Charting a Course: Responding to the Industry-Related
Adult Basic Education Needs of the Texas Workforce
Handbook Two: Workplace Savy for Workforce-related Instruction
Modules #5 & 6

Glossary: Understanding the Language

There are a few core definitions and concepts that frame the parameters of English Language Instruction for Speakers of Other Languages (ESL/ESOL), particularly when it comes to work-related instruction. It is important to be familiar with the terms used in referring to workforce development. Additional terms are clarified in SHOP TALK # 1 and # 2 (glossaries) found on the Texas LEARNS "SHOP TALK" web page.

Bilingual Vocational Training: programs to prepare learners for a specific occupation using the learners’ native language as well as English. Thought to be most effective when the technical instructor and the language instructor function as a unit, integrating language and technical learning while vocational and English language skills are emerging. (Macias, ’02)

Bridge Programs: designed to support and prepare learners who lack adequate basic skills to enter and succeed in post secondary education and training leading to employment and career path opportunities.

Content-Based ESL: concentrates on the subject matter that is being taught. The focus is on content, and language skills development is embedded within the content (TESOL, ‘05).

Contextualized Instruction: an approach that connects learning to the demands of everyday life/real-life tasks versus “learning to know information” that may or may not transfer to an actual task. (TESOL ‘03)

Demand-Driven: used in workforce circles to refer to specific industries and occupations in demand in a particular geographical area.

Displaced/Dislocated Worker: an individual who has been terminated or laid off, or who has received notice of termin-ation or layoff from employment, as a result of plant closure or plant relocation; an individual who was self-employed but is now unemployed as a result of a turn in general economic conditions; can include a home-maker who has been providing unpaid services to family members in the home, has been dependent on the income of another family member, and who is unemployed or underemployed and experiencing difficulty obtaining or upgrading employment (U.S. Dept. of Labor, 2004). Between 2001 and 2003, approximately 11.4 million workers were displaced.

Employment Readiness or Pre-Employment Skills: minimally, these terms usually refer to short term classes to assist learners in locating job openings, completing job applications, preparing resumes, and participating effectively in job interviews. Optimally, they are extended to include personal and life skills that assist an individual in surviving and thriving in the workplace. These classes are not designed to address specific occupational skills but are a viable link to successful participation in vocational training and are fundable with WIA Title II adult education funds.

Entry Level Occupations: usually the lowest paid occupations within an industry or firm, usually requiring minimal work experience and limited educational background as conditions for hire. Criteria differ widely by industry.

ESL/ESOL: English as a Second Language or English for Speakers of Other Languages are terms often used interchangeably to describe English language instruction for non-native speakers. Nearly 32 million people in the U.S. speak languages other than English; more than fifty percent of the adults enrolled in ESL/ESOL are Spanish-speaking. Texas alone has 2.7 million residents who speak a language other than English at home (U.S. Census 2000).

ESOL Worker Competencies: Language and work related competencies English language learners need to get, survive, and thrive on the job. (Burt, Grognet, ‘01).

Environmental Print/Realia: printed materials, manuals, signage related to a workplace, including tools and equipment used to accomplish a job task.

Industry-Specific: directly related to the job skills needed in a particular industry, such as healthcare, manufacturing, customer service.

Interpersonal Skills: also described as life skills, soft skills, and pre-employability skills, these include the ability to participate as a member of a team, teach others new skills, serve clients/customers, exercise leadership, negotiate – all critical skills for native and non-native speakers of English.

ISO: a series of standards agreed upon by the International Organization of Standardization (ISO) and a prerequisite for global competition. U.S. companies must meet ISO standards in order to compete in the international marketplace. www.techstreet.com/info/iso.tmpl.

Job Shadowing: the process of observing a job being performed, recording the tasks needed to perform the job, and identifying the language, literacy, and basic skills required to do the job effectively.

Language/Literacy Task Analysis: a series of activities that help identify the literacy and language related needs of workers. Activities may include meeting with employers about a company’s specific needs, interviews/surveys of frontline supervisors, employees (native and non-native English speakers), job shadowing, plant tours, and review of environmental print. Critical to inform instruction.

Limited English Proficient (LEP): A term sometimes used to describe individuals with limited English language proficiency. English language learners (ELLs) are those LEPs engaged in activities to improve their English language skills. www.LEP.gov.

Learner-centered Instruction: Instruction which builds on the strengths, interests, and needs of learners as well as on their conceptual and cultural knowledge.

O*NET: The Occupational Information Network is a unique database and directory of occupational titles, worker competencies, job requirements, and resources designed to support public and private sector workforce development efforts. http://online.onetcenter.org

OSHA: Occupational Safety and Health Administration, U.S. Department of Labor. http://www.osha.gov/

Return on Investment (ROI): direct and indirect benefits to the company.

Secretary’s Commission on Achieving Necessary Skills (SCANS, 1991): a commission formed to advise the Secretary of Labor on the level of skills necessary to enter the workforce. The commission published two reports, What Work Requires of Schools,and Learning a Living: A Blueprint for High Performance, outlining skills and competencies needed in today’s workplace. Employers are often familiar with SCANS; many educators recognize SCANS as the building blocks for better articulated standards such as Equipped for the Future. (http://worklink.coe.utk.edu/home.htm).

Soft Skills: Non-technical skills that foster an individual’s ability to succeed in any workplace. Often used interchangeably with life skills and work readiness skills, examples include teamwork, interpersonal communication, working well with supervisors and co-workers, time management, and conflict resolution. (SCANS, 1998)

VESL (Vocational ESL): The study of English words, sentences, text and oral language related specifically to one job or career field. VESL programs are designed to prepare learners for job training or employ- ment in specific occupational areas. They use job-related language and tasks as the vehicle for learning English. Some models fully integrate language skills development and occupational training. (TESOL, ‘05)

Work-based, Workforce or Workplace ESL/ESOL Programs: focus on language and communication skills needed for success in the workplace. Instruction combines English language and literacy learning with varying degrees of employment related content. Curriculum is usually adapted to the needs of the workers and the employer. Focus may be the language skills needed for a particular job or workplace, or more general skills. The primary objective: to improve learners’ abilities to function in an employment or vocational training context (TESOL Standards for Adult Education ESL Programs, 2003).

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