WORLD Program Description, Goals and Objectives. Vocational English-as-a-Second Language.

Autor/in	Coad, Cynthia
Institution	North Orange County Community Coll. District, Fullerton, CA.
Titel	WORLD Program Description, Goals and Objectives. Vocational English-as-a-Second Language.
Quelle	(1982), (79 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Basic Education; Business Education; Classroom Techniques; Curriculum Development; English (Second Language); Hispanic Americans; Indochinese; Industrial Education; Instructional Materials; Lesson Plans; Limited English Speaking; Machine Tool Operators; Material Development; Program Development; Program Implementation; Second Language Instruction; Student Evaluation; Trade and Industrial Education; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Wirtschaftserziehung; Wirtschaftspädagogik; Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanoamerikaner; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lesson planning; Unterrichtsplanung; Lehrmaterialentwicklung; Programmplanung; Fremdsprachenunterricht; Schulnote; Studentische Bewertung; Gewerblich-industrielle Ausbildung; Ausbildung; Berufsbildung
Abstract	A vocational English-as-a-Second Language program for limited-English-proficient adults enrolled in North Orange County Community College District courses was developed to meet the needs of this population. The limited-English-speaking population of the district is an immigrant and refugee population with people from a variety of language backgrounds, cultural and ethnic heritages, prior work experience, and educational background, especially Hispanic and Indochinese. After identification of the language, vocational, and personal growth needs of these people, the Vocational English-as-a-Second Language (VESL) program (called WORLD, for Work Oriented and Related Learning Development) was designed and implemented. The program components include a master plan, curriculum, general and daily lesson plans, textbook selection, and new instructional materials. Evaluation techniques include selection of a standardized English proficiency test for limited-English-proficient adults as well as a plan for administration. The evaluation methods were designed to monitor students' progress in vocational language proficiency, acceptance into the vocational programs, acceptance into higher education, earning vocational competency certificates, and employment and upgrading. The program consists of pre-VESL instruction prior to occupational training enrollment, concurrent VESL for machine shop and for business skills, and industry VESL for employees in a food processing plant. (The materials used in the program are included in the document, which also contains an extensive bibliography.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC