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The purpose of a Workplace Readiness course for the Limited English Proficient (LEP) Adult is to provide English language instruction for LEP adults who are employed but are required to improve their English language skills to maintain employment.
Workplace class content is customized through an ESOL Training Plan to meet the English language development needs of that work environment. Flexibility on curriculum planning is necessary since the employer's priorities and goals determine the program structure. Instructional methods and techniques used are determined by the content being taught. The opportunity to apply what is learned in the job- site classroom in meaningful situations is continual.
The content is compatible with principles of language acquisition for adult learners of English and includes language skills applicable to general workforce development as well as studies specific to vocational/technical programs.
Extreme flexibility in curriculum planning is required since the employer's priorities and goals largely determine the program structure.
To accomplish the employer's instructional goals, the ESOL coordinator and/or instructor will need to:
- meet with the employer to complete an ESOL Training Plan
- discuss client's expectations/ goals for students participating in the program
- identify specific topics to be covered in the curriculum
- use the Workplace Readiness for LEP Curriculum Frameworks as a guide, and create a curriculum based on the employer's expectations
- develop realistic, attainable, workplace specific curriculum outline.
Click this Curriculum Frameworks link to print or view recommended standards and competencies to help you design Workplace Readiness Instruction for LEP Adults.
It is understood that the total course length and the number of hours per class will vary at each job site up to a maximum of 250 hours. The class hours will be specified in the ESOL Training Plan, and will depend upon circumstances of the workplace partnership.
Since students in most workplace classes have similar objectives, large group instruction is most effective.
Extensive use of cooperative learning structures which mirror quality work teams found in many businesses can provide students problem-solving opportunities which will be similar to situations faced on the job.
Students in workplace classes are typically aware of the English language requirements for success in that work site. They usually provide assistance to colleagues who are less proficient in English. These two factors can guide the instructor when choosing instructional methods. The classroom should include extensive opportunities to practice oral communication in English. The closer those practices can be to real work situations, the better the application will be when the employee uses newly acquired English vocabulary and structure in the workplace.
Students are expected to perform at a level of proficiency that will meet the language demands of the job. Successful completion of the course by an individual student will be a joint decision of the instructor (sponsoring program) and the employer. Each student who meets the requirements of the ESOL Training Plan and the Workplace Education Accountability Report may be reported to the state but are not subsequently entered into NRS reports.
Agencies will use the Workplace Education Accountability Report (in lieu of the Progress Report) to document completion of the course and attainment of one Literacy Completion Point (LCP). One LCP is awarded after the Workplace Education Accountability Report is reported to the state. The completed Workplace Education Accountability Report will be maintained by the agency as documentation of the LCP attainment for audit purposes. Since workplace classes are designed to further an employee's ability to function in English in that setting, the best evaluation will involve the employee's supervisor. The supervisor is uniquely positioned to provide feedback on the impact the English class has had on the job effectiveness of the participant.
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