Adult Education Responds to Workforce Needs With a Focus on Rider 82

Sales and Service: Is it a Workable Approach?

In the summer of 2007, I was asked to pilot the Sales and Service ESL curriculum developed by El Paso Community College in response to Rider 82. The curriculum consisted of 200 hours of instruction in work-related ESL, Math, Technology, and Employability/Problem Solving. There were four modules, each containing five lessons with each lesson being approximately ten hours for a total of 50 hours per module. In addition, each lesson contained assessments to use for each student. The class was twenty hours a week for three months. The lesson plan was based on a Five-Step Model for teaching. This model consisted of the Initial Inquiry to introduce the topic, the Learning Activity to reinforce the topic, the Language Experience to increase student competence in written and oral skills, Reading in Context to increase student confidence in reading, and a Home Activity to apply skills outside the classroom.

After the two-day training on delivery of the curriculum and assessments, I had reservations that I would be able to finish in twenty weeks and more importantly do a quality job without rushing through the material. While I was thrilled to have such comprehensive curriculum, I also thought that the material might be too advanced for the low level ESL students and the lessons would become more challenging as time went on. These students were not accustomed to having such a detailed structure and if they missed a class there would not be time to go back and catch-up. I was anxious to see if my reservations would be warranted.

The class began with eighteen students and each student was given their own large binder containing all the modules complete with color graphics. They also were given a list of Spanish cognates. Spanish cognates are words that exist in two languages that are spelled exactly or almost the same way and have the same meaning. At first, during the initial inquiry and reading segments, I pointed out the cognates. Soon, some of the students were recognizing the cognates and it became a game to see who could identify the cognates first.

The students loved the learning activities which entailed making posters. The first poster went well over the time limit but it was fun to see them engaged in trying to find pictures of perishable, durable, and consumable products.

The technology lessons were difficult for me as a teacher because the students had such different computer capabilities. The print versions of the student technology lessons were too long and challenging for most of the students to follow; however, they were able to follow along by looking at the projected image of the lesson.

I thought the math would be too difficult for some, but to my surprise, the majority of the students had no problem with the math when it was explained and example problems were worked.

The students had the most difficulty with the employability/problem solving. Most students were not able to grasp the particular concept without repeated explanation and then some students were still lost.

The first lesson was completed in a week and a half, which was longer than anticipated; however, the students and I were working our way through the five-step model and the accompanying assessments and it took time to adjust to this new model. I was pleasantly surprised by the reaction of the students in the first few weeks to the curriculum and assessments; they were enjoying it and exceeding my expectations. My concern about the vocabulary and content being too difficult was beginning to diminish; however, I was concerned about the length of time the first lesson had taken. Once the students got accustomed to the model, it became easier to go through the lessons. Each lesson took a little less time, and we were on the last lesson when the class ended.

The class had begun with eighteen students and ended with fifteen. I was pleased with the retention. The students probably worked harder than they have ever worked in an ESL class, and they were rightfully proud of themselves. When several of the students were interviewed by TCALL on the last day of class, all of the students interviewed said that they would recommend the class to others. They also wanted to know if there were other curriculums that were job related. It was clear to me from their comments that there is a great need and desire on the part of the students to have job related ESL programs.

Over the course of the program, I came to appreciate the value of the curriculum because it gave the students a very well-rounded approach to preparing for a job. They were exposed to specific work vocabulary, work related situations, and critical thinking skills which are so important in the work environment. In my opinion, Rider 82 is a very workable approach.

The pathway to success with workplace initiatives is to have first-rate, job-related curriculum, complete management support, and dedicated students. I was privileged to have them all.

Gaye Kendall is employed by Harris County Department of Education. She is currently working in the Career Awareness Development Program. She has worked in adult education for seven years. She has a B.A. degree from Our Lady of the Lake University.