Browse by subject "ESL-English as a Second Language"
1. Adult Education - Resource Guide and Learning Standards (1998)
'This resource guide has been developed to … demonstrate concretely how adult education practitioners across [New York] state are tackling the job of standards-based teaching and learning, and to offer examples of resource/research material.' (Foreword). Includes learning standards for English language arts and math, as well as supplements for ESOL and GED.
Added: 1998-01-01
2. Adult Immigrant Learning Needs in Atlantic Canadian Communities (2008)
Report on a Series of Community Knowledge-Exchange Meetings
Series: Community Outreach Initiative Reports
Authors: Jeff Meaney, Adult Learning Knowledge Centre (AdLKC), Canadian Council on Learning (CCL)
The report grew out of consultations held during the first six months of 2008 in Atlantic Canada. Immigrants were asked to discuss their experiences with adult learning since coming to Canada.
All participants identified the need for learning English in order to be integrated into Canadian society. In particular, they noted that a lack of ability to speak conversational English slowed their progress in making friends and participating in the workplace. They emphasized the need for better access to language classes.
As well, participants spoke of the need to learn more about Canadian culture and community. They pointed to the challenge of understanding how institutions like the courts, the health-care system and schools operate. They discussed employment challenges that ranged from simple job-search techniques to the tax implications of starting a business.
The authors recommend advancing adult immigrant education by supporting community groups, funding additional language training and backing workplace mentorship programs.
Added: 2010-02-10
3. AECMA Simplified English (2002)
Series: Plain Language Association International (PLAIN) - Fourth Biennial Conference
Authors: Poppy Quintal
Poppy gave a brief history of how and why Simplified English (SE) was developed, and an overview of the SE rules for vocabulary and grammatical style. A before-and-after analysis of cautions and warnings showed the benefits of SE to an industry in which quick and clear understanding of maintenance procedures is a vital safety consideration.
Added: 2003-04-30
4. Analyzing the Language Demands of Construction Labourers: Excerpts from the Final Report (2010)
Report for the English Language Requirements for Construction Labourers Project
Authors: Hammond & Associates
This report is housed on the Hammond & Associates website, at http://www.hammondassociatesinc.com.
The report describes a research study and pilot project carried out on behalf of Alberta Employment and Immigration in 2010. The goals of the project were to analyze the English language demands of construction labourers working in an English-speaking environment, and to describe those requirements as a range of Canadian Language Benchmark (CLB) levels for reading, writing, speaking, and listening skills.
The research focused on labourers, not trades helpers or apprentices, working for companies in larger urban centres, which would be more likely to have culturally diverse work crews. Research included reviews of relevant references that describe the occupational tasks and work context of construction labourers; visits to work sites; and interviews with both labourers and supervisors.
The researchers arranged their findings under four broad topics: communication support; intercultural competence; work processes and systems design; and English Language instruction. Within each topic, they provide both a summary of what they observed, and a number of suggestions for improvements.
For example, in the category of work processes and systems design, they observed some basic strategies, such as concentrating writing tasks in the hands of supervisors and using standardized templates for important and common tasks. They suggest the use of highly visual job aids, posters, and training resources as an effective and economical means for overcoming a language barrier.
Funders:
- Government of Alberta
Added: 2013-01-21
5. Analyzing the Language Demands of Electricians (2011)
Authors: Hammond & Associates
This document is housed on the Hammond & Associates website, at http://www.hammondassociatesinc.com.
A growing number of internationally trained electricians whose first language is not English are working in Alberta. This document describes a project undertaken in 2010 to establish a clear description of the language demands of the occupation as a basis for improved communication and integration of all members of the workforce.
Specifically, the goals of the project were to analyze the language demands of the trade and relate those demands to the Canadian Language Benchmarks (CLB); recommend the English language proficiency, expressed as a CLB level or a range, required to meet these language demands; develop an inventory of common speaking, listening, reading, and writing tasks as a basis for training and resource development; and identify contextual factors that influence the language demands and suggest workplace supports to facilitate integration of internationally trained electricians.
The consultants interviewed both locally and internationally trained workers to identify key responsibilities and communication tasks of the job. Based on their findings, they recommended seeking ways to evaluate the “fit” between apprenticeship systems in Canada and those of other countries; developing a trade-specific course for internationally trained electricians; developing online resources that focus on the tools of the trade; and training in how to write for an intercultural workforce.
Funders:
- Electrical Industry Education Trust Fund of Alberta
- Government of Alberta
Added: 2013-01-17
6. Analyzing the Language Demands of Food Counter Attendants (2010)
Excerpts from the Final Report of the Occupational English Language Requirements for Food Counter Attendants Project
Authors: Hammond & Associates
This report is housed on the Hammond & Associates website, at http://www.hammondassociatesinc.com.
The report describes a research study carried out on behalf of Alberta Employment and Immigration in 2010 with the goal of analyzing the English language demands of food counter attendants, and describing these requirements as a range of Canadian Language Benchmark (CLB) levels for reading, writing, speaking, and listening skills.
Researchers visited fast food outlets in both urban and rural settings in Alberta, and analyzed orientation and training materials for the relevant restaurant chains. They established benchmarks for both routine tasks encountered in a typical day, and for communication “spikes” that require higher levels of proficiency.
They concluded that for both speaking and listening, routine tasks require a CLB benchmark of 5, with spikes at CLB 6, while routine writing tasks were at CLB 3, with spikes in the CLB 4 range. Routine reading tasks were at CLB 4, with spikes assessed at CLB 5 and 6.
The authors emphasize that what is routinely required may not necessarily be the best basis for defining what is minimally required. For example, on a daily basis, food counter attendants do little reading other than labels and orders, and as these are in a standard format using highly repetitive vocabulary, the minimum for reading proficiency could comfortably be set as a CLB 4.
However, someone at a CLB 4 level of proficiency would not be able to handle the reading requirements of the training and orientation materials, which require skills in the range of CLB 5 or 6. This has important implications for both workplace health and safety and for food safety. The lower benchmark may be sufficient only if employers are committed to providing clear and sufficient support in situations where communication needs are higher.
Funders:
- Government of Alberta
Added: 2013-01-28
7. The Big Picture: Literacy in Canada (2012)
Authors: Chris Harwood
Prepared by the Canadian Literacy and Learning Network (CLLN), this presentation offers a comprehensive overview of the state of literacy in Canada. It is divided into four sections: literacy in Canada; literacy facts; challenges and barriers; and the role of the CLLN.
Among the specific topics dealt with are the nature of literacy; the nine Essential Skills; family literacy; and the literacy needs of immigrants.
In the final section, the author describes CLLN’s role in networking, government liaison, and learner development, and points to recent projects undertaken by the organization.
Added: 2012-11-09
8. The bottom line, No. 10 (1998)
September 1998
Series: WWestNet's The bottom line
Authors: Western Canada Workplace Essential Skills Training Network (WWestNet)
An article in this issue focuses on the political issues underlying the development and delivery of essential-skills programs in the workplace. During a two-day workshop, practitioners and expert speakers discussed the need to understand the values and positions of stakeholders in workplace education.
Another article outlines ABC CANADA’s change in focus away from the provision of consulting services directly to business and labour, towards supporting the work of a range of local educational providers.
Other articles deal with the formation of an essential skills steering committee in Alberta; a workshop held in Edmonton for workplace education practitioners; and reviews of recent publications in the fields of adult literacy, workplace training and ESL – English as a Second Language.
Added: 2010-03-17
9. The bottom line, No. 15 (2002)
June 2002
Series: WWestNet's The bottom line
Authors: Western Canada Workplace Essential Skills Training Network (WWestNet)
The lead article in this issue describes a Calgary company’s initiatives to help employees whose first language is Vietnamese improve their command of English with the goal of making the workplace safer.
Another article describes Applications of Working and Learning (AWAL), a one-day professional development activity to help teachers show students how the curriculum they are learning in the classroom is used in the workplace.
The issue also includes an account of a symposium, held in Calgary in 2002, on incorporating Essential Skills into workplace training agendas.
Added: 2011-07-05
10. The bottom line, No. 16, November 2002 (2002)
Series: WWestNet’s The bottom line
Authors: Western Canada Workplace Essential Skills Training Network (WWestNet)
This issue includes an article on a national conference on best practices for Essential Skills development in the workplace. The conference, held in Calgary in 2002, also featured Bow Valley College’s official launch of the Test of Workplace Essential Skills (TOWES) and a session on recognition of workplace learning.
Other articles include a feature on the Manitoba model for integrated language and communication for the workplace and a discussion of numeracy in the workplace.
Added: 2012-09-11
© 2012 National Adult Literacy Database
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This project is funded by the Government of Canada’s
Office of Literacy and Essential Skills.
Office of Literacy and Essential Skills.
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