Thank you Donna for a great summary.  There was good discussion and many
good resources.  It is nice to have such a comprehensive summary.

 

Wendy

 

From: workplace-bounces at nifl.gov [mailto:workplace-bounces at nifl.gov] On
Behalf Of Brian, Dr Donna J G
Sent: Saturday, July 26, 2008 1:57 AM
To: The Workplace Literacy Discussion List
Subject: [Workplace 1556] The Discussion Summary

 

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:

 <mailto:workplace at nifl.gov> 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
<http://www.pawerc.org/foundationskills/cwp/view.asp?a=250&q=122328>
&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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