one and all for your participation in our discussion just
concluded, the Talk Back with authors Pat Sawyer and Barbara Tondre of
the Tennessee ESOL in the Workplace resource.  What a lot of expertise
is represented among our list members!  We thank Pat and Barbara
especially for the time, effort, and enthusiasm they shared with us.
I'm sure you will agree.

 

To those of you who joined the Workplace list just for this discussion,
(I almost hate to mention this because we'd love to be able to keep you,
but) if you wish, you can unsubscribe again by going to
http://www.nifl.gov/mailman/listinfo/workplace
<http://www.nifl.gov/mailman/listinfo/workplace> .

 

I have compiled and organized the comments made in the discussion, and
you might find the summary helpful in organizing your thoughts and
reactions, as sometimes the threads of conversation got a bit tangled.
If I missed anything major, please let me know.  

 

Appreciatively,

 

Donna

 

Donna Brian

Moderator, LINCS Workplace Literacy Discussion List

Off-list contact djgbrian at utk.edu

 

To post a message:

workplace at nifl.gov <mailto:workplace at nifl.gov> 

 

To subscribe/unsubscribe/change options/access archives:

http://www.nifl.gov/mailman/listinfo/workplace
<http://www.nifl.gov/mailman/listinfo/workplace> 

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

 

Tennessee ESOL in the Workplace, July 21 - 25, 2008

Workplace Literacy Discussion List "Talk Back"

with Pat Sawyer and Barbara Tondre

 

Tennessee ESOL in the Workplace is a training manual for ESOL
supervisors and instructors.  It is available online at
http://www.cls.utk.edu/pdf/esol_workplace/Tenn_ESOL_in_the_Workplace.pdf
. The manual includes basic information, Powerpoint presentations, and
very useful checklists on how to design a program, present a plan to a
workplace community, and monitor and evaluate the program.  This
training manual has been added as an exemplary resource to the LINCS
Workforce Competitiveness Collection.  The training manual was the
centerpiece for a discussion on the Workplace Literacy Discussion List
from July 21 - July 25, 2008.  The discussion was called a "Talk Back"
because it featured the authors of the resource as the discussion
guests.  (Bios of Pat Sawyer and Barbara Tondre-El Zorkani are
appended.) The discussion served not only to feature the resource, but
also to introduce the Collection to the members of the Workplace
Literacy Discussion List.

 

Announcement of the pending discussion was made on the Workplace list on
July 16.  Moderators of all LINCS discussion lists were apprised of the
pending discussion and could invite their list members to participate.
Announcement of and an invitations to join the discussion were made on
the English Language, Professional Development, and Learning
Disabilities Discussion Lists.  The discussion was also announced to
supervisors of Adult Education programs in Tennessee, as some of them
had collaborated in the work that resulted in the resource.  From the
time the announcement of the discussion was made on July 16 through the
end of the discussion on July 25, 49 new subscribers joined the list and
12 members unsubscribed.  There were 60 posts made during this time that
were related to the discussion.

 

Themes that developed in the discussion were:

*	Addressing the work-related language needs of learners in
regular ESL classes
*	How to go about approaching a workplace about teaching Workplace
ESL
*	Considering all the stakeholders in planning Workplace ESL
*	Managing client expectations, coming to agreement with a
contract
*	Identifying the language skills needed in a workplace
*	How to address the needs of the learners in a workplace class as
well as the needs of the employer
*	What to look for in choosing an instructor for a workplace ESL
class
*	Possibilities of ways to extend the ESL instruction for workers
beyond what the employer is willing to provide
*	Comparison of the terms workforce, workplace and work-based ESL
*	Background and current use of the term "VESL"

 

Points made by list subscribers during the discussion around each of
these themes included these:

 

Addressing the work-related language needs of learners in regular ESL
classes

Our program provides workforce content in our textbook series that is
further enhanced with instructional handouts provided by the Texas
Workforce Commission.  We have posters provided by TWC that teach our
students about getting a job, interviewing, calculating salary, and
sustaining performance.  We use some handouts from Equipped for the
Future that show the importance of mastering English for home, work and
community.  In the spring of 2009, we will be offering a new program at
our college, Basic Workplace ESL Skills, with a weekend college format,
to allow students who want a greater emphasis on workforce skills to
have their own program.

 

The instructor focuses on vocabulary and events that happen at the
workplace so that the student immediately sees the relevancy to daily
activities. Math topics deal with examples from the jobs people have to
do. Instead of saying I cut the rod to 3 lines on the ruler, the student
learns to measure 3/8 of an inch and can perform the mathematical
calculations necessary for the job. The same is true when it comes to
writing. Healthcare workers have to complete reports which need to be
written in English that is legible and understandable.

 

 

How to go about approaching a workplace about teaching Workplace ESL

Obtain a business license and general liability insurance.

 

Do your homework to learn about the workplace.

 

Go to networking lunches, join associations, make contacts.

 

I use census demographics information and city statistical information
to learn where in the area there is marked density of non-English
language speakers.  I drive through those areas and meet with directors
or managers to talk about what I see.  (I do this every summer in early
July.)  I have a document that shows that different programs and courses
my college offers and emphasize that those courses can be adapted to fit
industry.

 

Always do your homework, understand who the company is, what they
produce, history in the area etc. Demonstrate your knowledge of the
business culture because you may only get one shot at working with them,
and also the opportunity to work with a group of employees that need
your services the most.

 

 

Considering all the stakeholders in planning Workplace ESL

Workplace literacy is rarely delivered according to a college's academic
semester schedule.

 

I like to provide a "mini-college fair" at the company.  Once I am in
the door, I feel that the first person I need to speak to is the one
needing the language because in significant numbers they will clamor for
the company to offer ESL.  I also provide my customary presentation to
the CEO, managers, etc. and provide a sample of what a Business Industry
ESL class is like.

 

The language and literacy competencies needed by limited English
proficient workers depend upon the job. This is why we always work with
a TEAM set up by the business. This TEAM is composed of management,
supervisors, workers, and CWL, the education provider. The TEAM decides
the goals of the program,  recruits the students, schedules the classes,
works out rules and arrangements within the company, provides curriculum
materials, and monitors the program. The TEAM meets weekly in the
beginning and monthly thereafter. Once the TEAM has decided what the
goals of the program should be, CWL, the education provider, assesses
those workers who want to enroll into the classes in reading, writing,
speaking English and math. The TEAM then selects the students for the
classes. Also the TEAM arranges a tour of the facility so that the
instructor and other CWL staff involved in the program can understand
what is required in terms of language and literacy skills to do the job.

 

In the Workplace Cultures materials, they talked about identifying three
key people for the training team (who would also be good spokespersons
for the needs analysis): technical leader (person with best skills and
knowledge to get the job done); the language leader (person with the
best bilingual skills); and the social leader (person the group
recognizes as the leader). This seems like a good strategy for workplace
ESOL programs, especially for incumbent workers, so that the program
targets needs from a variety of perspectives.

 

I always use an example from an electricians' union for which I once put
together a VESL program when I first began this work:  In the needs
analysis, I did my language task analysis and I interviewed some
workers, the union leaders, the apprentice coordinator, the organizer,
and the contractor (the "big boss").  I felt good that this part of the
needs analysis had been thorough and everybody shared an understanding
of our goals.  Yet, by the end of the semester, the otherwise very
successful class was almost done away with!....why?  Because the
workers' foremen (who were not getting jobs finished on time because
they lost some of their crew for a few hours each week) were angry and
refusing to let their workers leave for the class.  I had neglected to
make them part of the process, and their differing expectations and
needs led to revolt.  We modified the course schedule and luckily
continued on, but I learned some lessons about needs analysis.

 

 

Managing client expectations; Importance of coming to agreement with a
contract

Shorter cycles of instruction are usually a better "fit" in the
workplace but often lead to repeat business, second cycles, etc.

 

Many of the union personnel, supervisors, HR personnel, and upper
management were not aware of the needs of their employees.  Some of them
said, "We don't know what they need, we just know they need to learn
English.  How many weeks will it take for them to learn English?" We
assume that they know as much as we do concerning the employees needs
and they don't.

 

I have found that it will take much more than one conversation before my
clients really begin to understand  what I'm saying regarding the
process and time commitment of language learning and the goals of the
course (which we develop together as much as possible through the needs
analysis process.)  The needs analysis itself is useful not only to
identify students' and workplace needs, but also to bring out into the
light of day the stakeholders' expectations....which are often
unrealistic and/or conflicting with other stakeholders' expectations.
The needs analysis process provides an opportunity to do the very
important work of getting all stakeholders on the same page...it's a
little teachable moment.  If important stakeholders have different ideas
of why we're doing this (say, union and management) and how it will
impact them....that can deal a death blow to a program! 

 

I believe that when we go to a company we must approach them on their
terms, in their culture, and seek to understand them.  Company training
is very different from classroom teaching. The key to success was being
able to approach the job as a workplace trainer, not an educator.  And
central to that is understanding that my client is the company, not the
individual employees.  The employees benefit tremendously, but my client
is the company.  Let me quickly add I would not sacrifice the employees
to meet a client's expectation, and clearly there are times when you
must teach the employer what is not acceptable, but it's the underlying
attitude that you are serving the employer that is important.

 

Successful initiatives require that educators understand who their
customers are and what is important to them.

 

Return on investment has little to do with the "educationalese" we use
to communicate with our peers.  The bottom line: our customers want to
know if what we have to offer can result in changes in employees'
behavior and performance.  This is another reason why the language task
analysis is so important.

 

Companies are used to offering training programs which result in a
worker learning a specific skill in a specified time.

 

Customize, customize, customize, you have your audience generally for a
short time, teach for application of skills to do the job better and
safer. 

 

Define your outcomes and expectations before you ever start a class.
Know what success looks like for the client and yourself before you
start. 

And know that it's OK to say no, not all expectations are reasonable,
nor are conditions for program delivery.

 

 

Identifying the language skills needed in a workplace

Once I choose the perfect instructor, we request permission to shadow
the company, collect brochures to create vocabulary logs.  This
information is sorted and included in the various units presented in
class.

 

I observed workers on the job, during their breaks, and at meetings to
determine the skills needed for communicating with supervisors, with
customers, with co-workers, and with union staff.  I took extensive
notes, which I later clarified/confirmed during interviews with union
personnel, supervisors, HR personnel, upper management, co-workers, and
the targeted workers themselves. For the literacy demands of the job, I
collected and reviewed both all formally required texts: contracts,
memos, manuals, recipes, policies, and so on, as well as all
environmental print...for example, signs and notices posted on the job.
Hanging around during the breaks was especially useful as I was able to
see how co-workers communicate, topics discussed, level of formality of
discourse, and so on.

 

First, I read all of the processes that each employee needs to read,
understand and implement in running their machines or carrying out their
tasks and do a vocabulary scan; from this I create a basic vocabulary
that everyone in the plant needs to be able to use both verbally and in
written form;

Second, I collect all of the documents relative to employee benefits;
explanations of medical coverage, death benefits, days off, procedure
for calling in sick, etc. and add the vocabulary needed for that;

Third, I train English speaking employees to tutor ESOL employees to
understand presentations that are given in which outsiders are not
permitted-several companies that I have worked with are Dept. of Defense
Subcontractors and I do not have clearance for the missile program
components.

 

When I get a call from an employer I also ask what the problem is that
needs to be corrected. What mistakes do people make because they cannot
speak, read or write English. We assume the role of an education
consultant.

 

We also find it worthwhile to conduct a fairly thorough needs analysis.


We do interviews and/or focus groups with various levels of management
(very important to include line supervisors), union representatives, and
a cross-section of workers.  We are looking for what the education needs
are in that workplace from the different points of view.  Then we look
for the common interests that have been expressed by labor, management
and workers. The labor-management team reviews the needs we have
identified, chooses which needs they want to tackle first and makes
reasonable goals from those.  Good candidates are those interests
important to all parties (often having to do with improved communication
and/or safety issues) and ones which classes could reasonably affect.
Goals like increased productivity, for example, have a lot of other
factors, such as availability of materials and staffing levels at play.
Also, only a few workers may be able to attend the classes.  We try to
identify more specific goals, like being able to fill out routing sheets
correctly, or having more people asking clarifying questions of the
supervisor, or understanding the attendance policy. 

 

 

How to address the needs of the learners in a workplace class as well as
the needs of the employer

Several weeks ago an ESL student asked me what "gitit" means.  She said
that her employer will explain what she is to do in the factory where
she works and then always ends her conversation by saying, "Getit."  The
ESL student said, "What do I say to her?"  When I said, "You can say,
got it." she was so excited. The other students who had been listening
to our conversation actually clapped their hands.

 

Last year I hired an instructor for a class of professionals who were
not able to speak very much English although their ability to read
English was at a very advanced level. He began the class with common
pronunciations like gotcha, gimme, etc. I observed some of the first
class and was sorry to have had to leave. This is really what people
need to learn becuz that is how we talk.

 

 

What to look for in choosing an instructor for a workplace ESL class

The instructor must understand who the customers are in workplace
literacy.

 

In order to find the "perfect" instructor for our wonderful potential
students, I offer a training session for the instructors who want to
teach a workforce class.  Once the training is completed, I offer a
simplified adult-second-language learning class to help the instructor
work effectively in teaching listening/speaking/conversation, reading,
and writing.

 

Bring your seasoned veterans who have done workplace training before.

 

You have to have a background in ESL to understand the curriculum
process and you have to have an instructor with a background in ESL and
a lot of patience. I work extensively with the company, provide training
and mentoring for the instructor and pay him or her $30 to $40 an hour.
I also pay the instructor extra for any additional course planning or
new materials.

 

 

Possibilities of ways to extend the ESL instruction for workers beyond
what the employer is willing to provide

I've collected a binder listing details and contact info for local ESL
programs, classes, tutors (including impressive teachers who have worked
for me and have consented to have their info listed), books and audio
programs, and stores...as well as blank pieces of note paper.  I
organize them all in the binder and take it with me to the last day of
any workplace course, whether I'm teaching it or supervising it...after
students fill out their evaluations, I have a short exit interview with
any student who wants it, and the information they request is almost
always in my binder, ready to copy out onto the notepaper and point
students in the directions they want to go.

 

The first thing that comes to mind is distance learning.

 

I wonder if any workplace ESOL programs are partnered with distance
learning programs in their states so that students can flow seamlessly
from classroom-based English learning (perhaps with an online
supplement) to online distance English learning, and perhaps other basic
skills learning, once the class has ended. This may be an area in some
states that needs to be better organized.

 

The program was able to purchase a set of the Sed de Saber kits.  Sed de
Saber uses the technology of the LeapFrog Quantum Pad for a self-paced,
take home system.  It is appropriate for use with low level English
language learners whose first language is Spanish.  This seems to be
effective in extending learning beyond the traditional classroom and
providing continuity and connection for those whose work prevents them
from attending classes regularly.

 

* I wonder if one solution to the problem can be framed in planning the
workplace ESOL class(es) at the outset. For example, especially if a
community college is the workplace English provider, designing and
scheduling the workplace course so that it can lead to other ESOL
classes a community college offers, and providing -- in the workplace
ESOL course -- some help with reading the college credit or noncredit
(continuing education) catalogs might be useful for some students.
Perhaps some subscribers to this list do this already. If so, it would
be great to hear what they do.

 

* Another solution might be a new, free, online federally-funded Web
portal that will be unveiled in September called USA Learns. I haven't
seen it yet, but I know that it is based on two existing online products
which may be familiar to some readers of this discussion: English For
All, and Putting English to Work. These products are best used with an
online or classroom teacher, but it may be possible for some students to
use the newly-designed USA Learns on their own. 

 

* There is another product in development (in its first year of a
three-year federally-funded demonstration in several regions of the
country) called the Learner Web. One of its Learning Plans that is being
developed now is for ESOL. The Learning Plan will be designed so that
students can use online ESOL learning resources on their own with a
structured self-study guide/curriculum and, at least in some regions,
with online and telephone help available. 

 

* Perhaps a Workplace English program could help the company to set up a
company-sponsored employee DVD video lending library of English learning
videos. Does anyone already have a good list of such videos in case a
company is interested? Do any companies already do this? Many public
libraries, of course, lend ESOL videos and software. 

 

In addition to some of the ideas presented here about workplace learners
continuing their education, we have sometimes had education fairs where
learners can find out about resources in their communities.  Sometimes
waiting lists in community programs mean a while before learners can
continue.  In a few cases, the team has chosen a provider with the
ongoing educational opportunities in mind and our workplace learners are
considered already enrolled.  We have also suggested distance learning
programs, and welcome information about any more of those resources.

 

 

Comparison of the terms workforce, workplace and work-based ESL

Workplace learning, including workplace English, is usually classes
focused on basic skills learning contextualized to a particular
workplace, company or industry. Although the classes are usually held at
the workplace they could be held at a union hall, community college or
elsewhere. Some workplace learning takes place online.

 

Workplace literacy classes are given right within the workplace.
Usually the instruction is based primarily on the actual needs of the
company, and the company supplies the place for any off line instruction
and assigns some computers for use when the instruction is math based,
such as the classes done in preparation for quality assurance training.
In my experience from the past 15 years, these companies persevere the
longest.  In one case, the training extended from 1993-2003 with each
new development of product lines and processes. 

 

Workforce learning, in adult literacy education, could include workplace
learning but often focuses on preparing students for work or, for
workers who have lost their jobs, for new kinds of work.

 

Workforce literacy training refers to the people who are being trained
and the training can be provided in many different venues.  For example,
many hospitals do not have facilities available in the hospital to
dedicate to regular classes for literacy training.  So the workforce is
trained in adjacent educational institutions, such as a nearby high
school in one case.  Classes for third shift take place as the shift
finishes and the high school students have not arrived yet.  Classes for
first shift take place immediately a the end of the shift and the high
school has completed their regular classes.

 

Work-based learning, usually for students who are preparing for work,
has a high school, college or adult education class component and also a
learning component at work.  Ideally the two are well integrated.

 

Work based: I have not used this term, but what it conveys to me is the
curriculum development is based on the work that the employees do.  It
has the advantage of being very expansive in that it can apply to
communications in all forms-reading, writing, interpersonal
conversation, supervisors training on how to deal with a diverse
workforce (with respect to language and culture); math as it applies to
the needs of different companies, etc.

Location:  Workplace Literacy is usually at the company site; workforce
is usually at the service provider's site.

Development:  workplace classes are developed WITH the company and is
company-focused; workforce is offered to general public and/or company
employees but does not focus on any one employer

Client:  Workplace is the company; workforce is the adult learner

Leadership:  workplace is shared leadership by company and service
provider; workforce is service provider

Curricula:  workplace is customized or semi-cutomized, based on
employer/employee needs assessments; workforce is off-the-shelf or
semi-customized materials based on SCANS and can be industry-specific

 

 

Background and current use of the term "VESL"

VESL is an old, old term that many of us used in the late 80's/90's, to
talk about Vocational ESL - up to and including language/culture
connected to employment for those not yet in the workplace.  A cottage
industry, of sorts, had sprung up to develop and publish materials -
partially in response to the influx of refugees from Southeast Asia.

 

I think VESL is still the term used in California to denote Workplace
ESL.

 

Most of my clients are building trades labor unions and labor/management
training partnerships, and I have used "Vocational ESL" or VESL to refer
to my work with them.  In fact, it was one of those unions who first
suggested to me that we use that term.

 

For us, "Workplace" ESL doesn't work well because it suggests to some
too much focus (again, perhaps just in our context) on the employer and
the job, while our curriculum design & training focus on both the
job-related needs and active, knowledgeable participation in the union.

 

The major theoretical basis for vocational or workplace ESOL is
content-based instruction which focuses upon the knowledge content in a
language, literacy, or numeracy (LLN) program, rather upon the general
processes of LLN.

 

I remember back in 1992, ...Vocational English as a Second Language was
ESL with handouts of activities strictly related to work vocabulary,
setting, and support.

Now that I am involved in leading workforce ESL, I can say that VESL was
much more complex, the teaching was harder and the regulations for the
program quite stacked.

 

Back in the 80's, ...implementation of VESL was chiefly in the
vocational tech High Schools in their Bilingual Voc programs. These were
very good programs and what goes around comes around.

 

Through the years, I've seen VESL (Vocational English as a Second
Language) defined in various ways, including the following:

 

# 1. An ESL support class that is attached to a vocational or
occupational skills class and where the ESL instructor and the
vocational skills instructor coordinate to some extent. Quite often, the
major burden is on the ESL instructor, and the vocational skills
instructor may pass on vocabulary lists or lesson plans, but as a rule
the occupational skills instructor does not change his/her curriculum or
teaching approach very much. 

 

# 2.  An integrated class where ESL and job skills are well coordinated
and both the ESL teacher and the occupational skills instructor are
expected to work closely together either in an I-BEST model where the
classes are team taught or in a coordinated model where the classes are
taught separately but the curriculum is jointly developed. This model is
often called "embedded training" in the UK or in Australia or New
Zealand, 

 

# 3. An occupation or industry specific ESL class that serves as a
bridge class to training - sometimes called "cluster VESL" 

 

# 4. An employment general (or employment-oriented) class that teaches
English for Work focusing on the kind of English communication and
literacy skills that students are likely to need in any job (e.g.,
explaining a problem; understanding or giving instructions; dealing with
difficult people, working in teams; dealing with forms; understanding
how workplaces tend to work; advocating for self and others; etc. Such a
class may or may not have an employability and career exploration
component (as might the other models)

 

 

 

Resources shared in the discussion

Several resources were shared by list members in their posts.  These
included:

*	a PowerPoint for use in training instructors who want to teach a
workplace class
*	material developed by Oregon OSHA for doing safety training to
Spanish speaking English language learners
http://www.cbs.state.or.us/osha/educate/peso.html
*	a bilingual Spanish-English glossary of health and safety terms
http://www.cbs.state.or.us/osha/espanol.html
*	a chart summarizing the communication and critical thinking
skills demanded in the workplace
*	the PAWERC skills wheel
http://www.pawerc.org/foundationskills/cwp/view.asp?Q=92970 
*	a list of resources helpful for conducting needs analyses in the
workplace
http://www.pawerc.org/foundationskills/cwp/view.asp?a=250&q=122328 
*	workplace health and safety materials for ESOL classes from the
Massachusetts Worker Education Roundtable http://www.umass/roundtable 
*	Testing and Accountability in Adult Literacy Education: Focus on
Workplace Literacy Resources for Program Design, Assessment, Testing, &
Evaluation
http://www.nald.ca/library/research/sticht/testing/testing.pdf 
*	Reading for Working: A Functional Literacy Anthology
http://www.nald.ca/fulltext/sticht/rfw/rfw.pdf 
*	"You wouldn't expect a maths teacher to teach plastering..."
http://www.nrdc.org.uk/publications_details.asp?ID=73 
*	Functional Context Education: Making Learning Relevant in the
21st Century http://www.nald.ca/fulltext/fce/FCE.pdf 
*	"The Theory Behind Content-Based Instruction"
http://www.ncsall.net/?id=433 

 

 

 

 

 

 




Bios of Barbara Tondre-El Zorkani and Pat Sawyer

 

Barbara Tondre-El Zorkani holds a Master's degree in Teaching English to
Speakers of Other Languages from the University of Texas in San Antonio.
She is also a developmental education specialist (Kellogg Institute,
Appalachian State University).  She got her start in workforce-related
ESL while teaching for the U.S. Department of Defense English Language
Institute in San Antonio, Texas and Amman, Jordan.  Later, her teaching
assignments at American University in Cairo involved preparing Egyptian
professionals for work with Americans and study abroad. Barbara has
lived and worked on four continents.

 

Barbara ventured into adult basic education and job training upon her
family's return to the states. Her role in welfare reform initiatives
included preparing adult educators to serve individuals whose basic
skill and language deficiencies presented barriers to employment and
self-sufficiency.  At the community college level, Barbara became
involved in developing customized solutions for businesses looking for
services for their employees with basic skills and English language
needs.  She was instrumental in establishing McDonald's first workplace
ESL pilot initiatives in New York, New Jersey, Kansas, Illinois, and
Tennessee.  Her work has included preparing educators to teach in the
workplace.  It was this work that brought Barbara to partner with the
Center for Literacy Studies at the University of Tennessee in Knoxville.
Her experience and writing skills complemented the work already begun by
Patricia Sawyer, then director of ESL programs for Tennessee's
Department of Labor and Workforce Development, Adult Education Division.


 

Since co-authoring Tennessee's ESOL in the Workplace, Barbara has gone
on to author similar publications for Texas.  Charting a Course:
Responding to the Industry-Related Adult Basic Education Needs of the
Texas Workforce, includes research on adult education's response to
state legislation requiring the development of industry-related
curricula for the limited English proficient*, plus two handbooks for
program planners and instructors venturing into the delivery of
workforce related instructional services and solutions.   

 

As a contractor and consultant, Barbara continues to pursue her research
and interests in workforce literacy, ESL, and student transition for
Texas LEARNS, the state office of adult education.  Barbara also authors
SHOP TALK, a series that highlights promising practices as well as
issues, concerns, and questions related to meeting the adult education
needs of Texas' emerging, incumbent, and displaced workers.  In April
2008, she was instrumental in planning the first annual Workforce
Literacy Summit:  Workforce Literacy Models for a 21st Century Economy
hosted by the Alamo Community College District in San Antonio.  Barbara
lives in Austin, Texas.    

 

*Texas is distributing three copyrighted curricula to adult education
programs this summer.  The curricula address the industry-related
language and employability needs of those seeking employment in
healthcare, sales and service, and manufacturing.   

 

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

 

 

Pat Sawyer holds a Master's Degree in Education from the University of
Illinois.  She has worked in the field of adult education since 1978 in
the states of Florida, North Carolina, Tennessee and Illinois.

 

Her role as an educator has included Professional Development Trainer
for Tennessee ESOL teachers and supervisors, publication coordinator for
ESOL curriculum, and the writing of training manuals for Tennessee state
programs.  Pat has also presented at several TESOL and COABE conferences
and has worked with teachers who are preparing to teach in the
workplace.

 

Since retiring from The Center for Literacy Studies at the University of
Tennessee, Pat has worked for the University of Illinois, Springfield
campus as a teacher and trainer for Japanese students who are preparing
for work as electrical engineers in the U.S., assisted in the
development of Illinois ABE/ASE Standards, and is presently teaching ESL
at Parkland Community College, Champaign, Illinois.  

 

 

 

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