Post on 24-Aug-2014
Contextualized Instruction for Adult English Language Learners
National Transitional Jobs Network Conference
Deborah Kennedy
April 13, 2012PowerPoint©2012 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
2
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
3
Entering the U.S. Workforce, 1
4
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
5
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
6
English for Specific Purposes
English for Academic Purposes (EAP)
English for Occupational Purposes (EOP) English for Professional Purposes
(EPP) Business English Vocational English (VESL)
7
Entering the U.S. Workforce, 2
8
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
9
Designing Contextualized Instruction
10
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?
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Needs Analysis and Learning Goals
Challenges Realistic
Measurable
Achievable
Designing Assessments
12
Areas to assessContent learning objectivesLanguage learning objectivesWork readiness objectives
Assessment methodActivity: Carrying out designated task(s)Process: Observation and scoring with rubricInstructor review, peer review, self review
Assessment: Challenges
Developing tasks that allow learners to demonstrate what they know and can do
Developing meaningful rubrics
Aligning with outcomes on standardized tests
13
Bad Rubric
Excellent Good Fair PoorGrammar ___ ___ ___ ___
Spelling ___ ___ ___ ___
Punctuation ___ ___ ___ ___
Sentence Structure ___ ___ ___ ___
14
Better Rubric
Global Tasks & Functions
Lexical Control
Structural Control
Sociolinguistic Competence/Style
Orthography Text Produced
1
Limited practical needs: simple phone messages, excuses, notes to service people and simple notes to friends, making statements and asking questions.
Very familiar topics; e.g. simple biographical and personal data. Continual errors.
Can create sentences although almost every sentence has errors in basic structure. Vague time concepts.
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.
Continual errors in spelling, capitalization and punctuation.
Can generate simple sentences. Attempts to create paragraphs result in a loose connection of sentences or fragments with no conscious organization.
2
Routine social correspondence, documentary materials for most limited work requirements; writes simply about current events and daily situations.
Sufficient to simply express oneself with some circumlocutions; limited number of current events and daily situations; concrete topics, personal biographical data.
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.
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.
Makes common errors in spelling, capitalization and punctuation, but shows some control of most common formats and punctuation.
Minimally cohesive, full paragraphs.
15
Developing Instruction
16
Principles Plan for active engagement Allow for individual learning styles Include language objectives, content
objectives, work readiness objectives Allow for spiraling
Developing Instruction, 2
Challenges Becoming familiar with the content Sequencing content and language Connecting content, language, and authentic
tasks Locating and using authentic materials
17
Lesson Planning
Identify lesson goalsDevelop activity sequence Modeling Structured practice Free practice
18
Some Useful References
19
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. Teacher’s 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