Workplace Literacy and Adult ESL

Heide Spruck Wrigley, Ph.D. Workforce Summit, Austin TX 2008

Heide’s Background

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

Session Flow

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

Speaking of Texas

A Time to Worry?

 Only 13% score proficient in literacy on the National Assessment of Adult Literacy (NAAL)  22% of all adults have

Below Basic

quantitative skills  Half of all immigrants have scores of

Basic

or

Below Basic

in English Literacy  New immigrants are younger and have less formal education

A Time To Worry

The Difference between Germany and Austria

Cultural Differences?

 In Germany, the situation is serious, but not hopeless  In Austria, the situation is always hopeless, but not serious  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

1 2

Social Intervention Model

The real-life conditions of low income adults…

Poverty Classism Poor Housing Sexism Material Conditions Weak Schools Racism Low wage Jobs Social Myths

Community Development Matrix

From In-Crisis to Thriving (for Families and Individuals) At-Risk Level In-Crisis Vulnerable Stable Growth Level Safe Thriving 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

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 Assess for motivation Support Special Features Trial period to ensure program is a good fit and employee’s life is stable Recognition of “turbulence factors” and counseling; peer support (cohort) Training Certificate focused; Integrated; hands on; competency-based; L1 support Time to learn Job Development Variable – till competencies have been achieved; no pass/fail; no grades, sjust progress reports Active relationship with employers; job developer advocates for clients

Adult Literacy and Employer Collaboration

State Wide Models

State-wide Initiatives

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

Why Invest in Workplace Literacy

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

Bilingual Leadership Development

Benefits of Developing Language Skills

For McDonald’s

Supports People Migration Strategy Builds Our Brand Attracts and retains talent

For Restaurants

Improves operations Improves employee satisfaction Improves customer satisfaction

For Individuals

Improves communications skills 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

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

Programs that Have Documented Success

A Selection

Successful Programs

Focus Pre employment I-BEST Program Name – WA; Instituto del Progreso Latino (Chicago) Training & Student Support Motivation, Education and Training (MET) Entrepreneur CEO Women; (IDP) Recertification Welcome Back Centers (various states) Focus on Advancement McD’s Bilingual Leadership Development (English Under the Arches)

Innovative Approaches

I-BEST

Curriculum Design Considerations Learner Factors

• Working adults with little extra time to go to classes • Proficient in the native language (L1) • Varying rates of schooling in the home country • Strongly motivated to learn and succeed

Psychological Factors

• Fear of looking ignorant and making mistakes • Sponsor for each participant • Restaurant management support

Sociological Factors

• Team interaction enhances ESL effectiveness • Same group/instructor for duration of program level builds comfort and allows for risk-taking • Supportive environment promotes persistence

Business Factors

• Speed to productivity • Measurable store impact • Scalable • Class time “on the clock”

Fast Prototyping

What makes the McD model worth considering: Using technology well for language learning

 Blended instruction model  Investment in workers with potential for advancement  Interactive, on-line, real time classes  Smart e-learning with easy to navigate web pages  Face-to-face classes  On-the-job practice  Peer support  Management support  Beyond “McJobs” - Focus on career ladders

Blended Learning at McDonald’s

Virtual Classroom 1. Instructor teaches using conferencing software (audio and PowerPoint) 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 risk taking 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

 Standardized language proficiency assessment  Individual interviews  “Can-Do” self-assessment of ability to perform everyday tasks – plus performance task to demonstrate ability in post test  Manager assessments  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

  Students bring in tool that’s been in their family for a generation or more Show others and discuss the relationship of the tool to their family history  Answer questions about the tool, such as  What is it?  Who used it?  What does it do?

 What do you want your children to know about it?  Students create an in-class show case where they demonstrate the tool and ask each other questions  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

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

A Time for Action

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