Workforce - Workplace Literacy

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Books and other resources described in the Library section may be requested for a 30-day loan. We will mail each borrower up to five loan items at a time (just two for first-time borrowers), and even include a postage-paid return address sticker for mailing them back to us! Borrowers must be affiliated with a non-profit program providing adult or family literacy services. Annotated bibliographies of our entire library of resources are available in hard copy by request, or can be viewed on our website Click Here to view. Call 800-441-7323 or e-mail tcall@tamu.edu to check out materials described here or to request hard copy listings of even more resources.

At Work in the U.S.: Readings and Language for Job Success
Ellen Vacco and Paula Jablon. Syracuse, NY: New Readers Press, 2003. Series helps beginning-level English language learners gain general language skills and cultural understanding needed to function successfully at work. Lessons are centered around an immigrant family working in the U.S. and their specific experiences. Four units include: expressing personal information; dealing with job procedures and benefits; working safely; and understanding workplace culture. Set of two books with audio CD and cassette are available on loan to Texas educators ONLY.

The Complete Get That Job! A Quick and Easy Guide with Worksheets Syracuse, NY: New Readers Press, 2001. Designed to give students at reading levels 5-7 an edge in the job market – information to improve their chances at getting a job and tips for getting off to a good start in a new job. Worksheet exercises help students apply what they are learning about resumes, cover letters, references, want ads, employment agencies, networking, direct contacts, the application form, the job interview, and more.

Counting Money and Making Change
Nancy Lobb. Portland, ME: J. Weston Walch, 2000. Forty-four activities help students functioning at grade level 6 and up develop essential skills in using U.S. currency, such as recognizing coins and common bills and counting amounts in different combinations and making change. Teacher materials include reinforcement activities, a pretest, and a posttest.

Find the Bathrooms First! Starting Your New Job on the Right Foot
Roy Blitzer and Jacquie Reynolds-Rush. Menlo Park, CA: Crisp Publications, 1999. A fresh look at what people think and do immediately after taking a new job—how the critical first weeks and months on a job can be an opportunity to grow, a chance to understand the decision made to take a job.

Hotel English
Ronna Timpa and Lyn Pizor. McHenry, IL: Delta Publishing Company, 2002. In this series for literacy through intermediate level adult ESL, hotel housekeepers, public area attendants and kitchen workers learn to communicate with hotel guests, co–workers and supervisors through authentic workplace conversations. Vocabulary and situations are presented in an easy–to–follow format with visual symbols to accommodate even first time language learners. Facilitator’s guide presents lessons plans and supplemental activities to use the series in a workplace ESL class. Each unit is correlated to Secretary’s Commission on Achieving Necessary Skills (SCANS).

On-the-Job English: ESL for Job Success
Christy M. Newman. Syracuse, NY: New Readers Press, 2000. Help high-beginning-low-intermediate ESL learners develop the functional language skills and effective communication strategies they need to succeed in the U.S. workplace: communicating about a job; working with others; following safety procedures; and using company communications. Theme-based lessons integrate reading, writing, listening, and speaking.

Preparing for Success: A Guide for Teaching Adult English Language Learners
Brigitte Marshall. Washington, DC: Center for Applied Linguistics, 2002. Legislation such as the Workforce Investment Act underscore the current demands being placed on education by the employment market. How can instructors working with adult English language learners respond to these demands and integrate employment participation skills into instruction? How can instruction be informed by initiatives such as the Secretary’s Commission on Achieving Necessary Skills (SCANS) and Equipped for the Future (EFF)? This resource text for teachers of adult English language learners at all levels, addresses these issues and includes classroom activities and instructional resources.

Reading the World of Work: A Learner-Centered Approach to Workplace Literacy and ESL
Melina Gallo. Malabar, FL: Krieger Publishing Co., 2004. Gallo describes the ways in which workplace literacy programs can use a creative learner-centered approach to facilitate language learning through problem posing and critical thinking. By using learners’ own experiences as the basis for the curriculum in a critical approach to literacy, educators can provide a common ground for adults of differing language backgrounds and learning styles to better use their literacy skills in a workplace culture.

Sociocultural Perspectives on Learning Through Work
Tara Fenwick, Editor. San Francisco, CA: Jossey-Bass Publishers, 2001. This volume offers an introduction to current themes among academic researchers who are interested in how people learn in and through everyday activities that they think of as work. The authors explore how learning is embedded in the social relationships, cultural dynamics, and politics of work, and they recommend different ways for educators to be part of the process. Issues of culture and difference, gender barriers, and the influence of powerful market forces on workplace learning are examined critically. Loan item for Texas educators ONLY.

Workforce Education for Latinos: Policies, Programs, and Practices
Ana G. Huerta-Macías. Westport, CT: Bergin & Garvey, 2002. Book News Annotation: “Huerta-Macías explores the current state of long-term educational possibilities in the United States for Latino adults with low levels of literacy and schooling. After looking at the general picture and providing some background information, the current legislative environment and its negative impact on Latinos is provided. Educational programs and instructional programs that are successful in promoting Latino workers’ advancement are described.” Loan item for Texas educators ONLY.

Workplace ESL: A Simple Guide to Program Planning and Implementation
Joan E. Friedenberg. McHenry, IL: Delta Publishing Company, 2002. Based on an analysis of ESL programs at over 100 workplaces throughout the U.S., this book is designed as a simple guide to assist educational institutions, consultants, employers, community organizations, labor unions, and government agencies that serve adult ESL populations in the U.S. with the following: identifying whether there is a need for workplace ESL; “selling” a plan to develop and implement a workplace ESL program to a funding agency, employer, labor organization, or educational institution; and planning and implementing an effective workplace ESL program.

Working Hands, Working Minds
Somerville, MA: YouthBuild USA (2001). This construction training curriculum was developed for collaborative use by classroom and vocational teachers. Designed to facilitate academic learning in an applied context, the curriculum teaches essential reading, writing, and math skills in an introduction to the construction trades. Through activities, community research projects, workplace exploration, group projects, role-plays and games, students are introduced to key construction-related skills and concepts. Curriculum is a loan item available to Preferred Borrowers ONLY due to cost. Ask us how to become a Preferred Borrower. For more information on YouthBuild, visit the organization's website http://www.youthbuild.org/.

YouthBuild Program Manual
Somerville, MA: YouthBuild USA (1999). 200-page manual has 40 chapters detailing all aspects and stages of YouthBuild Program implementation including: start-up; management; recruiting and working with young people; the school curriculum; construction site work; and construction project management.

A Toolbox for ESL Tutors: An Instructional Guide for Teaching English as a Second Language to Newcomers
Toronto, ON: Frontier College Press, 2000. For each of six thematic units, this guide includes: initial assessment; expected outcomes; list of tools that will be needed (including environmental print); several activities; background notes; and vocabulary. Thematic units include: finding a job; the community libary and reading with children; the transit system and directions; Canada and its government; banking; and using the telephone. While some content is specific to Canada, it could provide a model for translating the instructional ideas to U.S. content.

10 Easy-to-Read American History Plays That Reach All Kinds of Readers
Sarah Glasscock. New York, NY: Scholastic Professional Books, 2001. Book includes reproducible, read-aloud plays on key topics to help struggling readers learn content in American history. Play topics include The Underground Railroad, Exploring America, Paul Revere’s Ride, Jamestown, Boston Tea Party, Civil War, Immigration, and more. Developed for grades 4-8, this resource could also be used in an adult pre-GED or English Language/Civics class.

Coming to America: The Story of Immigration: With Immigration Primary Sources Teaching Kit
Betsy Maestro and Karen Baicker. New York, NY: Scholastic, 1996 and 2003. “Coming to America” tells the story of immigration to America from the earliest “native Americans” who actually came from Asia, to today’s immigrants and refugees. This illustrated picture book could be used in a family literacy program or with new readers of English in an English language-civics class. Also included in loan set is a Primary Sources Teaching Kit on Immigration, which includes authentic documents, and other resources to help the history of immigration come alive for learners. Designed for grades 4-8, this resource could also be used in an adult pre-GED or English Language/Civics class.

Community Connections: Education for Involved Communities
Carolyn Bohlman, Laura Martin, and Catherine Porter. Des Plaines, IL: Adult Learning Resource Center, 2003. This multilevel curriculum for English Literacy and Civics Education (EL/CE) can be integrated into any existing ESL curriculum and contains six field-tested and illustrated modules:The Democratic Process; The U.S. School System; The Public Library; Community and Home Safety; Public Health Services; and Housing. Three fully reproducible (for classroom use only) components are included: Community Connections Curriculum; Classroom Picture Set; and Flashcard Picture Set. Set is available for loan to Texas educators ONLY.

The New Americans
Rubén Martínez. New York, NY: The New Press, 2004. Book is a companion volume to the Public Broadcasting System series of the same name. Book recounts the dramatic journeys of seven new immigrant families, from their home countries to their arrival and settling in the United States. Throughout, Martínez combines his own immigrant family’s story with analyses of American policies and attitudes toward newcomers, past and present. Although not at a reading level appropriate for literacy learners or new English speakers, the book could be eye-opening for educators working with recent immigrants. Photographs by Joseph Rodríguez.

Developing the Young Bilingual Learner
Resource and Instruction in Staff Excellence. Washington, DC: NAEYC, 1998. This 22-minute video is about why it is important to help children be bilingual. Loss of intergenerational communication and heritage is presented with strategies for ESL teachers to foster a bilingual learning environment. The ongoing development of the home language has impact on the child’s literacy abilities in both languages. Videocassette is available on loan Texas educators ONLY.

From Neurons to Neighborhoods: The Science of Early Childhood Development
Jack P. Shonkoff and Deborah A. Phillips, Editors. Washington, DC: National Academy Press, 2000. This is the comprehensive reference book on late 20th century research into early childhood development, including brain development research and implications. Four core themes are presented: “all children are born wired for feelings and ready to learn; early environment matters and nurturing relationships are essential; society is changing and needs of young children are not being addressed; interactions among early childhood science, policy, and practice are problematic and demand rethinking.” Loan item for Texas educators ONLY.

Handbook of Family Literacy
Barbara Hanna Waski, Editor. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 2004. Handbook provides scholars, students, policymakers, and practitioners (both inside and outside the field of family literacy) with a snapshot of its current boundaries and rapidly growing content. With contributions from experts, this book provides a picture of existing family literacy programs, of the research and theories that guide these programs, of current issues, and of likely future directions. Information essential to the development of curriculum and instructional strategies is integrated throughout the book. The book examines cultural and family influences on literacy practices and provides effective ways of responding to family diversity including the needs of bilingual and immigrant participants. For example, Heide Spruck Wrigley contributed the chapter, “We Are the World: Serving Language-Minority Adults in Family Literacy Programs.” Program recommendations cover such topics as integrating the curriculum, enriching early childhood classrooms, enhancing parent-child literacy interactions, and coordinating with other agencies. Book is available on loan to Preferred Borrowers ONLY due to cost. Ask us how to become a Preferred Borrower.

Lessons Learned: A Review of the First Lady’s Family Literacy Initiative for Texas
Ralf St. Clair and Linda Eastwick Covington. College Station, TX: TCALL and Barbara Bush Foundation for Family Literacy, 2004. The purpose of this review was to assess the impact of the First Lady’s Family Literacy Inititative for Texas (FLFLIT) since FLFLIT began funding programs in Texas in 1996. TCALL staff collected data on the 69 programs funded for one-year seed grants between 1996 and 2003. Data included quarterly and final reports, questionnaires completed by program directors, surveys of participants, and in-depth case studies of five programs. Two measures were looked at: whether the program receiving the grant was able to strengthen and expand the literacy education they offer to families because of FLFLIT’s support; and whether the expanded family literacy program continued after the grant period.

Money Matters: A Young Parent’s Workbook for Finances — and the Future
Raymond D. Kush, Editor. Minneapolis, MN: Meld, 2002. This book is about money management for the teen parent. Chapters include “It’s All About Money: Setting Financial Goals,” “Dollars and Sense: Taking Control of my Money,” “Smart Money: Keeping on Top of my Money and Records.”

One Child, Two Languages: A Guide for Preschool Educators of Children Learning English as a Second Language
Patton O. Tabors. Baltimore, MD: Brookes Publishing, 1997. This easy-to-read book is written for early childhood teachers who are educating young children learning English as a second language. Some of the chapters deal with individual differences in ESL, how to use communication and classroom organization to support learning a second language, curriculum and programs, working with the parents, and assessment. Examples of child behaviors help explain and clarify the strategies that are presented.

The Organized Parent: 365 Simple Solutions to Managing Your Home, Your Time, and Your Family’s Life
Christina Baglivi Tinglof. New York, NY: Contemporary Books, 2002. A resource book to cover parenting issues having to do with being organized. The chapter topics include daily routines, closets, children’s bedrooms, housecleaning, kitchen, mealtime, moving, paperwork, shopping, and more.

The Stay-at-Home Parent Survival Guide: Real-Life Advice from Moms, Dads, and Other Experts
Christina Baglivi Tinglof. New York, NY: Contemporary Books, 2000. This book is a resource for stay-at-home parents and parenting classes. All aspects of being a parent at home is discussed. Chapter titles include activities, budgeting, childproofing, depression, discipline, emergencies, field trips, homeschooling, housework, illness, mealtime, naptime, playgroups, shopping, marriage, volunteering, and support systems.

Work-Focus Strategies for Family Literacy Programs
Margo Waddell, et al. Louisville, KY: National Center for Family Literacy, 2003. A comprehensive training manual-type publication from NCFL for professional development in the areas of component integration and EFF strategies for family literacy. The sections discuss and detail how to develop family literacy from the perspective of a welfare reform strategy and a work-focused program. It has a large resource section.

Adult Education in an Urban Context: Problems, Practices, and Programming for Inner-City Communities
Larry G. Martin and Elice E. Rogers, Editors. San Francisco, CA: Jossey-Bass Publishers, 2004. This volume offers adult education scholars and practitioners in academic, community, and work-related urban settings insight into the education and learning problems and needs confronted by low-income residents of inner-city communities. Additionally, it offers fresh perspectives and approaches to practice that can assist these residents in crossing the socioeconomic and race-ethnicity borders that separate them from more affluent urban communities. Loan item for Texas educators ONLY.

Promoting Critical Practice in Adult Education
Ralf St. Clair and Jennifer A. Sandlin, Editors. San Francisco, CA: Jossey-Bass Publishers, 2004. Editors of this volume in the New Directions for Adult and Continuing Education series describe this book: “The idea that critical perspectives on teaching are difficult to enact in the classrooms is not new. And what do we mean by critical perspectives anyway? In this volume some of the most exciting scholars in adult education — whether established or emerging — provide insights into what it means to be critical and how it affects the concrete practices of teaching adults.” Loan item for Texas educators ONLY.

Reading Lives: Working-Class Children and Literacy Learning
Deborah Hicks. New York, NY: Teachers College Press, 2002. Valerie Walkerdine, Professor at University of Western Sydney, says this book “takes us into classrooms and homes with working class children as they struggle not only to learn to read but with the kind of subjectivity that literacy appears simultaneously to hold out to and refuse them.” Combining a long-term study of two children from white working-class families and her own experience of growing up in a rural setting in the southeastern U.S., Hicks explores how these children’s lives experiences influence their self images and reading practices, and discusses the critical role of their teachers. Loan item for Texas educators ONLY.

Resiliency: What We Have Learned
Bonnie Benard. San Francisco, CA: WestEd, 2004. Resiliency refers to the characteristics which contribute to a young person’s capacity to succeed with a healthy, productive life, even in extreme situations, such as those caused by by poverty, troubled families, or violent neighborhoods. This easy-to-read discussion and synthesis about resiliency describes how to best integrate the research findings into school and community programs. Parenting style and impact is also discussed.

School Kids/Street Kids: Identity Development in Latino Students
Nilda Flores-Gonzalez. New York, NY: Teachers College Press, 2002. From the editorial description: “Only 62% of Latinos have completed high school, while 94% of Whites and 87% of African Americans have done so. . . Using role-identity theory, Flores-Gonzalez explains how some students develop what she terms a ‘school-kid’ identity that enables them to succeed in school, while others develop a ‘street-kid’ identity and drop out. Based on a year-long study of Latino students, this book explores the implications of taking one of these identities-which determines whether a student becomes ...a ‘stayer’, a ‘leaver’, or a ‘returner’ to high school.” Loan item for Texas educators ONLY.

Understanding and Negotiating the Political Landscape of Adult Education
Catherine A. Hansman and Peggy A. Sissel, Editors. San Francisco, CA: Jossey-Bass Publishers, 2001. This volume identifies key political issues within adult education and suggests strategies for reflection and action. Chapters address the examiniation and negotiation of the political aspects of higher education, adult educators in K-12-focused colleges of education, literacy education, social welfare reform, professional organizations, and identity of the field. Loan item for Texas educators ONLY.

Where We Stand: Class Matters
bell hooks. New York: Routledge, 2000. Feminist teacher and author bell hooks writes about class as the “elephant in the room” — the unnamed subject she considers central to our culture and its problems. Drawing on both her roots in Kentucky and her experiences with Manhattan coop boards, hooks reflects on how our dilemmas of race and class are intertwined, and how we can find ways to think beyond them.