Workplace Literacy and Adult ESL Heide Spruck Wrigley

Workplace Literacy and Adult ESL Heide Spruck Wrigley, Ph. D. Workforce Summit, Austin TX 2008

Heide’s Background n Evaluator for workplace literacy programs n Hands-on experience teaching in a Toyota plant n Conducting PD Institutes on Workforce ESL for the Texas GREAT Centers n Lead author of “The Language of Opportunity” for the Center for Law and Social Policy n Senior Fellow with the Migration Policy Institute http: //www. migrationinformation. org/datahub/acscensus. cfm

Session Flow n Numbers and Needs n Social Context n Issues n Pre-employment training n State-wide models of collaborations n Why invest in workplace literacy? n Successful programs n An innovative adult literacy and ESL approach

Speaking of Texas

A Time to Worry? q Only 13% score proficient in literacy on the National Assessment of Adult Literacy (NAAL) q 22% of all adults have Below Basic quantitative skills q Half of all immigrants have scores of Basic or Below Basic in English Literacy q New immigrants are younger and have less formal education

A Time To Worry The Difference between Germany and Austria

Cultural Differences? n In Germany, the situation is serious, but not hopeless n In Austria, the situation is always hopeless, but not serious n What’s your perspective?

Impact of Immigration The Largest and Fastest Growing Immigrant States Migration Policy Institute

Impact of Immigration Immigrants are: • • 12% US residents 15% of US workers 21% of low-wage workers* 45% of low-skilled workers** * Low-wage workers earned less than twice the federal minimum wage in 2004. **Low-skilled workers are those with less with a high school education. Source: Urban Institute’s calculations from the 2005 Current Population Survey.

Why Training Matters http: //vodpod. com/watch/7832 -berlitz-we-are-sinking

Implications for Workforce Development

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Social Intervention Model The real-life conditions of low-income adults… Poverty Poor Housing Classism Material Conditions Sexism Weak Schools Lowwage Jobs Racism Social Myths

Community Development Matrix From In-Crisis to Thriving (for Families and Individuals) At-Risk Level In-Crisis Shelter Food and Nutrition Transportation and Mobility Health and Safety Social/Emotional Health Finances Family Relations Children’s Ed. and Development Community Involvement Adult Education and Training Language and Literacy Employment Immigration and Resettlement Vulnerable Growth Level Stable Safe Thriving

Inviting learners to share their stories …as a starting point for language and literacy development, using multi-media as prompts

Model for Low Educated LEP Adults – CET San Jose Components Special Features Assess for motivation Trial period to ensure program is a good fit and employee’s life is stable Support Recognition of “turbulence factors” and counseling; peer support (cohort) Training Certificate focused; Integrated; handson; competency-based; L 1 support Time to learn Variable – till competencies have been achieved; no pass/fail; no grades, sjust progress reports Job Development Active relationship with employers; job developer advocates for clients

Adult Literacy and Employer Collaboration State Wide Models

State-wide Initiatives Good Relationships Matter State Key Features Washington State Seamless system linking pre-employment and training for incumbent workers Ohio Stackable certificates from adult literacy to college to workplace Mass and RI Linking adult ed with demand occupations Texas Rider 82 Industry specific LEP curriculum Illinois State focus on immigrant integration; across department collab. around LEP issues

Why Invest in Workplace Literacy n Builds motivation along with skills n Sets foundation for training n Provides language and literacy skills in the context of work (team work, problem-solving; communication; presentation skills; understanding how things work) n Builds loyalty and reduces turn-over n Reduces liability (safety) n Strengthen company’s

Bilingual Leadership Development Benefits of Developing Language Skills For Mc. Donald’s For Restaurants For Individuals Supports People Migration Strategy Improves operations Improves communications skills Builds Our Brand Attracts and retains talent Improves employee satisfaction Improves customer satisfaction Opens career opportunities

English Under the Arches Measurement: How will we know if successful? Program measures Business measures Customer satisfaction Employee satisfaction Turnover Promotable Employees

Issues in Collaboration n Conduct information sessions with employers on language and literacy issues related to work n Share research on how adults best improve their language and literacy skills n Challenge assumptions (will they speak English after 4 weeks? ) n Ensure individual confidentiality n Share lesson plans and ask for support from supervisors n Walk away if there’s not a good fit

Programs that Have Documented Success A Selection

Successful Programs Focus Program Name Preemployment I-BEST – WA; Instituto del Progreso Latino (Chicago) Training & Student Support Motivation, Education and Training (MET) Entrepreneu r CEO Women; (IDP) Recertification Welcome Back Centers (various states) Focus on Advancement Mc. D’s Bilingual Leadership Development (English Under the Arches)

Innovative Approaches I-BEST

Curriculum Design Considerations Learner Factors Sociological Factors • Working adults with little extra time to go to classes • Team interaction enhances ESL effectiveness • Proficient in the native language (L 1) • Varying rates of schooling in the home country • Strongly motivated to learn and succeed • Same group/instructor for duration of program level builds comfort and allows for risk-taking • Supportive environment promotes persistence Psychological Factors • Speed to productivity • Fear of looking ignorant and making mistakes • Measurable store impact • Sponsor for each participant • Scalable • Restaurant management support Business Factors • Class time “on the clock” Fast Prototyping

What makes the Mc. D model worth considering: Using technology well for language learning n Blended instruction model n Investment in workers with potential for advancement n Interactive, on-line, real time classes n Smart e-learning with easy to navigate web pages n Face-to-face classes n On-the-job practice n Peer support n Management support n Beyond “Mc. Jobs” - Focus on career ladders

Blended Learning at Mc. Donald’s Virtual Classroom 1. Instructor teaches using conferencing software (audio and Power. Point) Disputes are destructive (case studies) 2. Two students in each restaurant participate in the class On-site Learning 1. Students use language learned to complete tasks in the restaurant 2. Sheltered environment allows for risktaking in using English with co-workers and customers E-learning 1. Allows for targeted practice in pronunciation, sentence structure and grammar 2. “Free learning” lets students choose what skills they want to practice

Assessments that Make Sense for the Workplace n Standardized language proficiency assessment n Individual interviews n “Can-Do” self-assessment of ability to perform everyday tasks – plus performance task to demonstrate ability in post test n Manager assessments n Instructor assessments

Entrepreneurship: C. E. O. Women www. ceowomen. org

Scenarios for Work-based Problem Solving

Telling the Story

From Listening Comprehension to Reading

Promising Practices In Teaching Work Related Language and Literacy Skills

Tools and Artifacts n Students bring in tool that’s been in their family for a generation or more n Show others and discuss the relationship of the tool to their family history n Answer questions about the tool, such as n What is it? n Who used it? n What does it do? n What do you want your children to know about it? n Students create an in-class show case where they demonstrate the tool and ask each other questions n Teacher creates unit on tools that links traditional tools to new jobs and tools (e. g. , lasers)

Community Projects Focused on Work Displaced workers from Socorro, TX decide to fix up a broken down school in El Faro, Chihuahua, Mexico

Promising Practices n Conduct information sessions for employers on language and literacy issues related to work n Face to face needs assessment and walk arounds n Ferreting out what drives people crazy – sticky points n Getting to what matters n Bilingual safety training n Workers as creators of knowledge, not just consumers n Providing the big picture n Shifting perspectives (“you are the supervisor”) n Scenarios for problem-solving

A Time for Action The GREAT paradox of education IS THAT WE KNOW WHAT TO DO, BUT STILL WE DON’T DO IT.