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

America’s Perfect Storm: Three Forces Changing our Nation’s Future
Kirsch, Irwin and Braun, Henry and Yamamoto, Kentaro and Sum, Andrew (January 2007). Princeton, NJ: Educational Testing Service Policy Evaluation and Research Center. This report looks at the convergence of three powerful socioeconomic forces that are changing our nation’s future: substantial disparities in skill levels (reading and math); seismic economic changes (widening wage gaps); and sweeping demographic shifts (less education, lower skills). ETS researchers suggest that there is little chance that economic opportunities will improve among key segments of our population if we follow our current path. To date, educational reform has not been sufficient to solve the problem. National test results show no evidence of improvement over the last 20 years. Scores are flat and achievement gaps persist. This report concludes that the U.S. must raise our learning levels, increase our reading and math skills, and narrow the existing achievement gaps, or these forces will turn the American Dream into an American Tragedy — putting our nation at risk.

Effective Practices in Workplace Language Training
Friedenberg, Joan, et al (2003).Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc. This resource is intended for workplace language training providers, and corporations and organizations wishing to employ such providers’ services. It serves as a guide to promote quality and accountability among providers, offering insights on developing realistic expectations for their workplace language training programs. Practices outlined in the book are illustrated with case studies drawn from successful English Language training situations.

Mounting Pressures Facing the U.S. Workforce and the Increasing Need for Adult Education and Literacy
Jones, Dennis and Kelly, Patrick (May 2007). Washington, DC: Council for Advancement of Adult Literacy. In October 2006, Council for the Advancement of Adult Literacy and the Dollar General Corporation jointly announced the launch of the independent blue-ribbon National Commission on Adult Literacy. The Commission will examine all components of the adult literacy enterprise in order to make recommendations on how to effectively chart a productive and comprehensive future course for adult education and literacy service in America. This document was prepared for the Commission’s second meeting on April 17, 2007 by staff of the National Center for Higher Education Management Systems (NCHEMS). It consists primarily of 50 color graphs reflecting current data from OECD, the U.S. Census Bureau, the U.S. Bureau of Labor Statistics, the National Center for Education Statistics, the U.S. Bureau of Justice, the U.S. Department of Education, GED Testing Service, and NCHEMS. The data set includes information on international comparisons, demographic trends within the U.S., U.S. education achievement levels with particular attention to groups of low-level achievement, and other variables that NCHEMS believes calls for a dramatically expanded and more effective adult education and literacy enterprise in America. A short introduction and executive summary indicates the main conclusions drawn from the data by the authors.

Reading the World of Work: A Learner-Centered Approach to Workplace Literacy and ESL
Gallo, Melina L. (2004). Malabar, FL: Krieger Publishing Co. The author 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. Additionally, the book details the ways in which educators can help workers learn to negotiate the environment of their workplace and to use their communicative skills outside of work.

A Survey of Selected Work Readiness Certificates
Rey-Alicea, Norma C. and Scott, Geri (January 2007). Boston, MA: Jobs for the Future. The United Way of Rhode Island asked Jobs for the Future to prepare a scan of work readiness certificates that have emerged throughout the United States in recent years. Like many other states, Rhode Island finds itself challenged by employers who are demanding “work-ready” job candidates and significant numbers of residents who have trouble getting a job due to lack of educational and professional credentials. This report summarizes five of the nation’s many work readiness certificates, which are representative of the diverse range of such initiatives in terms of target population, certification requirements, geography, and other factors: the WAGE Certificate Program, the Workforce Skills Certification System, the Work Certified Program, WorkKeys Career Readiness Certification, and the National Work Readiness Credential. The report highlights the benefits and costs associated with each, as well as issues that stakeholders should consider in determining which approaches would most benefit their state’s unique demographics, economy, and political landscape.

Voices from the Workforce
Martinez, Sara and Savino, Ann, Producers (2001). El Paso, TX: Adult Bilingual Curriculum Institute. This ten-minute VHS video was produced by the Adult Bilingual Curriculum Institute of John Hopkins University in partnership with El Paso Community College and the Workplace Literacy Training and Technical Assistance Project. The purpose of the video was to introduce a group of policymakers, educators, and politicians to the experience of workers who had lost jobs and were moving through the job training system. Ten workers were interviewed on topics ranging from what kind of learning and instruction they find relevant; the emotional aspects of being displaced from jobs they had held for many years; the experience of learning English and the need for being able to communicate in English; advice to fellow students, politicians, teachers; and more. Loan video may be duplicated before returning to the Clearinghouse, as long as users credit the originators and do not re-edit or compile the content.

Workforce Education for Latinos: Policies, Programs, and Practices
Huerta-Macías, Ana G. (2002). Westport, CT: Bergin & Garvey. 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. Finally, recommendations for policy changes are pushed forward.” Book is available for loan to Texas educators ONLY.

Workplace ESL: A Simple Guide to Program Planning and Implementation
Friedenberg, Joan E. (2002). McHenry, IL: Delta Publishing Company. 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. According to Clearinghouse user Barbara Tondre-El Zorkani, “This compact guide provides an excellent outline of the concepts critical to employment-focused English language instruction. It dispels myths and puts educators at ease with the terms and concepts so key to integrating adult education and workforce development.” Book is available for loan to Texas educators ONLY.

At Work in the U.S.: Readings and Language for Job Success
Vacco, Ellen and Jablon, Paula (2003). Syracuse, NY: New Readers Press. 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. Lesson features include: vocabulary used at work; high interest stories; comprehension questions; grammar needed for basic communication; structured dialogue practice; pronunciation practice; additional reading, including forms, stories, and poems; writing practice, including forms, reports, and messages; and more.

Conversations for Work
Vacco, Ellen and Jablon, Paula (2007). Syracuse, NY: New Readers Press. This beginning ESL series is designed to help students develop the language skills they need to communicate effectively on the job. Lessons with workplace themes emphasize oral skills and are built around core conversations. Vocabulary is presented in picture dictionary format. In exercises students practice using the words, expressions and structures they need for work, and are encouraged to supply language specific to their jobs. Additional exercises focus on interactions and issues common at work in the U.S. Lists of common workplace words and phrases are also included. Topics include: People and Places at Work, Time and Work, Job Safety and Working Together.

English for Hospitality and Foodservice
Thomas, Jennifer (2004). Upper Saddle River, NJ: Pearson Prentice Hall. Basic text is intended to enable communication and cross-cultural leadership skills between English and Spanish-speaking co-workers in the hospitality and foodservice industries. Text includes: English and Spanish cultural explanations; industry-specific vocabulary and pictures; short, basic review exercises; crossword puzzles; common dialogues; role play/oral exercises; and English-Spanish/Spanish-English dictionaries. This loan item is available to Texas educators ONLY.

Find the Bathrooms First! Starting Your New Job on the Right Foot
Blitzer, Roy and Reynolds-Rush, Jacquie (1999). Menlo Park, CA: Crisp Publications. Book provides 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 and a chance to understand the decision made to take a job. Each segment includes key questions and suggestions for action.

Hotel English
Timpa, Ronna and Pizor, Lyn (2002). McHenry, IL: Delta Publishing Company. In this series for literacy through intermediate level adult ESL, hotel housekeepers, public area attendants and kitchen workers learn to communicate with hotel guests, coworkers 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. Hotel English focuses on language that is used on a daily basis in hotels around the world, such as greeting guests, giving directions, following instructions, reporting emergencies, and reporting repairs and problems. A facilitator’s guide presents lessons plans and supplemental activities to to use the series in a workplace ESL class. Each unit is correlated to SCANS.

Key Vocabulary for a Safe Workplace
Ringel, Harry (2000). Syracuse, NY: New Readers Press. Student Book presents ESL learners with the essential language of workplace safety and tools for prevention of accident and injury. Vocabulary is introduced in picture-dictionary format, with practice and application activities and opportunities to create workplace-specific safety vocabulary lists. A Safety Tool Kit appendix focuses on Material Safety Data Sheets (MSDS), health and injury terms, health and safety policies, Lockouts and Tagouts (LOTO), and exercises for the workplace. The Teacher’s Guide provides lesson activity guidelines and applications. Photocopy Masters book offers reproducible activities to reinforce and extend lessons or to personalize learning.

Main Course: Language and Skills for Restaurant Workers
Talalla, Renee (2000). Malaysia: Falcon Press. This book for beginning through intermediate level adult ESL is designed for trainee waiters and waitresses, and for trainers in the restaurant and catering industry. Through the picture process approach, the book covers dining in 15 integrated units of processes and practice with a training element included. The book incorporates the English vocabulary needed in this field of work and illustrates important job-specific verbs and nouns, as well as common phrases, terms and expressions that recur constantly in restaurant work. Book also serves as a basic reference to aspects of restaurant work, helps the user’s understanding and knowledge of “restaurant English” through exercises, and includes a comprehensive glossary.

The NCCER Core Curriculum
Contren Connect (2004). Upper Saddle River, NJ: Prentice Hall. These materials prepare learners for an Introductory to Craft Skills certification and include instruction modules in basic safety, construction math, introductions to hand and power tools, introduction to blueprints, basic rigging, and communication and employability skills. Sample set is available for loan to Texas educators ONLY.

Pathways to Personal Independence: Progressing from Entry-Level to Economic Freedom
Career Development Resources (2004). Austin, TX: Texas Workforce Solutions. Publication is aimed at helping workers create career paths that move them from entry-level jobs to economic freedom. Identifying three pathways for each of ten common entry-level positions, the booklet lists the exact knowledge, skills and abilities and training needed to move forward. An introductory narrative explains career paths for the 21st century, helping workers understand exactly how they can take charge of their own career development.

Preparing for Success: A Guide for Teaching Adult English Language Learners
Marshall, Brigitte (2002). Washington, DC: Center for Applied Linguistics. From the editorial description: “Recent legislation, including welfare reform initiatives and 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, designed for teachers of adult English language learners at all levels, addresses these issues. It includes classroom activities and instructional resources that help to ensure that all students will have the language skills necessary to thrive in employment.”

Problem Posing at Work: English for Action, Revised Edition
Auerbach, Elsa and Wallerstein, Nina (2004). Edmonton, Alberta, Canada: Grass Roots Press. Intended for intermediate to advanced ESL students in workplace, pre-vocational, vocational, community-based, union, and labor education programs, this student book contains 30 lessons that focus on workplace themes and issues related to the working lives of immigrants and refugees. Inspired by the problem-posing approach of Paulo Freire, the book invites learners to share and analyze their experiences, to acquire the language, skills, and information necessary for greater power over their circumstances, and to strategize together for changes. Originally published in 1987 as ESL for Action, this revised edition is updated to incorporate a focus on the effects of globalization on workers’ lives while its scope is expanded to include information about Canada as well as the U.S. It includes photos and stories of workers active in their workplaces and communities. The text is intended for intermediate to advanced ESL students in workplace, pre-vocational, vocational, community-based, union, and labour education programs. Book includes eleven instructional units, appendices, and teaching guide.

Sed de Saber English for Construction
Retention Education (2007). This self-paced, take home system uses LeapFrog’s interactive Quantum LeapPad®. It enables the learner to record his/her voice, hear it played back, and compare it to the proper pronunciation of the word or phrase being learned. Adult education programs piloted Sed de Saber Sales and Service Units units as part of a “hybrid” course in which employees had the option of attending once or twice weekly classroom instruction to extend learning. For more information on Sed de Saber, see SHOP TALKS #15: Workforce - Related ESL: Taking A Leap in Language Learning on the Workforce Partnerships page of TCALL’s Website.

Skills for Success
Price-Machado, Donna (1998, 2000). New York, NY: Cambridge University Press. Skills for Success is the first content-based skills text to integrate English language instruction with the teaching of skills essential to vocational or college-based students. Theme-based and interactive, Skills for Success emphasizes development of all four language skills through co-operative learning techniques and incorporating the SCANS Competencies. Loan set includes the student’s book and teacher’s manual.

Workplace Health and Safety ESOL Curriculum
Utech, Jenny Lee (2005). Boston, MA: Massachusetts Worker Education Roundtable. This curriculum is designed to help ESOL students learn about and exercise their workplace health and safety rights, using learner-centered activities that engage students in discussion, elicit and build on their experiences, and encourage critical analysis and strategies. Eleven lessons are designed for low-intermediate to intermediate level ESOL students who speak, read and write some English but still need to learn many basic English skills. This loan item is available to Texas educators ONLY.

You’re in Charge! Strategies for Success in Life
Hawkes, Brian (2000). Upper Saddle River, NJ: Globe Fearon, Inc. Student lesson book and teacher’s resource manual provide learning, cognitive, and metacognitive strategies needed in real life functions: speaking with confidence, working with others, making to-do lists, using calendars, active reading, note taking, estimating in math. The student is asked to apply each strategy to the following areas of her or his life: school, home, work, community, and personal (coordinating with the Equipped for the Future roles). Book also provides mini-lessons on identifying students’ learning style(s), what is a strategy and how to use it, and when a strategy can be used.

Making Choices: Teaching Writing in the Workplace
Millar, Diane (2002). Edmonton, Alberta, Canada: Grass Roots Press. Resource package for workplace educators includes Instructional Activities Manual and Reference Manual containing dozens of activities for teaching employees how to write effective notes, memos, notices, business letters, accident reports, procedures, and e-mail messages. In addition, hands-on activities are provided for teaching employees how to complete forms, create charts and flowcharts, plot graphs, and keep logs. This loan item is available for Texas educators ONLY.

Writing for the Workplace: Writing Process with Workplace Content: Text and Handouts
Fagan, William T. (2002). St. John’s, NF, Canada: Education, Resources and Support Services. Loan set contains a handbook for instructors/facilitators and handouts for the learner. The handbook provides an interactive writing program that the instructor facilitates through participation, discussion, feedback, activities, and monitoring. It shows how to use the writing process to meet specific workplace demands and needs. The content includes ten sessions on topics such as report writing, completing forms, dealing with difficult people and situations, handling stress, and becoming more effective communicators.

Starting the Conversation: A Career Exploration Guide for Parents and Children
Froeschle, Richard, et al (2003). Austin, TX: Texas Workforce Solutions. Publication is designed to help parents and mentors show children how to connect academics and interests with a realistic plan for achieving career goals. It offers strategies, timelines and resources to guide parents as their kids move from elementary school to graduation. It discusses the new world of work and financial aid, among other topics. It even has sections for parents and children to read together. Ultimately, it encourages parents to become more involved in their children’s educational decision-making.

Work-Focus Strategies for Family Literacy Programs
Waddell, Margo, et al (2003). Louisville, KY: National Center for Family Literacy. This book is 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.