ED 220 6

AUTHORTJTLE

34

DOCUMENT RESUMEk

CE AT 528

Kelly, Michael G.; And OthersPlan to Develop and Compare Two Voc9 lona]:

Education Models fornimited English/ProficiencyStudents. Final Report FY82.

*INSTITUTION Wauonsee Communi.ty Coll., Sugar Grbve, Ili.SPONS AGENCY Illinois State Board of Education, Springfield. Dept.

. of Adult, VocatConal and Technical Education. -

TUB DATE Jul 82CONTRACT R-32-32-J-2106-407NOTE 239p.; Staff resumes were removed from the appendix

, to preserve confidentiality./Some appended materielsmay not reproduce clearly. ,For a related document seeED 212 844.

/.

EDRS PRICE MF01/PC10 Plus Postage./DESCRIPTORS *Bilingual Educationf Community Colleges; *English

(SecondIanguage); InStructional Materialsr/Languageof Instruction; *Limited English Speaking; *MachineTool OperitOrs; Program Effectiveness; *Secob

4Language.Instructifon; Two Year C011eges; *Vocati nal ,

education ,

IDENTIFIERS Waubonsee Community .College IL

ABSTRACTA project was conducted to develop and compare.two

vocational education programsa bilingual instructional model and an. English core language instructional mode17-forliMited Englishproficient (LEP) students fn vocational,educationLat WaubonseeCommunity College (illinois). *ring the'project, information andreferral services and support services to morn thah 100,LEP Studentswere provided; inservice workshops concerning the problems of LEPstudents were presented for Waubonsee personnel an0 the-community;and inservice and preservice training for planning and- implementingvocational training for LEP students were offered to administratorsand vocational and language instructors in Illinois. The majoraccoMplishments of the LEP.project were in theareaS of materialsdeveloPment. Instructional materials for students and instructors inmachine shop fuhdamentals ahd a secieiarial rOence 'instructor'smanual in vocational English as a second language were developed. Acomparison of the bilingual and non-bilingual English core languageinstructional models were imPlemented during the, project. The project-ddmonstated that with support services, courses in.vocationalEnglish as a second language and appropriate tnglis core vocationalcurricula and materials'both helped limited English proficientstudents succeed. The project concluded that a high priority beplaced on English language skills it all vocational courses. The '

materials developed by the project are expected to.be used by morethan 150 community colleges. (KC)

*****************************%****************************************** Reproductions Applied py EDRS are the best that can be made *

* from the original document. *

************************i*********************************************

Final Report FY82 .A Plan. to Developand Compare TwoVocithinal EducationModels ForLimited English-Proficiency Students

WaubonseeCommunity

, College

IllinoisState Board ofEducation

Edward CopelandChairman

IDonald G. GillStale Superintendent

Project Staff of ,Education

Administrative:

Kenneth S'hibataExecutive Vice-President

Leland ThompsonDean of,Social/EconomicSciences and Technologies

Dan Griffin :*

Director qf Planning .and Research

4..

Devebpers:.

Michael G. KekProject Director

Patricia A. MengesCurnculum Developer

Kebir Marti-Lambert -

Information and Referral.Person/Counsefor

Mary DiazElcretary

U.S. DEPARTMENT OF EDUCATION

NATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURGeS lNFORMATIoN

CENTER (ERIC)

Thls document has been reproduced as

received from the'person or organization

Angirrating itNiirf Minor changes have been made to improve

reproduction quality.

Points of .inew or opinions stated in this docu

mont do not necessarily represent official NIE

Position or poky.

A

1 -6 elZP'-

Department of.

AdultVO'cational andTechnical Education

a

Research andDevelopment Section

July, 1982

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESItsr.ORMATION CENTER (ERIC)."

,"

1

4

PART ONE

a.

b.

c.

d.

e%

f.

g.

- It

j.

PART TWO

..m.

n.

o.

w.

t.

s.

k.

TABLE OF CONTENTS

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PAGE

1

1

1

1

1

1

2.

3

4

6

37

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57

64

66

Department of Adult,,Nocational,and TechnicalEducation Funding Agreement Nudber

Official Project Title

Project Director

Funded Agency

Location of Funded Agency

Time Period Covered:

Final Report Abstract-

Expenditure of Funds

Products

Accomplishments

Majur Activities and Events

Problems

Materials Developed

Conclusions' arid Recommendations

Statement of Impacf

Conference/Workshop Summaries

- PART THREE

r. Summations of Evaluation Data Collecte'd

i. Paid Participants in Activity

q. Resource Persons

u. Staff Development

p. Publicity

1. Resource Listing

v. Other Activities

APPENDICES

115

135

140

141

142

144

145

146

a. DAVTE Funding Agreement: R-32-32-J-2106-407

b. Official Project title: A Plan to Ddvelop and Compare TwoVocational Education Models for LimitedEnglish Proficiency Students

c. Project Director: Michael G. Kelly

.. ,

d. Funded Agency: Waubonsee Community College

e. . , Location: Route 47 at Harter Road, .

. SUgar'Grove, IL 60554.-

(312) 466-4811

f. Time Period: July 1, 1981, to June 30, 1982

gt Final Report Abstract

Title of the Project: A Plan to Develop and Compare'Two Vocational EducationPrograms for Limitad English Proficfency Students

Funding Ageement Numiier: R-32-32-S-2106-407

Principal Investigators: Michiel G. Kelly, Patricia A. Menges,, Kebir Marti-Lambert

Insti,tution: Wpbonsee Community CollegeLocation: Route 47 at Harter Road, Sugar Grove, IL 60554

Time Period Covered: July 1, 1981 to June 30, 1982

Objectives of the Project:I. Implement the bilingual instructional model in vocational education for

LEP students in the Fall Semester of FY82 and implement and fieldteitan English core language instructional model in vocational education for°LEP students in the Spring of FY82.

II. ?rovide information and referral services and support services to aminimum of 100 LEP adults in rY82.

III. Present in-service workshops addressing the problems and concerns of LEPadults for Waubonsee Community College administrators, faculty, staff, andthe community in rY82.

IV. Offer pre-service and in-service training on planning and implementingvocational training for LEP students to a'clministrators andvocational andlanguage instructors in Illinois in FY82.

V. Evaluate the project and its components on an on-going basis, in quarterlyreports, and in the,FY82 final report.

VI. Compare the bilingual and the English core language models'in May andJune, 1932, and include the comparison-in the final report. .

Summary of the Final Report:The major accomplishments of the FY82 Waubonsee LEP Project lie in the areas9f materials developmmit and the comparison of the bilinyual and (non-bilingual) English, core language instructional models that were implementedin FY82. These accomplishments, keyed, to the six Project Objectives, aresdiscussed iirParI 2, the main body of the Final Report. Also preiented inPart,2 are data on the LEP student population and an analysis of ihe mater-ials,developed by the Project. Conclusions.and recommendations are offeredfor other vocational prograMs serving LCP persons. Parts rand 3 coMtainbackground information and appendices.

Expected Contribution or Potential:Tmpact on Vocational Education:The information contained in this Final Report Will assist local .and stateeducational agenciesand their staffs im planning and implementing voca-tional education programs for limited English proficiency students.

Products Delivered: -

Twelve copies of the FY81 Final Report will be delivered to the ReSearchand Development Section, Department of Adult, Vocational and Technical Edu-cation, in July, 1982.

0

-h. . Expenditure of Funds ,

The Project expended $7.7;451- of the approved budget.

OAVTE LOCAL TOTALApproved Budget $77,879 $21,372 $99,251

Actual 477,451 $18,786 $96,237Expehditures

.0

Illinois State Board of Education

Depertment of Adult, Vocational and-TeChnical EducatidnResearch and Development Electkm *°

Product AbAract FY82 FINAL kPQRT:

1. Title of matenal A Flan to Develop and Compare Two Models of-Vocational Education forLimited Engl ish Proficiency Students

2. Date material was completed July, 1982

3. Please check ono: .New móteroI _L..< Revised

4. Originating. agency

Address

Waubonsee CoMmunity College

Rt. 47 at Harter Roatl, Sugar Grove, LL

5. Narne(s) of developer(s)

Address

Zip Code 60554

MiChael.G. Kelly, Patricia A. Menges, Kebir Marti-Lambert

Waubonsee Community College , Zip Code 60554.

6. Developed pursuant to Contract .Numtaer 1132-32-J-2106-407

7. Subjeci Mattero(Check only one according to USOE Code):

USOE Coda'

_4)1 Agricultural Education_____ 03 Business and Office Education

04 Distributive Education07 Health Occupations Education09 Home Economics Education

_____ 10 Industrial Art EducAion_____ 16 Technical Edubation

17 Trade and Irldustrial education_____ 22 Cooperative Education

Career EducationOther (Specify)

a

EducatiOn Level;

Pre-K Thru 6 . _____ 7-8

Post-Sticond'ary , _ AdultAdministrator (Pre-Service)

9.10 ____ 11-12X Teacher' (Pre-service)

Other 1Specify)

19. Intended for Use By:

__ Student . ____ Classii2,om Teacher ____X Local,Administrator.__X..._ Teacher EclucatOr __X_ Guidance Staff __x_ State Personnel_ Other (Specify) ,-

10. Student Type:_ Regular ._2Disadvantaged:< Limited English Proficiency

HandiCapped-Other (Specify)

11. 'Medium and,Format of Materials:

L. HARDCOPY VIDEOTAPE

No. of pages 217 Minutes

25_ Paper bound B & WHald bond Color_ Loose-leaf inches

Photos' 'YesDiagtams: Yes No X s

No X .

A

_ ALMMinutes

8 W

_ MICROFICHE.

_L. & VV_ Color

4.

The mdevelins-rProjesentedevelprogr

. .. .

StIOES -- FILM STRIPS. AUDIO OTH1E'R

10. of frames No. of frames Aufornatic synch SPicify:

.1,:1,,--,

Hz ....1111/0M10111........

74......4.Color :. Color Mahual dire

.

Audio Audio, Reel

, -.:. Caroupi prOyided Caisette......, Other packaging used _ Cartridge

,

..

..,(Specify) .

12. :Availability:. .

A_ One copy free ° For sale 09 $ per copy Not available:--:.

In ERIC system (No. -. ) Loan---:-... copy`aveilable,'

Contact: Name Illinois State Board of EducatiOn, Research & Phone 17) 782,4620: (2Development , .

Address Zip Code.

. . . ..62127.

13. Copyright Restrictions: .

* . 4 ,

. Contact: Name Illinois State Board of Educattbn. Research 5,. Phone 91 7) 7112-4620_

Address 100 N. First St., Springfield, IL DevelopmentZip Code 62777 '

,

14. Is Training Required kir Optimum Use of Theta Materials? Ye; No k ..

..

.

15. Are Consultive/Training Services Available? Yes.....2.-4 No ' -

-. Contact: Illinois Slate Board pf Educition -

--V ' Department of Adult. Vodatio al and, Technical Education

Researclvänd Day opme ection, E-428lo0 NOrth First S eet.. ,

. .

. i Springfield. IL. 627 7 .. ,(217) 782-4620'

.

. . .

16. General Descnption nate the general objective and suggested method of use. Summarize the content and tell hoW it Isorganized. Continue on-back of this sheet or on another stieet. if necessary.): . ., .

ijoriaccomplishments of the FY82 Wautionsee LEP Project lie in the areas ol materials)pmerit and the comparison of the bilingual end (non-bilingual) English core languagetctional models that Were implemented in FY82. These accomplishments, keyed to ,the siX ,

:t Objectives, are discussed in Part 2, the main body of the Final, Report. Alsb pre-;I in Part 2 are daia on.the LEP student population and an analysis of-the mateeials I

)ped. by the Project. Conclusions,and reconniendations are offered for other voCationaliOS_ %Prying I FP persapc_ Parts 1 and- .1- crinta in_ LbArkgrnund infornathutaind_upgalres.17. Person Completing this Abstract._14.1.r.hrieL.G..Kelly...._

Full Alarm: .

..

Waubonsée Communi ty Col lege

Illinois Route 47 at Harter Road

, Sugar Grove, IL .60554- :

. .

,

_'1

:1..

. ....

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,,4.

PART TWO

.,

a

V

OBJECTIVE I. Implement the bilingual instructional model in vocitionaleducation for LEP students in the Fall Semester of FY82 andimplement and fieldtest an English core language instructionalmodel in vocational education for LEP stddents in Ihe Spring of FY82.Both instructional models will utilize the basic program design andEnglish instructional materials developed, field tested and revisedin FY81.

As outlined in the PY82 proposal, the Project implemented bilingual

model vocational and VESL courses in the areas of Machine Tool and Secretarial

Science durina the fall Semester, and English core language (non-bilinguag

model courses duripg the spring semester. In each semester, the Project

repruited and enrolled LEP students in two Machine Tool LahOratory I courses and

one Secretarial Science Ourse, finalized curricula and InstruCtional materials,

_completed the courses, and provided support serVices to those students and

Other LEP clients.

All the vocatiohal courses were sixteen weeks in length for a total of_96

contact hours. The corresponding VESL courses met for 8 to 1Chours per week.

The Project has aimed at 'making the content covered in its courses

parallel to that covered in existing courses atth! College for three reasonS:

.the LEP courses should be able to mainstream into regular college programs;

the LEP courses should be able to continue after the special Project terminate:s;

and.they should be ,as economical as pbssible. When the LEP ptoject's courses

.paral1el existing ones, their students are enrolling in regular college credit

courses and the institution can utilize, other reimbursements and funding

resources to pay the instructors.

The major objective of the Project is to compare a bilingual and an

English core language (non-bilingual) instructionalmodel in vocational

education for LEP adults. The keY factor differentiating the models is the

pse of the native language by instructors and in materials. To make a valid

comparison pf the two instructional models, all factors other than native

language use should be as equal as possible. These faclort

a

- Operational f amework, i.e., start-up time, staffing, :institutional adjust-

ments, recruit ent procedures, establishment of linkages wfth social szsrvice

agencies, state offices, business and industry.

Instructional program development, i.e., appropriate curricula and English

vocatfonal-mat rials, and scheduling, especially of available shop time.

The Project profited greatly in FY82 from the foundations of operational

framework and ma eriais development that were laid in its first year. An

effective vocati nal program for LEP students does not spring from a vacuum.

For a continuing Project, problems associated with start-up time, staffing,

and institution 1 adjustments are minimal. --Oecruitmenelrocedures,are establisbed,

as are:linkages with social agencies, state offices, business and industry.

- cz)

Furthermore, tie cornerstOne of any vocational program for LEP students 'in the

United States ifs the existence of appropriate curricula and vocational materials

in "Englisb. these English vocational materials are the main instructional,

'model, and it is evident that their deve1pmnt must precede,that of "effective

.,

'bilingual vo ational materials. Appropriate bilingual instructional materials

:must be clo 'ely coordinated with the main English vocational materials in

organiatio , formSt, andlanguage level.

In es endh, the first drafts of the Machine Tool curriculuM and instructional

materials las well as corresponding.VESL materials were field tested arid revised

/

*Trom Auguist to, December, 41980. The second drafts were field tested and revised

from Janilary to May, 1981. The final versions of the Machine Tool curriculum

and ins ructional materials and corresponding VESL materials,.were completed in

FY82. Ihese instructiOnal Materials include a Machile Tool Curriculum, the

Machine ShOp Fundamentals textbooks Parts I an0 If, the Machine Shop Fundamentals

Workboks I and Ii (Study.Questions, Review'Questions, and-Worksheets), the

Machine SW Fundamentals Vocatidnal Instructor's Manuals I and II, student

nati/ve language supplements I and II (Spanish,:Lao, and Vietnamese), and VESL

// 7

..

.

. . ,

Instructor's Manual5 I and II including TechDAcal and Sub-Technical Vocabularie5%

410 , In Secretarial Science, the Project field teited existing typing textbooks-

1and Business 6nglish VESL textbooks for two semesters in FY81. Additionally,

the Project developed, fielA tested, and revised vocational and VESL curricula

and. materials. The final versions of the Secretarial Science curriculum and

instructional mterials and corresponding VESL materials wdre completed in FY82.

These instructional materials will include a Secretarial Science curriculum,

a corresponding Business English VESL curriculum, and a VESL Instructor's ManuaT-

with an annotated bibliography of typing and Business English (VESL) textboOks

and supplementary VESL,instructional.materials.

Te investment of time and monies in materials development has been great,

-but thus far the results definitely ju5tify this investment. This investment

has been a key factor in the successful development of appropriate vocational

curricula and instructional materials for LEP studenft. The materials developed

by the Waubonsee LEP ProieC-t, Ajoeci,ally M6ghine Shop Fundamentals, have been/

used by various other LEP vocational and VESL programs in Illinois as well as

out-of-state, and have generated dnthusiastic responses. (See section State-

.:

ment of Impact:and 5ection W, Materials Developed,)

1 2

6.. ,

,

OBJECTIVE II. rrovide information and 'referral serVices and supportservices to a'minimum of 100 LEP adults in FY82.

the support services componeni is.a vital link between the LEP CommUnitlY,

...:101.e.'Projedt,,and othe institutions and agencies. ,In FY82, the project

provided support'services to over 300, participants (non-students) and

,studentsl, far,surpassing its original target and thus'demonstrating the need

for these kinds Of services for LEP persons in the Aurora area. .It is evident

thatsmany LEP persons have difficulties utilizing existing resources and

services. The support services provided by the Information and Referral

Person/Bilingual Counselor.and other Project staff are divided into 3 main

'categories:

1) Direct services0 -

those services that were provided directly by the Counselor/ReferralRer-son and other LEP,Project staff, without referrals to. any other

agencies. They falr into the following categories:

a)' Intake

1)) Assessmentt) Orientationd) Counseling'

e) Translationf) Transpoetationg) Job Developmenth) Job-Referrals.) Follow-Up ,

,4.

2) Referral to Educat al.Resources

Referring rticipants that did not meet the entrante requirements for,.our,p dram, or'those with different educational or vocational interests

or eeds, to other programs available in the.area, especially those

offered by Waubonsee Community College.

Referral to tervices

Referring students and participants to the outside agencies and offices,

best suited.to provide the ervices they need.

The mott cannon areas of services rewired include':

a) 'Emergency Foodb) Food Stampt

c) Public Aidd) Emerpncy,Rent

0

e) ,Medical Servicesf) ' Housing -

§) Legal Servicesh) Immightionir Child and Dependent Carej) -OthEr Miscellaneous Services

ror recordkeeping and documentation, the Project divided LEP persons

.

served by the support seryices component into two groups: students and parti-

cipants. Students were those persons who received support services, Were

referred to the project's courses, and,attended eight or more classei. Parti-

cipants were non-students whOreceived support services. (LEO persons who

'received support services,,were referred to the Project's courses, but attended

less 'than eight classes) have been counted as participants.)

The Project utilized various'materials and techniques to inform LEP

adults and the Commuility about the Project and its services and to recruit ,

itudents. The dissemination of information and student recruitment must start

,04the first day of a project anebe on-going activities. Contacts With local

business and induStry,were made, to evaluate employer/employee training needs,

to recruit students, aqd for job ,develoOent.,activittes.

Those LEP persons who indicated interest in the Project's courses were

assessed and those who met the entrance requirements were given written

referral forms to enter and enroll in,the courses. Once participants were

referred to the_LEP Project's vocatfonal coursas, support services to aid these

Students were intensified. During the year, the Information and Referral Person/

Counselor continued to counsel students, assess their progress, identify

oncerns and probleis, make re.ferrals, provide support services, develop jobs,

make follow-ups, and act as a liason to CETA, the Illinois Migrant Council,

ublic Aid, the Department of Vocational Rehabilitiion and other agendies pro-

vi ding finandial assistance.

These Support Services, provided by the full-time Information and Referral

a

Person/Bilingual Counselor and other LEP staff, have been essential in the.

successful develppment, field testing and implementation of instructional

models and materials for LEP students. In many cases, the availability of

Support Services and on-going counseling and follow-up activities has been cri-

tical in enabling LEP students to complete the courses. WhiTe many difficulties

faced by students were beyond the resources of the Project and its sttff, they

did everything humanly posrjble to resolve these difficulties. It is evid,ent,

that the Support Services-component of a successful Project serves as a

visible comiiiitment and link between this institution and the LEP community,

and that it plays a vital role in the recruitment and retention of LEP students.

1 1

OBJECTIVE III. Present,in-service workshops addressing.the problems andconcerns of LEP adults for Waubonsee Community Collgeadministrators, facultyy-staff, and the conimunity P82.

/In FY82, Project staff participated in three in-service activities:

/

On October 1, 1981, the Bilingual Counselor made a presentation about

the LEP Project to the Board of Directors of El Centro Pan-Americano and 7

0

representatiyes of Aurora's District 131 Bilingual Education Programs.

On November 18, 1981, the Project Director and the Bilingual Counselor conducted

an in-service workshop for the Waubonsee Community College Enpsh as a

Second Language/Adult Basic Eilucation staff at Waubonsee's Aurora Center.

On March 11, 1982, the newly revised Advisory Council met for the first

time §ince October, 1980. Two former members and eight new members were

c

present. (See Appendix I.) The Project Directpr provided wexplanation and

update of the program.

12

OBJECTIVE IV. Offer pre-service and in-service training on planning andimplementing vocational training for LEP students to administratorsand.vocational and language instructors in Illinois in FY82.

A pre-service workshop_ was giv0 en at Waubonsee Community College on

August 10,. 1981, by the Project Director and Curriculum Developer for admini-

strat6rs, and_vocational and l'anguage instructors planning to use the Project's

FY81 curricula and materials for Machine Tool and/or Secretarial Science.

This workshop was extremely successful,judging from the particjpanis'

reactions. Their very positive response justified the Project staff's choice

of an in-depth materials workshop' in early August, in time for participants

to utilize the materials in their fall semester courses. (See section

During FY82, thpLP'roject Director, the Curriculum Developer,,inc the

Bilingual Counselor gave presentations.at'numerous conferences and workshops

at regional, statewide and local levels. (See section k.)0

The time and energy devoted to these conferences and yorkshop by Project

staff has benefited other eduCatOrs serving LEP students.

(.

13

OBJECTIVE V. Evaluate.the project and its components on an on-going basis,in quarterly reports, and in the FY82 final report.

, 7

_Program and student files and monthly claim forms have, been monitored

by the Project Director to insure accuracy of information and accountability.

9eriodic staff meetings and monthly staff reports evaluated the day-to-day

operations of the Project. Progress toward achieving the objectivestof the

Project was 'outlined in Quarterly Progress Reports to DAVTE.

The Project has been fortunate to have the active support of the Waubonsee-

Community_College administration which has also assisted in the evaluation of

the Project. Furthermore, the services of the staff of the Waubonsee Audio

Visual Department have been instrumental in the development of high quality

illustratiOns and technical drawings for the Machine Tool instructional

materials.

The instructional component of the Project was evaluated hy the Project

DireCtor,iCurriculum Devploper, bilingual vocational and VESC. instructors,

consultants, and the students. (See OBJECTIVES I and VI in this section;

section r, Summationt of Evaluation,Data; section w, Materials Developed;

and section t, Conclusions and Recommendations.

The support services component was evaluated by local agencies, the

Project Director, Information and Referral Perion/Counselor, and the students.

(See OBJECTIVE II in this section; section r, Summations of Evaluation pata;'

'

and section t, Conclusions and Recommendations.) The major ré.sults ofA

evaluations of all phases of this Project are included in this Final Rdport.

14

1 d

[

OBJECTIVE VI. Compare the bilingual' and,the English core language modelsin May and June, 1982, and include the comparison in the

final report.

The Waubonsee Project's major goal is to provide data for statewide/

loCal planning and implementation of. vocational programs for LEP students,

based upon the development and implementation of two instructional models:-

a bilingUal one and a non-bilingual one--and upon a comparative evaluation

of each model's idoptability. Both models'relied on English as.the pri-

mary language of instruction and use vocational materials in English as

their core. In the bilingual instructional model, however, the instructors

and certain materials were bilingual (English-Spanish/Lao/Vietnamese).

Introduction: EEP Students in Vocational Education

-In our highly induftrialized society, marketable technical skills

and experience are mandatory for a good job: In addition, to.obtain and

retain employment, a prospective employee must be able to coffimunicate

adequately with his/her supervisors and fellow workers. Vocational ed-

ucation prograais directly prepare people for employment by providing them

with technical training and practical experience. Limited English pro-.

ficiency (LEP) persons have the same technical training needs'and range

of abilities as everyone else. However, languageband traditional instruc-t

r.

W.ional materials and delivery systems present major obstacles to LEP

students' participation in regular vocational education programs. While. ,..

_

these programs offer, e'xcellent opportunities to acquire technical skills,

they do.not have the resources needed to overcome the obstacles faced by,

\

LEP students. To become employable, LEP studeRts, must learn not only.

.

t.echnical skills, but also general and job-specific communication skills in

En\g ish. ,A person with good technical skills but inadequ'ate English is not

Yeryemployable, nor is one with good English but inadequate technical skills.

15

0

r."

As part oT its effort to meet the community's employment training

needs, Waubonsee Community College developed its, programs for LEP students.

in Machine Tobl and Secnetarial Science, with corresponding vocational ESL. .

(VESL) courses. The Waubonsee LEP Prbject.for Vocational Education offered

short-term, part-time training aimed at providing students with skills for

entiy-level employment, job upgrading andi,or further dducation. The Pro-

ject was based on the premise that LEP students can be,taught the same,

vocational skills and concepti as native English speakers, but that in

order to accomplish this, iostructional delivery systems and vocational

materials must" be adapted in format and language. The most obvious

, necessary addition to traditional vocational education delivery systems

is a Vocational ESL (VESI.) course. The role of the VESL course is assist

LEP students with the oral and written English language skills necessary

to succeed in the iocatiOPal course ind to function on the job.

For LEP students in vocational education, there are four elements ip,

the instructional component, with the first two naturally taking priority:

Vocational rnstructor'Vocational MaterialsVocational'English as.a Second Language (VESL) InstructorVESL Materia,ls

VOCATIONAL EDUCATION FOR LEP STUDENTS

VOCATIORALNATICALS

A

JOS

"c,

:Tho ctudantci n'Afivp landuaoeth May be .used together with English by either

instructor, and/or in either set of.laterials: Lectures, book work,.and shop

:work will probably all be part -of the vocational course, d the.LEP student

will have to demonstrate his/her acquitition ofvocational skills and concepts

by hands-on performance and fnwr itten:tests which are generally in English.

To get ana keep a job, the LEP person must be able ta ,demonstrate his/her

technical skills and.English skillt'to an employer. It thust be emphasized,

that the goal of vocational educaiion .01;4 ite,participanti.is,emp16/Ment;

and that English communication ability is generalikrequired for emplOyment

in the U.S.

The appropriateness of ap instructional model for a s eci lc

Vocational area in a particular institution or project, a well as how and'

'how much the native language(s) will be used with English, wili'depend, upon

a complex set of interrelated factors:

(a) The vocationil area: how language-bound the ski14 acquisitionand job performance is;

.(b) The commitment and resources of the institution or project;

(c) The goals, length and scope of the vocational training program,;,entry-level employability 6ia stepping-stone to mainstreamtraining; a few weeks or a year; part-time or full tithe;

(d) The scope of vicationa1 ESL support training;. .. .

(e) The.LEP.target student population: how many native languagetare involved; the studentt' levels of oral and written .

, Proficiency in English and in thetrnative language;-,-

,.

(f) Tlietiltget student population's ,educatiohaLand vocational.

backgrOnd,S,in their native CountrYand fn, the U.S,

(g). The English vocational materials to be uied in'thefprogra%

(h) The availability of qualified,bilingualinstruotors in'the, vocatianal area";

(i) The availability of native language vOcational materials. farthe vpcational'area which are appropriate for the target LEPsiudeht population;'

a The:available funding for prograndevelopment,,includingpecetsary materials development,.

2117_

, 0

.0

e,

When'adbpting _an instructional model for LEP students vocational educaiion,

I

each institution or project, st evaluate the interplay Of these factor$ in

tts own situtidn:

the Two.InstruCtional Models: An Overview

Bilingual,Models

Within the practical copstra, ints of a given pftgram, the question of

language use arises Orimarily with regaYA to the instruCtional staff and

the materials used. The key element in any bilingual instrUCtional model

is the use of both.English and.the students' native language(s) as the

media of instructibn. Mlingual vocational education utilizes the LEP

students' native language(s)tógether with English. to remove the language

barriers tosills acquisition-that are presented by instructors and, 0

,

vocational materi'als using only English.

In a bilingu.al vocational program, the demands of the vocational

area being taught will affect the use of the two languages, working

toward the goals of student success in the technical training itself,

and student employability after-traihing. How much or hoW Tittle an,

individual instructor willAchoose to rely upon the native langu'age'in the

classroom will Aeperid upon his/her perceptions of individual students'

needs and of his/her role a,s a bilingual instructor in a particular va-

,cational area. There are alsh numerous alternative ways of using the'

native language in instruttional aaterials of a bilingual vocational

program, ranging from complcte translations of traditional English text-

booki to.hative language supplements to bilingual glosSaries.

18

:Unfortunately, there is. a popular miscoriception about bilingual

vocational eduCation which credits any proportion of native languabe use

.to English use With the magia ability to produce technically skilled,

highly employable LEP persons jn'any technical area,,regarcilekgof the

students English proficiency--or lack thereofand previolis educational

background.. However, bilingual means two languages, and, While,Many

different ways of combining them are possible, not all combinations.will

work with all LEP studentsin all vocational areas. in any case, if\the

goal is,a job inthe U.S., EngliSh should be the primary medium of in-

.struction, with the native language Playing a suPporting

Although English Should be te primary language of instruction in

yodational prograMs in the U.S., the native language is Sometime's the

most efficient meanA of explaini6 key technical and particularly sub-

technical concepts and terms: A bilingual instructor, especially if

he/she has appropriate materials, can utilize the native language when-

ever necessary in order to get meaning across to students who are having

trouble. The use of the native language can mean the difference between

success or failure in the training.program, esp-etially for a student,

whose English proficiency is"low.

A bilingual instructional model has great potential for helping the,

instructor to evaluite accurately the student's acquisition of technical

knowledge and skills. A serious problem for LEP students in non-bilingual

,vocational courses is that the instructor may evaluate student performance

in the lab or classroom as poor, but be unable to judge to what extent

this is due to the student's difficUltiet with English.

.19

Being able to,express themselves in their own language and thus per-

,

form in the shop .or classroom free from the frustrating handicap of their

limited English increases not only their chances of success but also their

belief in their ability to learn.. Language and academic barriers are

especially discouragin4 f(31. mo.st LEP stud,ntS in vocational training,

because of the pressTh nature of their economic needs. A bilin4ual in-'

structional model plays a vital role in bolstering,the self-confidence of

LEP students and building.empaihy between teachers and students. Tpis is

most important for LEP adults who have.hadTittle previous experience

and/or success Inacademic Otuations, but also for LEP students of

relativly high,English proficiency and academic sophistication. Tfie

success bf the latter student§ in a bilingual program can be the stepping

stone thLy need in order to feel able to mainstream into regular vocational

courses of further tliining, with native Englistispeaking classniates.

/

A program wishing to adopt'a bilingual instructional modelifre-

quently encounters difficulty in finding qpalified bilingual vocational

4

instructors, in obtaining funds for bilingual teacher's aides/tutors, and

in finding qualified bilingual VESL instructors (if these are part of the

model). It also faces the Scarcity of appropriate bilingual instructional

materials in most vocational areas, coupled.with the difficulty of finding

staff:members with the vocational and ESL qualifications hecessany for

adapting or writing such materials and the difficulty of funding the staff

. time necessary for materials development. Logically enough, such practical

difficulties in finding bilingual staff,and materials are compounded in

inultilingual Classes..

20

T.

Besides these practical prOblems, use 'of the native language may work

against the.students' imfroving their jobTrejated English skills. in theQ

eagerness of LEP studentsJo acquire vocational skills And of their bilingual

instructor to facilitate this skills acquisition, it is cibite possible to use .

too little English. This can lead to technically capable graduates whose.

English proficienCy is too low to allow them to get or keep a job. Methods

for lessening this danger that tht Waubonsee LEP Project has found to be ef-

fective include: discussion with instructor and student, ESL entrance re-

quireinents thatare realistic forsthe vocational area and the scope of the

training program, a strong VESL component, and encouragement of students to

talce a concurrent ESCcourse. This problem becomes much more serious if a

,bifingUal course is in fact multilingual due to the presence of students from

illore than one native language background.

Another potential weakness of a bilingual instructional model of voca:

tional education*surfaces-if technical vocabulary is taught in both'English

and the native language. In the'first Place, too much emphasis on native

language technical terims will slow the acquisition of the English technical

terms. In the seCond place, to learn new technical'terms in bOth languages

is doutily difficult for students, and in many cases is unnecessary. Mogt

Students will not be familiar with the technical terms -in *their native lan-

guage, and in nearly all situations they will. only need to use the English

ones. This point is frequently brought up by students themselves, especially

6

those with work experience 4n the U.S., and it is a strong argulnent.against

I. heavy.reliance on bilingual technical glossaript,

A further complication-is the fact that LEP students vary in the'-revels

of their proficiency in thein native language. UnlessOgY_Nve been well. .

eduCated in their native language, their reading and yr'iting skills and their

.11

skills in the more formal social registers of this language will probably be

low, sometimes lower than in English. This of course depends upon an in--

Aividual student's educational background and experience in the U.S. and in

his/her native country.

Finally, the use 'Of the nativelanguage(s) in Cmcation4l instruction

does not always affect student attitudes favorably. LEP studentsof all

English proficiency levels realize that'improving their English Will greatly

improve their employability. .They often articulate their awarenesi of 6e-, .

,

dangers of too much native language use; and demand that a.high priority be .

placed p!.: English. The higher a student's English level is, the more likely

,

it is that he/shewIll strongly prefer English.

Non-BilingUal.English Core Models

In a non-bilingual instructional model of vocational education for

LEP students, only, English is used by the instructor and in the.materials,

i.e., students are simply mainstreamed with no natfve language support.

In an English core language model, special etforts are made to adapt the

langUage to.LEP students needs pssentfally by limiting'and standar

a

the vocabulary and-Sentencerstructures.

;

The 'Concept and rationale of an English.core language model foi: LEP

students in vocational training programs makes sense and has great appeal.

This is especially true for LEP persdns who do not have years and.years to

master the English'language and be "mainstreamed" into existing vocational

programs."ere is,a wide range of English core language approaches,, 4

At one end of the specfrum we find the Caterpilla. Fundamentaf English

(CFE) Service Training Manuals of Caterpillar fi-actor COMpani, which feature

an English core language vocabulary of 800 Words. As Caterpillar does not

a22

a

a.

make their materials available to the general public, peoi)le have tended

to make "universal" assumptions about them with little basis other than

. hearsay. As result, many partial truths and misconceptions have been

formulated about the materials and their application in other instructional

situations and areas.

Fi4'st and foremost, theCaterpillar FUndamental English course is not

a vocational trainjng course. The student must have technical skills be-

fof..e entering Caterpillar's English course (CFE Instructor's Guide, Pre-,

requisites, page 1). The CFE course and materials have a single very con-.

centrated objective: to enable non-English-speaking servicemen (i.e.,

mechanics) in countries outside the United States to read and understand

Caterpillar service literature (i.e., maintanence and repair manua,ls).

The CFE course focuSes exclusively on reading skills ahd deliberately mits

listening, speaking and writing skills, While this is well suited to the

needs of Caterpillar servicemen abroad, ft would obviously be a grave error

to adopt this objective for LEP students in vocational programs in the

United.Statest Unlika the Caterpillar servicemen abroad, the LEP Studentlk

do not already possess the necessary-technical knowledge and skills.

In the second place, the English language skills needed by a Caterpillar

,seviceman in a foreign country as demonstrated by the objective 6f the CFE

course and materials, and thosecf an LEP student/employee are worlds apart.

Listening, speaking, and writing.skills in English are not all necessary for.

6 the target population of the CFE materials, i.e., for trained Caterpillar

servicemen who work in their oWn country with fellow employees speaking the

same native language, and who need English only in order to read-and under-

stand the Caterpillar service literature which is written using only the

8

23, 27,

a

800 CFE.vocabulary words and nomenclature. Nowever,.listening, speaking, and

writing English skills are of paramount,importance for LEP Students/employees

in the United States. The Caterpillar Company does not use the CFE course for

traininvin the United States; the CFE course is only uied in foreign countries.

To succeed in vocational training programs and on the job, LEP students geed at

least basic listening, speaking, reading, and writing skills in English. The

levels.of skill proficiency will.of coursedepend-on the vocational area.

In the third place, the CFE course is designed to be taught by a-ffecific

kirli of instructor, as is stated in the CFE Instructor's Manual, page 1. The

CfEninstructor must be fluent i n the native language of the students, has some

proficiency in Englis, and has a technical background. Thus, he/she can

translate sub-technical and technical vocabulary, grammar.rules, etc., for the

siudents. With such an emphasis on the native language of the students, this

course could definitely not be taught by a monolingual (Engligh) instructor.

The CFE course with its materials represent a very specific approach to

establishing an Englisb core vocabulary for non-native English speakers in for-

eign countries who must use'English for a very specific purpose and in,a very

I , I '

special way. The English core vocabulary is restricted to a reading of 800

wOds. Technical nomenclature in English is not taught; theICFE students areI'all experienced servicemen mbo alrea0 hive the training jn their native lan-

guage and, they identify comPonents, parts, etc., from the CaterOillar Illustra-

ted Parts Book and Basic Product Nomenclature Book, which rely on numbered

photographs rather thap langua4e.

After a careful examination of the objective and prerequisftes of the CFE

course and instructional materials, the application of the mystical, magical,

800 Caterpillar Fundamental English cord language words fox the vocational

training cf LEP students/employees in a variety Qf vocational area and for

2 2 8'

employment in the United States can be seen for the myth that it is. The 800

Caterpillar Fundamental English corelanguage words'and the CFE course are

designed only for the Caterpillar Tractor Company,and their servicemen and pro-

4.ducts in foreign countries. ,

At the opposite end of the spectrum from the very specific CFE course and

.

materials, there is school of thought which proposes to select a mystical, mag-- ,

ical universal English core language for all vocational areas. The draft of a

monograph prepat'ed by Developmeht AsSociates, Inc., and its 300 Word Core Voc-

abulary for bilingual vocational training programs supports this approach to

traini,ng LEP students for the employment in the,United States.

The Waubonsee LEP Project investigated the concept and application of a

universal English core vocabulary. As part of its 1980 research, the Project

staff cross-referenced the bolch Reading List, Ogden's 850 Basic Word List, the

CFE vocabulary list, ind the "Core" list of Development Associates, Inc. This

crOss-referencing produced 183 very general, high frequency words which appear

in at least three of the four word lists. There are fed, if any, sub-technical0

words (See Appqndix I ). Comparing these 183 words and almost any vocabu-

lary list from beginning general purpose English as a Second Language (ESL)

textbooks will yield a.high correlation.

Any research who,carries qut a selection process relying On word frequency

will produce a basic, general purpose list ofEnglish words like that found by

the WaubOnsee LEP Project. These words are the keys to learning to use the

English lgnguage in any situation, and to call them "The English Core" for voca-.

tional training is deceptive. It implies that a student needs to know only

these wards in order to'be able to learn the technical terms for any vocational

Jarea.and to succeed in any 'vocational course. In ur experience:the greatest

obstacle for LEP students is sub-technical vocabulary/6ot to mention syntactic

25 ///

structures, and math). Sub-technical words, such as adju'st, tighten, get,

length, width, etc., are not high frequency words or general purpose words but

nonetheless vital vocabulary for many vocational areas. Of the four-"core

word lists cross-referenced by the Waubonsee,LEP Project, only the CFE list

contains many real subTtechnical words.

The concept of one "core" English vocabulary for all vocational areas is

attractive, but its application is fmpossible. The development of such a list

is an unnecessary duRlicaticp of wliatalready exists in general purpose ESL

textbooks and,materials. Furthermore, words cannot be taught in isolation;

they must be taught in a relevant context which includes syntactic structures

and social functions. ESL textbool(s.and teachers provide such a context, while

words lists do not.

The Caterpillar Tractor Company well know for its excellent employee

training programs and courses: Given the worldwide distribution of Caterpillar

products, the CFE course and materials meet the.needs of foreign .:ealerships an

and servicement. Like most fraining programs eveloped by industry, the objec-

tives and instructional materials are specific employer/employee needs. On

the other hand, the Development Associates, Inc., objectives and,300 word core

vocabulary are broad and very general. The CFE courSe and materials and "A

Basic 'Core' vocabulary for Bilingual gocational TrairrRg Programs," from De\l-

elopment Avociates, Inc., are two extremes of the' possible applications of the

English core language idea. We believe that practical concl sions concerning

vocational training for LEP students in the United States can ke made.

First, appropriate vocational and language instructional ma rials can be

developed for LEP students, and the idea of using an Enplish core 1 ngUage as

the basis for these materials makes good ;,idnse. The difficulfy lies\ the

selection of the elements of this core language. Too many materials dev

-

26

think that a word list or glossary is sufficient for LEP students in vocational

prograMs. However, a vocational English "core" language for LEP students, like

ahilafiguage,Must consist of much more than isolated vocabulary words. 5en-

tence structures, word fornation, different registers and social functions are

at least equally important to using ajanguage. A truely effective English,

"core" language should limit and standardize not only vocabulary but also these

other elements.

Another factor critical to the effectiveness of a vocational English core

language for LEP students is its focus. The language needs for training and

employment can differ greatly from one vocational area to another, for example,

from machine tool technology to secretarial science. At the same time, some

vocational areas share many similar language needs, for example machine tool

technology and welding. The effectiveness of a vocational English 'core language

in instructional materials for LEP students will hinge upon its being specific4

in the first place to a particular vocational cluster, and its being specific in

the second place to a particular vocational area. within that cluster.

The foundations of English for general purposes (vDcabulary, sentence struc-

tures, etc.) should be and can be taught in ESL programs and/or learned inde-

pendently, and a certain level of proficiency should be required of an LEP

tudent befor4 entry into a pre-vocational or vocational program. ("Pre-

vocational" should not be confpsed with "pre-employment" job finding skills.)

It is at the,sub-technical level that the application of the English "core"

language concept Can be most effective. At this level, the English "core" lan-

guage should concentrate on the sub-technical vocabulary i.equired in a voca-,

tional cluster. This sub-technical vocabulary is later used in specific voca-

tional courses to teach technical concepts and_v_ocahularyAdditiona-ub--_

technical vocabulary, can then be taught as neededp

27

In.conclusion, there is no mystical or magical list of English words which

will meet the needs of all LEP:students in every vocational area, although the

concept of an English core language to assist LEP students in a specific voca-

tional training Program Cn,be effectively applied fri the development of

vocational instructional materials. ThiS application should be one component

,in the overall materials development. We feel the Waubonsee LEP Project's

Machine Shop Fundamentals demonstrates the integration of the English core lan-

guage concept with other adaptation/development techniques to produce appropri-

. ate vocat5ona1 and language instructional materials for LEP students in. Machine

Tool Laboratory I. Thus, after an investigation of and experimehtation with"

%

the 'English core language and its application, we can see its strengths and its

limitations.

A Comparison of the Two Instructional Models as Implemented by the WaubonseeLEP Project in FY82

Research Design

The res'earch goal of the Project was to covare two instructional models

of vocational education for LEP students: a bilingual one and a. non-bilingual

-

(English core) one. Ideally, such research would be conducted with a large

number of students in each model who were similar in demographic characteristics,

educational backgrounds, and English language skills. Large groups of similar

subjects would allow the most valid studY of the independen't variable of native

,language use by instftictors and materials.

Howeirer, due to constraints of the real-world situation in which the Ph-

;

ject was carried out, this ideal research design could not,be achieved. The

Project did manipulate the independent,variable as planned: the instructors

and vocational materials were bilingual in the fall semester courses of the0

first mode11 but they were monolingual (English) in the spring semester courses

df the sedOnd one,

28 32

g

A comparisOn of the design of the models follows.

1Bilingual Non-Bilingual

. Recruitment Procedures -, . same<Student Assessment Procedures sameEnglish Entrance Requirements .

sameStudent *Support Servi'Ces sameExisting W.C.C. Cu'rriculum

. sameEnglish core vocational materials same -

, Schedule.

same,Facilities 1 sameStudent.EvaNation Proceaures ' same

.

VESL "course< . sameBilingual Vocational ,and,VESL Instructors x

Bilingual Mateilais (Native Language .

. Supplements) ° x

Monolingual Vocatfonal and VESLInstructors .(English Only)

For both models, the Projecit utilized the same recruitment and assessment. .

X

procedures,Including a low but realistic 'English entrance require6nt. -A

sufficient number of LEP students enrolled.in thecourses to allow the Project

to impTement both'models. However, the numbers of stuaents were small in both

models, too small to yield.statistically significarit results. The low enroll-

ment was due to various factors beyond the Project's'control; these problems

.are discussed in section o, Prdblems.

Bilingual Model Non-bilingual Model

MachineTool

SecretarialScience

MachineTool

SecretarialScience

Enrolled' 17 10 1.9 5

tomoleted 14 19 3

Furthermore, because of the College's open door policy.and because of fed-

eral and state equal opportunity regulations, the Project could not select or./

1-oject student applicants on the basis,of sex or ethnic background. This factor,

combined with the relatively low numbers of students recruited, made it impos-

sible for the Project to match closely the students in the iwO models. Never-

theless, useful conclusfons can be drawn by comparing the results,of the two

models.29

.4

,

The key characteristics bf the.two student,poOulations,are outlined below.

This discussion will focus on the Machine Tool students, because the gecretar-*

ial Science enrollment was very low. 'Detailed data on these,LEP student popii-

lations (both Machine Tool and Secretarial Science) is presented.in section' r,

Summations of Evaluation Data C011ected4 Tables'I-XXb.

Machine Tool'LEP Students

General Characteristics Bilingual Model

(n=17)

Nonrbilingual Model(n=19)

. Age

Sex

Ethnic Background

Marital Status

Family Status(See Tables V,and VI.)

Education

Math Skills

Employment Status

59% in 25-35 range

94% male, 4% female'.

100% Hispanic

88% married

82% family head

24% secondarydiplomaand up

47% somesecondary29% none - 6 years

Majority very low

76% unemployed24% employed

63% in 25-35 ran§e

67% male, 33% female

42% HisOanic53% Inaochineie4% Qther

74% married

63% family head

37% secondary'diploma40 up' .

. 21% some secondary42% none - 6 years

Majority very low

95% unemployed5% employed

In terms of age and marital, family and employment status, the students enrolled

in the two models were very similar.. They differed somewhat with regard to,sex,

ethnic background and education.

Machine Tool LEP Students

Language_test_Scares(Cbmpleting Students only)

Baingual-Model(n=14)

:Nod-b414ngual- :Model(n=l9)

411, Ilyin Oral Interview

advancea 500/600

Pre-test Post-test

14.3% 50%

Pre-test Post-test

21% 21%

'1.21,0S'r

-7-777"77--

inteftediate 30Q/400:beginning 100/200

ABLE Reading Test-(English)

-grade level 5-6

3-4.9172-.9

Ennlish-Second-Canguage.Placement Test (Multiple,choice grammar) .

advanced 500/600intermediate 300/400beqinning.100/200'

E0% 14.3c,4

35.7% 35:7%

Pre-test Post-testP .

35.7% 50%14.3% 35.7%

50% ", 14.3%

Pre-test Post-:test

- 28.6%

42.8%.

57.2%7.1%

35.7%.

15.8%63.2% 47.4%

Pre-test 'oSt-test

15.8%.42.1%

63.2% 42..1%

Pre-test Post7test

21%15.8%63.2%

Because oral and reading skills in English are the primar:y language.skil,ls

necessary for the madine tool coUrSe, we will focus on the students: scores on

'the' 1,1yin Oral'Intervidwand the ABLE,Reading test. At this poiht, let us,look

only at the students' pre-test s,cores, to compare the student population of the

two models. We will gxamine the post-test scores below, in our comparison of

the results of the two models.

AlmoSt two-thirds of the bilingual model stUdpnts started with oral English.

'skills at the intermediate or advanced levels, compared with only a little over

one-third of the non-bilihgual model`students. Half the bilingUal model stu-,,

'dents read English above the third grade level, compared with only a little

over one-third of the non-bilingual model siOdents. Both models contained a

high percentage of beginning level students. While the percentage of bilingual

model students at the beginning level yanged from 35.7 to 50% in all ,three pre-

tests, the perceptage of beginning students in the non-bilingual model stayed

constant at 63.2%-:

Ai indicated by the above outline of general characteristics and English

language pre-test scores, the two LEP student,populations were similar in some

aéts and different in others. However; the differences between them become,

31,

01

in our opinion, far less important when they are compared to non-LEe students

in the "regulaellachine Tool Laboratory I course. As shown in Tables )0(I4XIII

of section r, nearly all the non-LEP,students are under 20 years of age, single,

tigh graduates, besides being native English speakers.

Resipts

.Acquisition.,of English Skills

,

The beginning level students in the non-bilinguar'model improved their

oral.skills more than did their gounterparts in the bilingual model. This is

probably due tp,the greater exposur;e to' spoken English in'both the vocational

and VESL classes of the non-bilingtial model, as well as to the absolute neces-

,

sity of using English to communicate with 'the instructors and with dlassmates

;

. of other ethnic backgrounds. However, the beginning level students in the pi-

lingual model improved their reading skills more than did their counierparts in

the non-bilingual thodel. The usefulness of the native language supplements is

apparent here, aS well as the benefit of being able to use the native language

to ask for clarification while reading the English lessons. In both models,

we fowl,: the English-Second-Language Placement Test, unlike the Ilyin Oral Inter-:

yiew and,the ABLE Reading Test, to be of little use in predicting a student's

. performance in the course.'

Acquisition of Math Skills 4

A non-linguistic factor in both models was the math skills that the stu-

dents brought with them. The Project's Math Pre-tests showed the vast majority.

,of students in both models to be very poor at math. Because math is crucial to

.success in the machine shop, it was' taught in both models. Students of both

models improved greatly in math. However, the instructors found that teaching

math bilingually took less.time and effort. .

Acquisition of, Vocational Skills: Classwork

32

73

For the students who came into the course with high intermediate to

410 advanced En§l.ish skills, the use of the native language seemed to offer no par-

ticular advantage in terms of success in the homework and self-tests. These

students consistentlidtd well tn both models.

However, there wa-s considerable di'ffec'ence between the two models in the

4performance of the beginnin'g ESL level students on hoMework°and self-tests, par=

ttcufarly during the first s,ix weeks of the' semester. The bilingual model

beginning ESL level students scored much higher on the self-tests and clearly

'found it easier to understand the lessons and to do the homework than did their

counterOarts in the non-6ilingual podel. This demonstrates the advantages of

bilingual instruCtors and yocational Materials supplementing the English Core

Ones. Students in the bilingual model were more quickly able to understand

what was expected of them (objectives and procedures), to understand the s,pb-,

ject matter, and to specify their requests for clarification. While the stu-.

dents in the non-bilingual model did not do as well during the_first part of

the course, their test,and homework performance did imProve. By the end of the

course there was little difference in the two groups:

Acquisition of Vocational Skills;Shop Work

Skill in operating machine,tools--which is the real goal of this training

course--involves safety, accuracy, speed, and the ability to work independently,

transferringtheoretical (classwork) knowledge into practical applications on

the various machine tools.

The Project found safety to be of such importance that an exc.eption was

. made in teaching ttie lessOn on Safety Rules in.the non-bilingual model: the

students were given the native languaRe supplementfor this lesson, and this

4.

helped them.

Overall, the LEP students in both models 'progressed more slowly in their

6

33

shop work than did non-LEP students in the "regular" Machine Tool I course.

The Project staff believes that this is not due to any linguistic factors,

but to the LEP students' low math skills and lack of previous machine shop

,experience/training.

Generally speaking, the LEP'students in the bilinguel model were able'to

achieve more speed, accdracy, and independence in their shop work than the LEP

students in the,nonr.bilingual one. This was clearest in the case of the stu-,

dents with lower English skills. In our opinion, the native language supplei-

ments helped the bilingual model students to make the necessary connections

between the technical information in the lessons and_the applications of this,

infoithation in the shop.' 'more iMportantly,,the use.of the native.language by

the bilingual vocational instructors,during shop work enabled the students to

Understand instructions more tuft, and quickly,,to askmore sOphisticated ques7

Mons, and, to understand the answers and explanations they received. Again,

this'is matters most for the lower ESL level students.

Despite the disadvantages of the non-bilingual model in vocational skills

acquisitton, it is important to remember that these disadvantages did not*

prove insurmountable. The students of both models did suceed in their vocation7

al courses. A vital factor in this success was the appropriateneSt and high

quality of the English core vocational materials developed by the Zroject staff,

Machine Shop.FundamentalS.

Attitudes .

,Some of the most important insights,into the two,models came the students

and instructors themselvs. A copy of the evaluation questionnaires forms given

to the Machine Tool students and instrpctors are in Appendix-II.

Stiidents AttitUdes: Machine Tool

'44

The students of both models were remarkably similar in their responses to

34

:

key items on the evaluation questionnaires,that dealt with use of the native. .

language by instructors and materials., Generally Speaking, they were acutely

aware of: (a) their need to learn English for emplOyment, (0' their difficul-.

ties tal_hott. much easier a bilingual class is/would be fotz them.

Of the students in the bilihidi17mode4 half said they would not have

taken the course ,if ii had been. English-only. All the studentt-but One...said

it would hive been much more difficult. .01 the students in the non-bilingual.,. .

model, more than half thougAt that more people would have taken the course if

it had been bilinguah Two-thirds said they had wanted the course to be bi-

lingual. All the students but two said the course would have been easier if

it had been bilingual.

Nearly all of the students in both models indicated that the traditionel

vocational textbook was too hard for them to read, butithat Machine Shop Funda-

mentals was good to read. More than half of the students:thought-that native

language supplements were/wouldtbe helpful to them,

Almost all of the students in both models thought that a bilingual shop,

.

teacher was/would be a definite advantage for them. However, the non-bilingualo .

model students were satisfied with their monolingual shop teachers. About half

of the students in both models thought a bilingual VESL teacher was/would be

4 -

an advantage for them in learning vodabulary and omath. All agrepdpowever,..

that English should be the primary language of instruction, especially in the.

VESL class.

Instructor's Attifudes: Machine Tool

The bilingual instructors all agreed that the native langua\oe greatly

helped them to communicate with the students, even while.using pri rily English.

There was a general teeptation to rely a little too much on the,nat ve language.

27,.

The monaingual instructors had some teservations at first abo t teaching

I 35

LEP students: They agreed that it worked out better than they had expected, .

,

but this had a lot to do with Machine:Shbp Fundamental materials. When things

,,.got beyond the basics or outside the MSF lessons however, they wished that the

students understood more English or that they themselves were bilinguaf/multi-.

lingual.

All instructors felt that Engli,sh was'essential.

Students' 4nd Instructors' Attitudes: Secretarial Science

-

t-ocr,tA

The Secretarial Science students and instructors inThoth.models preferred -.

to have the option of native language use in explaining very difficult and.6 0

complicated Oojnts and for some vocabulary translations. However,.they were

all acutely aware of the crucial role of oral and wi-itten English for secretar,

,,°'.?"ial careers in the'United States.

L

.t?

S.

.1

36

a

4o

4

4.

Major Activitieg,and Events

`a-

July 1, 1981 Funding Yearp82 begins for LEP Project.

, 'Development of first drafts of curricula,-and instructional materials continues.

August 10, 1981 ,LEP Project Pre-Service Workshop:Using VOcational'andVESL MaterialsDeveloped for LEP StudentsWaubonsee Community College

Implementation of LEP Project coursesfoqpwing the bilingual model

Augurt: 17-Dcember 18, 1981

Jaouary 11-May 13 1982 Implementation of LEP Project course,..following the'nonbilingual model.

-March 31, 1982- ISBE/DAVTE LEP Dtssemination Workshop,Joliet

June 30, 1982 -=

.:0 .

Funding Year 1982 ends for LEPeroject.

q.

37,"

e

,

-

Pi.oblems St

Findin4 a qualified part-time bilingual vocational instructor can be a

difficult task. The requireMents include knowledge and skills in the techni-

cal area, in teaching, and in two languages., as well as part-time availabfl ity

and a personal schedule matching that of the-classes/shop.

The bilingual Machine Tool instructor originally slated for the Project's

fall semester day class was forced to withdraw two weeks before the start of.

classes, due to pressures from his business. Although the Project advertised

t4ce,as well as utilizing contacts in industry, it proved to be impossible to

identify and hire,a paiq-time bilingual Machine Tool vocational instructor for.e

the,daycla.sS. Three good candldates were found, but in tll cases the

scheduit'and number of hours weee insurmountable barriers.

As a reSult, the Project,Diector had to teach the Michine Tool vocational

daYtime class (6 hours per 'week plus preparation time). Although these duties

were incorporated into his full-time position, they took him away from his9

other responsibilities and this is a luxury most phjects do not have. ,Neesl-

less to say, these eXtra obligations affedted the Project's time lines,

. .

causing inevitable delays in the finalization of the Machine Sho Funda ntals

(MS.F) materials.

-`.The production of tdchnical illustrations for MSF remained behind chedule

far most of the year. Since the graphic'artists' time in FY82 was a lo al

contrjbution, their, work on the MSF, illustrations had to-be fit into t eir

regular schedules as timelpermitted.

We wish to'point out that the LEP Project staff continually put n a great

deal of'eitra time and.effortto complete Machine Shop Fundamentals aid accom-

4

plish the objettivds :of,the Project. The Project's own'fieldtesting,

continutllrpdinted out the need to expand the scope.of these mateeials. The

quall/y of the materials proves the validity of this-decis'iOn:

38

In both semesters, enrollment in the Project's Machine Tool courses was

410 lower than expected. The Aurora area ha's been hit,hard bY the current edenomic.

recession and this has affected LEP participation in'the Project's courses,

Education/tiaining, which requires an investMent of time and money for tuition

and trani0ortation, often takes a_baCkseat to immediate econok'c needs: jobs

are increisingly scarce. While the Project offered ind proyided many essential

support serWces, such as counseling, referrals, job development and follow-,

ups, student stipends were beyond the scope and resources of the Project.

First and foremost, most uneMployed stUdents needed financi'm assistance for

stipendS, tuition, transportation, maferials, and childcare.

In the fall semester, 76 per cent of the Project's Machine, Toolsstudents

were uneMployed; this figure rose to 95 per cent in'the Spring Semester (See

Tables XIII and XIV. .

Without the financial aid obtained from CETA, the Illinois Migrant Council, and

TITLE XX (Public Aid), three of the four Machine Tool courses would have had,

at best, only two or three students:-

Transportation hat been a continual problem. The College's location 10

miles from Aurora and the absence of public transportation as a result of the

RTA crises in the Fall posed a serious obstacle for participation by some LEP

students.

While recruitment effort& for Machine Tool and Secretarial Science eourse

have been the same, obtaining LEP students for the Secretarial Science courses

has been a persistent problem.

Many prospective LEP students who were interviewed were not interested in

Secretarial Science and gave 2 main reasons: the high English language skills

required for clerical positions and the low pay offered. Although the enrollment

considerations 'discussed,above do mean that the comparison of the twO instructional

models will be based upon smaller numbeis of students than originallY desired, the

'Project staff believes that-a valuable comparison can nevertheless be. made.

39

- 3

j.. Products

The Project's FY82 products include this Final'Report and the'following

instructional materials:

'Machine Shop Fundamentals: Part I (Vocational Textbook)

Machine Shop Fufidamentars: Part I, Student Workbook

Machine Shop Fundamentals: lsart II CVocationaf Textbook)

Machine Shop Fundamentals: Part II, Student Workbook

Machine Shop Fundamentals: Vocational Instructor's Manual

Machine Shop Fundamentals:--NativeLanguage Suirlements to Vocational Textbook:Spanish, Lao, Vietnamese

Machine Shop Fundamentaig VESL Instructor's Manual

Secretarial Sciente VESL Instructorig Manual

Appendix Lir presents a composite of evaluations-of Machine Shop,Fundamen-,6

tals done by Caterpillar Tractor Company training specialigts, vocational

instructors, and VESL/ESL instructors.

0

-40

mthois State Board of Education

Department of Adult, Vocational and Technical Education)

IResearch and Development Section

Product Abstract

1. Title Of material Machine ShoP Fundamentals: Part I

prated _February, 19822. Date material was com

a \ase 'check one: New material Revised material_4. 0ri6'nating agency Waubonsee Community College

Addr Route 47 at Harter Road, Sugar Grove, IL Zip Code 60554

5. Names) of developer(s) Michael G. Kelly. Patricia Menges', Kebir Marti-Lambert

Address 44aubonsee Community College (Same as-above Zip Code 60554

6. Developed pursuanto Contract Number R-31-214-2106-407 and R2-324-21(16-40Z

7. Suliject Matter ,(Check

USOE Code

ol Agricultural ducation03 Business and Ofice.Education04 DistributiVe EducatiOn07 l4ealth Occupationducation_ 09 Home Economics Eftcation

nly one accordinglo LiSOE Code):

a Education Level:

Pre-K Thru 6Post-Secondary

_____ 10, Industrial Art EducationTechnical Education

X_- 17 Trade, arid industrial Education22 Cooperative Education

Career EducationOther (Specify)

X

X AdultAdministrator (Pre-Service)

x 9-10' x 11-12

Teacher (Pre-service)Other (Specify)

a Intended for Use By:

Student -.X.-.. )assroom Teacher Local Administrator

Teacher EduCator---- Other (SPecifY%

Guidance Staff Szate Personnel

10. Student Type:

Regular --X-,. Disadvantaged_X Limited English Proficiency

X- HandicappedOther {Specify)

11, Madium aiid Format of Materials:

-IL HARDCOPY

No. of pages 142_ Paper boundHard bond

, _X- Loose-leafPhotos- --Yes --XDiagrams: Yes -X__-

4.

VIDEOTAPE,

___ Minutes--B&W

Colorinches

NoNo

41

_ FILM

MinutesB & Wtolor

mm

_ MICROFICHE

B&W_ Color

\II

SLIDES FILM STRIPS ........ AUDIO ' OTHER

No. of frames __. No. of frames _7 _ Automatic synch -, Specify:

8 & W 8 & W Hz

Color _ Color _ Manual cueAudio _ Audio _ Reel_ Carousel provided ....,_ Cassette

Other packaging used _ Cartridge

(Specify)

12. Availability:. '

__I_ One copy free _ . For sale @ $ per copy _ Not available

-- In ERIC system (No ) _ Loan copy available

Contact. Name _ i lliaQia_ltata_aQari_Qf_Esilsatio.n.LDAEE Phone el 71 '6782;;;620Address100 Nortb First Street, Springfield, IL Zip Code'

13. Copyright Restriction s:

Contact: Name

,

Illinois State Bbard of Education/DAVTE

Address 100 North First, Street, Springfield, IL Zipode 62777

Phone (217)- 782-460

14. Is Training Required for Optimum Use of These Materials? Yes_1( No

15. Are Consultive/Training Services Available? No_Contact: Illinois State Board of Education , .

'Department of Adult. Vocational' and Techrilcal EducatiOnResearch and Development Section, E-426'.100 North First StreetSpringfield, IL 62777(217) 782-4620 .

16. General Description (State the general objective and suggested Method of use Summarize the content and tell how it ir

organized. Continue on back of this sheet or on another sheet, if necessary.):

(See attached General Description- on the next page.)

17. Person Completing this Abstract

Full Address:

Michael G. Kelly

Waubonsee Communi ty Col lege

Route 47 at HarterAoad

$ugar GroVe, IE

42

zip 60554

Ill

Illinois State Board of Ediication

.Department of Adult, Vocational and Technical EducationResearch and Development Section

Product Abstract

1. Title of material Machine Shop Fundamentals: Part II

2. Date material wai completed July1_1982.

3. Please check one:Nevi mateiial x Revised material

4. Originating agency Waubonsee Community College

Rt. 47 at Harter'Road, Sugar Grove, IL7 -

5. Name(s) of developer(s)Michael G. Kelly, Patricia A. Menges, Kebab. Marti-Lambert

Address

a.

Zip Code 60554

AaddressWaubonsee Community College (same as aboVe)

6. Developed pursuant to Contract NUmber

Zip Code 60554

R-31-21-J-2106-407 and R32-32-J72106-407

Subject Matter (Chedk 'only onft according to USOE Code):

USOE Code

01 Agricultural Education _ 10 Industrial Art Education

___ 03 Business and Office Education, 16 Technical Education

04 Distributive Education X 17 Trade and Industrial, Education

07 Health OccupatiOns Education _ 22 Cooperative ECludation

Home Economics Education Career EducationOther (Specify)

a Education Level:_ Pre-K Thru 6 X 7.8 x 9.10_ Post-Secondary x Adult Teacher (Pre-service)

____ Administrator (Pre-Service) _ Other (Specify)

9. Intended for Use By:

X Student x Classroom Teacher Local Administrator_ Teacher Educator Guidance Staff State Personnel

Other (Specify)

10. Student -NW

RegularX Disadvantaged X Handicapped

xX Limited English Proficiency Other (Specify)

11. Medium and Format of Materials:

_I HARDCOPY VIDEOTAPE FILM _ MICROFICHE

No. of pages Minutes Minutes B & W

Paper bound - B & W _ B & W _ Color

Hard bond . .:. Color .....1... Color

....2i Loose-leaf inches mm

Photos: Yes ......&: No

Diagrams: Yes .....2L.._. No ..:.___

43

FILM STRIPS AUDIO

No. of frames NO. of frames ______ _ Automatic synch_ B & W 4 .... ..,............ Hz

_ Color _ Color _ Mantial cueAudio . _ Audio _ Reel .

, 'Carcusel provided _ CassetteOttier packaging used _ Cartridge

;(Specify)

_ OTHER

Specify:

12. Availability:X One copy free . For sale @ $ per copy

In ERIC system (No.

Illinois State Board of Education/DAVTEPhone (214 782-4620'Contact* Name

Not avaiiableLoan copy available

Address 100 N. Fi rst Si. , S rin field IL

13. Copyright Restrictions:

Contact Name Illinois State Board of Education/DAVTE

Address 100 N. First St., Springfield, IL

Zip Code 62777

Phone (21 782-4620

zip Code 62777

14. it. Training Required for Optimum Use Of These Materials? :Yes,..J.L.. No

'1g Are ConsultiVearaining Servites Available? NO

Contact: IllinoiS State Board-of EducationQ DepartMeht of Adult. Vocational and Technical Education

Re'search and Development Section. E-426100 North First StreetSpringfield. IL 62777(217) 782-4620

16 General Description (State the general objective.and suggested method of use. Summarize the content and tell how it isorganized. Continue on back of this sheet or on Another sheet. if necesiary.):

(See attached General Description on the next page.)

:Ab-s7Z7-11-7-1Tae y,17 Person Completing this

Rill Address:

Waubonsee Community College'

Route 47 at Harter Road

Sugar Grove, ILZip e0554

44

Ands State Boarct:of ;Education,

.Departmeni Of 'Adult,Nocational- and Technical Educationtlei`e.arth and Dévelopmeiit SeCtion'

Product i,lbistraot

1. Title of "material -Machine Shop Fundamentals: Part I - Student

2. Date material Wai dOmple'ted May, 1982

Workbook

3. Please check one: ' NeW0ateriar X Revlied material

4. Originating agencY Waulxinse'e ComMuPity Col ege

Address----13\911±2-41;(It.11. Zip Code 6()%1

5. Name(s) of develOper(s) Michael G. '.Kel ly IP a ty ci a Me n_(.1 e s Kehir_Marikaambant

Address Waubonsee Community College (Same as abOve) Zip Code 60554,

6. Developed pursu3nt to Contract Number R-31 721-J-2106-407 and R32-32-`J-2,) 06-407

7:Subject,Matter'ICheck only one:according to USOE Coda

USOE Code

_L__ 01 Agricultural Educationa

_____ 03 Business and Of fict Education___ 04 Distributive Education_____ 07 Health Occupations. Education_J.._ 09 Home Economics Education

_ 10 Industrial Art Education_2. 10 Technical EdUcation

17 Tralle and Industrial Education22 Cooperative Education

Career EducationOther. (Specify)

0

B. Education Level:

Pre-K Thru 6 X 7-8Post-Secondary _.._X_ Adult

Administrator (Pre-Service)

_X_ 9.10 _X_ 11-12Teacher.(Pre service)

_ Other (Specify)

9., Intended for Use By:

X Student'Teacher EducatorOther (Specify)

Cldssroom Teacher Local Administrator_ Guidance Stall _ State Personnel

10. Student Type:

Regular x DisadvantagedXX Limited English Proficiency

11. Medium and Format of Materials.

X HandicappedOther (Specify)

HARDCOPY _ VIDEOTAPE _ I ILM MICROFICHq

No. or pages 200 _ Minutes _ Minutes'B &AN

B & W,

Paper bound B & W -- Color

Hard bond _ Color * _ Color .

- Looseleal inches rnm

:Photos: Yes

Yes YNo _'aNo

a

, SLIDV.s ....: klvt nulls AUDIO _-__ OTHER,'NO, of framei No. of frames _ _ Autdmatic synah Specify:

........ B & W Hz

Color , ........ Manual cue,Airdio 41 _ Audio _ Reel..:...... Carousel provided _ Cassette:-- Other packaging used _ Cartridge

(Specify)

12. Availability:

One copy free For sale .9 per copyIn ERIC systemiNo..'

Contact: Name Il;inois State Board of Education

AddresS lOG N. Fi rtt St . , SPri ngfield, IL

__ Not availableLoan copy' availibl

Phone (217)- 7046

Zip Code 62777

13. Copyright Restrictions:

Contact: Name Illinois State noard of Education/DAVTE Phone (211

Address 10014. First St., Springfield, IL

if:12=46

Zip Code

,62777

14. Is Training Required for Optimum Use of These Materi.als? Yes X

15. Are ConsultiVegraining Services Available? Yei X No

Contact: Illinois State Board of EducationDepartment of Adult. Vocational and Technical EducationResearch and Development Section, E-426100 North First StreetSpringfield, IL 62777(217) 782-4620

16. General Description (State the general objective and suggested method of _use. Summarize the content and telfhow itorganized. Continue on back of thIS sheet dr on another sheet. if necessary.);

Machine Shop Fundamentals: Part I - Student Workbook corresponds to the

student textbook of Machine Shoo.Fundamebtals: Part I.

The student workbook includes for each lesson Stpdy Questions, ReviewQuestions, and Worksheets.

17. Person CoMpleting,this Abstract* Michael G. Kelly

Full Address: ,

Waubonsee ComMunity C011ege

'Route 47 at Harter Road

Sugar Grove, IL

46

Zip 60554

=111110111111=1111111E1

4

illinOis State,B66ed of EducatiOn'-.

Department of Adult, Vocational and Technical EducationResearch and Development Section

Product Aitstract

1. Title of Material Machine Shop Fundamentals: Part II - Student

2. Date material was completed 'July', 1982

v3. Please check one: New material Revised material

4. Origi'nating agency Waubonsee -Community ,Cal 1 ege

Workbook

AddreSs Rt. 47 at Harter Road, Sugar Grove, IL

5. Namers) of developer(s) Michael G. Kelly, Patricia Men es

Address Waubonsee Community Col 1 ege (Same as above)

6. Developed pursuant to Contract Number

ZIP code

Kebir Marti-Lambert

bp Code 60554

60554

R-31-21-J-2106-407 and R32-32-J-2106-407

7...Subject Mailer (check only one according to:USOE Code).

USOE Code

01 Agricultural Education___ 03 Business and Office Education'

04 pistributive Education___ 07 Health Occupations Education

09 Home Economics Education

10 Industrial Att Education16 Technical Education

X 17 Trade and Industrial Education22 Cooperative Education

Career EducationOther (Specify)

a. Education Level:

PreK Thru 6 X 7.8

Post-Secondaiy AdultAdministrator (Pre-Service)

9 -10 _____ 11-12___ Teacher (Pre-service)

Other (Specify) \

9. Intende'd for Usg Br

X Student X Classroorn Teacher __Local AdministratorTeacher Educator Guidance St,'I _____ State Personnel

Other (Specify)

10. Student Type:

Regular X Disadvantaged Haridicapped______

XX Limited English Proficiency Other (Specify)

11. Medium and Format of Materials:

HARDCOPY VIDEOTAPE _ FILM ___ MICROFICHE_No. ' linutes Mumtes B & Wof pages

Paper bound

______El & W B & W

_ Color_ Color

Hard bond Color

A..... Loose-leaf inches mm

Photos: Yes _A_ No

Diagrams: Yes __Z_ No

47

III

L..- WOES,

Nci. of fiamisW

_L'Color

Carousel,providedOther packaging used(Specify)

FILM STRIPS AUDIO

No, of frames A

_ Color 4

Audio

Automatic synchHz

Manual cueReel .

_ CassetteCaaridge

_ OTHER

Specify:

12, Availability:

One copy free -For sale @ $ per copyIn ERIC system (No.. )

Coma& Namm -Illinois State'Board of Education/DAVTE

Addnms 100 N. First St.

- Not availableLoan copy ay' liable

Phone ?1 7 ) 82-462

Zip'Code 62777

13. CoPyright Reviictions:Illinois State Board of Edutation/DAVTENameContact:

: ' Address 100 N. First St.phone ?1 7 ) 782-462

-Zip Code 62777

,14. is Training Re'quired`for Opiiinuin Use of These Material;? Yes

15. Are Cermultiverfraining-Servicei:Available/ Yes No

Contact: Illinois State.,Board 61 EducationDepartment of Adult, Vocational and Technical EducationResearch and Development Section. E-426100 North First StieetSpringfield. IL 62777(217) 782-4620

16. General Description (State.the general objective and suggested method of use. S,ummanze the content and tell how it isorganized. Continue on bSck of this sheet or on another sheet, if necessary.):

Machine Shop Fundamentals: Part II - Student Workbook corresponds, to the studenttext ook of Machlne Shop Fundamentals: Part II

The student workbook includes for each lesson Study Questions, Review Questions, andWorksheets.

17. Person Completing this-Abstract.

..4

Michael G. Kelly

Full Address:

Waubonsee Community Collette

Route 47 at Harter'Road

Sugar Grove, IL Zip 60554

48 54?

`Iimmeamir,

40

,

Illinois State Board of Educatibri

Department of Adult, Vocational and Technical EducationResearch and Development Section

Product Abstract 6

1 Titleof material MaChine Shop Fundamentals: Vocational Instructor'

bate material as completed July/, 19827

3: Please chec one: *WA, material _L.:I....Revised material

4. Originating agency Waubo4ee Community College

Manual

Address Ri. 47 at Harter Road, Sugar Grove, IL

5 Name(s) of developer(s) Michael G. 1<*elly, Patricia M4ngesieb4 Marii-Lambert

Address Wauboniee Community C011ecre (Same as above) / Zip C'Ode 60554

Zip Code 60554

0

6. Deyeloped pursuant to Contract Number R-31-21-J-2108-407 and R32-324J-2106-407

7. Subject Matter(Check only oniaccording to USOE Code):P

USOE Code

01 Agricultural Education_____ 03 BOsiness and Office ,Education

04 Distributive Education07 Health Occupations Education

___ 09 Home Economics EducOpn.

0

10 lildustrial Art Education16 Technical Education

x 17 Tfade and Industrial Education- 22 Qoopetrative Education

Career EducationOther (SPecify)

8. Education Le'vel:

Pre-K Thru 6Post-Secdndary

___ Administrator (Pre-Service)

B1

Adult

. ,.

9-10 , ___ 11-12Teacher (Pre-service)

/X Other (Specify) Instructor' s Manual,

9. Intended for Use By:_ StudentTeacher.ECCator- Other (Specify)

Classrobm .Teacher _ Lo" cal AdministratorGuidance Staff 'State Personnel

la Student Type:

Regular X DisadvanthedX2L Limited Englistj Proficiency

Handicapiaed-_ Other (Specify)

11. Medium and Format of Materials:

HARDCOPY _ VIDEOTAPE

No. of pages ____ Minutes_ Paper bound. B & W_ Hard bond Color

Loose-leaf inchesPhotos: Yes %No

Dia,grarris: YaS No

49.,

_ FILM MICROFICHE

Minutes B & W'W _ Color_ Col&

mm

.....i... SLIDES , FILM STRIPS _ AUDIO _ OTHER. #

No. of frames ...... , !.No. of frames ......_ Automatic synch Specify.1...... B & W _ 6.81W.1._... Color _ Color _ Manual cue_ Audio _L._ Audio -.,.....: Reel

_ Carousel provided ..L Cassette_ Other packaging used _. Cartridge

(Specify)

1,f(t One copy free , For sale @ $ per copy NoL avaklable

In' ERIC system (No Loan copy availabl#,

Contact: Name Illinois State Board of Educatibn/DAVTE Phone?17),JEL,46t

Address 100 N. First:SL,Springfield, IL Zip Code 62777.

13. Copyright Restrictions: . ---7__."

..- , ...

. ,--7,

Contact: . Name Illinoie State Board of Education/DAVTE Phone?:17), 7827462'1

I Address AO N. First St., Springfield, IL .21Pcodo" 62777 *.

141:IS Training Required for Optimum use of TheSe Maieria161 Yes...1c No

15. Are.C6ns.ultive/Training Services Available?

Contact: Illinois State elf:lard of EducationDepartment ol Adult. Vocational and Technical EducationResearch and Development gection. E-426100 North First StreetSpringfield: IL 62777(217) 782-4620

k

16. Generai Description (State the general,uhiective and suthiustk tl iiitthotJ ul use Summarize the content and tell-howl! isorganized. Continue on back of this sheet or on another sheet.1-1 necessary.):

This is the Vocational Instructor's Manual for Machine Shop Fundamentals: Part I .and

Part II and includes note,s, teaching strategies, and a Self-Test for each lesson.

. ,17. Pe'rson Completing this Absaaor Michael b. Kelly

1

Full Address:

Waubonsee Community College

aRoute 47 at Harter ROad

Su ar Grove, IL

54

Zip 60554-

IliProduct Absiract

illinofs State Board of Educatiors

Department of Adult, Vocational and Technical EducationResdarch and.Development Section 4%

4

>

1. Title of rnateria Machine Sho Fundamehtals: Native Lam . e_Su ements

c.

2, Date Material was completed July, 1982

3. Please deck one: New material _.; Revised material

4. Originating agency Waubonsee Community College

Address Rt. 47 at'Harter Road, Sugar Grove, IL Zip Code_ 60554- 75 Namds) of developer(s) Michael G. Kelly, Patricia Menges, Kebir Marti-Lambert

Address Waubasee Community College (SaMe as'above) Zip Code 60554

6 Developed pursuant to Contract Nurnber A-31-214-2106-407 and R32-324-2106-407

7. 'Subject Matter (Check only one according t(') USOE Code):

OSOE Code 6

01,Agricuitural Education___ 03 Business and Office Education-__ 04 Distributive Education_____ 07 Health Occupations EducatiOn___ 09 HomesEconomics EduCation

_ 10 Industrial Art 'Education16 Technical Educition

X 17 Trade and Industrial Education;_ 22 Cooperative EducationCareer EducationOther (Specify)

8. Education Level:

Pre-K Thru 6 X 7.8Post-Seâondary _1_ Adult

_____ Administrator (Pre-Service)

x 9-10,Teacher (Pre-service)Other (Specify)

X 11-12

9. Intended for Use By:

_XL_ Student , X Classrbom Teacher ___ Local Administrator, Teacher Educator, , Guidance Staff _ State Persqnnel

Other (Specify)

10. Student Type:

____ Regular Disadvantaged _ HandicaOped_ Other (Specify)Xx Limited English Proficiency

11.pedium and Format of Materials:

HARDCOPY sri _ VIDEOTAPE

No. of pages-_Paper bound

ktard bondLoose-leaf

Photos: Yes NoDiagrams: Yes No

Minutes_ & W_ Colorinches

51

FILM_ Minutes

_ Colormm

_ MICROFICHE

B & W_ Color

L

iSLIDES _ FILM STRIPS _ AUDIO . _ OT,HER

No. of frames , .. No. of frames ....:..._. Aurtomatic synch SpecifY:_ E.: & W __L. Hz.

Color _ Color.. _ Manual cue--- Audio _ Audio _ Reel ,Carousel provided, . - _ Cassette ,

Other packaging used . _ Cartridge-;----(Specify

;12. Availability: ' ,_._)_: One copy free . For sale @, $ __9per copy Not available ,

___-In ERIC syst'em (Ne .,.)- , Loan copy, aviailabi

Illinbfs.State Board,of EducatiZn/DAVTE PhoneV.7 )Contact: Name-, 78274

Address 100 N. First St., Springfield, IL iio-code 62777'

13. CopirightRestrictionsi".Illinois State BOard of a-Contact: Nanie ucation/DAVTE

Phone ?II )7824

Address "-100N. First St., Springfield, ILZip Code

14. Is Training Required for Optimum Use olThese Materials? Yes X No

15, Are Consultive/Training Services-AVailable? Yes X

4

Cont'act ,Illinois State Board of EducationDepartment cif Adult. Vocational. and Technical EducationResearcil and Development Section, E426100 North First StreetSpringfield, IL 627771217) 782-4620

16. General Desription (State the general objective,and sugbested method of uSe. Summarize the content and tell howorganized. Continbe on beck of this sheet or on another sheet. if neEessary.).

This book includei vocational supplements jn Soanish, Lao, and Vietnamese for the.

lessons in Machine Shop Fundamentals: Part I and Part II.

0

17. Person Completing this Abstract.

Full Address:,

Michael G. Kelly

Waubonsee Community College

. Route 47 pt Harter Road

Sugae. 6rove, ILZ,p

6054.-

56

4

illinois.State Board of Education

Department of Adult, Vocational and Technical EducationResearch and Development Section

.Product Abstract

1. Title ol material -Mac me op un amentals: VESL instructor's Manual

,2. Date material was completod julw 1982

3. Please check one: New matirial Revised material

4, Originating agency Waubonsee Community College

Address Rt. 47 at Harter Road. Sugar grov..e._, Zip Code gflqCli

5. Narbe(s) of developegs) Patricia Menges, Michael G Kei1y Kebir Martf1LambQrt

Address Waubonsee Community College_15/30 as ahoye) Zip Code 6054

R-31-21-2106-407 and R32-32-J-2106-4076. Developed pursuant to Contract Number 4

7:Subject Matter (Check only one according to USOE Code):

USOE Code

01 Agricultural Education_____ 03 Businesi and Office Education

04 Distributive Education___ 07 Health Occup3tions Education_____ 09 Home Economics Education

10 IndUstrial Art Education16 Technical Education17 Trade and Industrial Education

.22 Cooperative Education

., Career EducationOther (Specify)

8. Education Level.

Pre-K Thru 6 7-8 "-_ Post-Secondary __:___ Adult

_____ Administrator (Pre-Service)

9 io 11-12_ Teacher (Pre-service) .

_.X__ Other (Specify) __Lns,f_ructor-LS-Mattud4--

9. Intended for Use By:,

. Studentteacher Educator Guidance Sial f State Personnel

Otner (Specify)

X Classroom leacher Lodi Administrator

10. Student Type:

Regular X DisadvantagedXX Limited English Proficiency

Handicapped.Other (Specify)

11 Medium and Format of Materials:

.2S_. HAROCOEY _ VIDEOTAPE _ FILM °6

No. of -pages _ Minutes minutes

_ Paperbound _ B & W _ B & W-:._. Hard bond 0 Color _ Color

.0 x._:.:- Loose-leaf inches _ mm '

Photos. Yes No ______

Diagrams: S'es

.to

53

_ MICROFICHE

B & W"Color

SLIDES FILMSTRIPS AUDIO _ OTHER

No. OI frames No. of framesB & W B & WColor Color

Audio AudioCarousel provided

------Other-packaging-used(Specify)

_ Automatic synch Specify:Hz

_ Manual cue_ Reel_ CassetteCattndg

12 Availability: -

X One copy free - - For sale @ $.per copy r .

Not availableIn-ERIC system (No. J ____ toan copy available-

,

,one ?17 )Contact: Name Illinois State Board of Education/DAVTE Ph 7827-462

, Address :WO N. First St., Springfield, I.' Zip Code 60554 -

13, Copyright Restrictions:

Contact: NameIllinois State Board of Education/OAVTt

Phone 2T 17 )

182-462

Address 100 N. First St., Springfield, IL 7' Zip Code 60554

14. Is Training Required for Optimum Use of These Materials? Yes X No

15. Are Cqnsultive/Training Services Available? Yes..J.L...

Contact: Illinois Sfate Board of EducationDepartment of Adult. Vocational and Technical EdecationResearch and Development Section. E-426100 North First StreerSpringfield, IL 62777(217) 782-4620

16. General Description (State the general objective and suggested method of use. Summarize the content and tell how it iorganized. Continue on back of this sheetor on another sheet. if necessary.):

The Machine Shop Fundamentals VESL Instructor's Manual is designed primarily to pro-vide focused VESL materials and practical teaching suggestions to VESL instructors of

LEP students who are using Machine Shop Fundamentals vocatiopal materials in theirMachine Tool vocational course, either as their main textbook or as supplements to

another text. VESL teachers of LEP students in other vocational,areas will also beable to use the techniques and sample worksheets pysented here as a resource in dei/...

elnping their mg) curricula and materials17. Person Completing This Abstract Michael G. Kelly

' Full Address:*

Waubonsee Community College

Route 47 at Harter Road-

54

Stigar Grove, ILZip

.60554e

Illinois State Board of .Education

Depikment of Adult, Wcationaland Tadulibill Education,") Resauch and Developenent8ection

- Product Abstract

1, Title of material Secretarial Science VESI Instructor's Manual

.42. Date material was Ccmplete'd July, 1982

3. Please check ope: New Material Revised material

4. Originating agency Watibonsee Community College

Addiess Rt. 47 at Harter Road._ Sugar Grove...IL Zip Code 60554

5. Name(s) dovoloper.(s) Patricia Menael, Kathy A. Jgimon. Michael 13. Kelly

Address , WaubonS-ee COmmu_ni_tx College (Same as abovej Zip Code 60554

6. Developed pursuant to Contract Numisier R-31-2l-J-?106-407 and R3?;324-2106-407

7. Subject Matter (Check-only one accerding to USOE Code):

USOE Code '

01Agricultural EducationX_ 03 Business and Office Education_ 04 Distributive Edtication-- 07 Health Occupations Education

09 Home Economic's EducationA

10 Industrial Art Education16 Technical Education

_ 17 Trade and Industrial Education22. Coovrative Education

Career EducationOther (Specify)

8 Education Level.

PreK Thru 6 _ 7-8

Post-Secondary Adult, Administrator (PreService)

9-10 11-12

Te3cher (Pre-servce)Other (Specify)

instructor'sManual

9. intended for Use By:

Student

/ Teacher EducatorOther (Specify)

X Classroom Teacher Local AdministratorGuidance Staff State Personnel

10. Student Type.

Regular Disadvantaged'xx Limited English ProfiCiency

x HandicappedOther (Specify)

11. Medi,Cini and Format of Materials:

HARDCOPY VIDEOTAPE.

No. of pages_Raper bound-_ Hard bond

Looie-lejfPhotos:. Yes ______

Diagrams: Yes

MinutesB & W_ Color

inchesNo

*No

_ FILM _'MICROFICHE

___ Minutes' B & WB & W Color \

_ Color

5553

SLIDESNo:of frames

FILM STRIPS AUDIO OTHER

No. of frames Automatic synch Specify)_ B & W Hz

. Color _ Color _ Manual cue_ Audio _ Audio _ Reel ,. ___________ CarouseLptovided . _ Cassette-

'. .......; Other packaging used . ____ Cartridge(5pacify)

,.-2( One cONpy, free For sale @ $ per CODY

In ERIC syStem (No.Noma Illinois State Board of Education/DAVTEContact!

Address100 N. °First St.", Springfield, IL

Not available______ Loan copy available"

Phone ?17 ) 782-462

Zip Code 62777

13. Copyright Restrictions:

Contact: Name Illinois State Board of Education/DAVTE Phone 17 ) 782-4Address' LOO N. Firat St., Speingield, IL Zip Code 67777

14, Is Training Required for Optimum Use of These Materials? YesLii.... No

15. Are Consultive/Training Services Available? Yes_i_

Contact: lllinOs State Board of EducationDepartment of Adult. Vocational and Technical EducationResearch and Development Section. E-426100 North-First Street

62,77771 782 4020

16 General Descriobon (State the penet'al objective and suggested method of use. Su.nmarize the content and tell how itiorganized. Continue on back of Allis sheet or on another Sheet, if necessaryi).

See attached description.

4

17. Person Completing this Abspact4 Michael G. Kelly

lull Address

Waubonsee Community College

Route 47 at Harter Road

Sugar Grov.g.,, IL

56 6'0

" Zip 055.4

Madhine Shop Fundamentals: Part I

DIRECTIONS

Introductionth :::!!;:fei.vrd

or wordtIn rArh

blank.I. ror

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prooltlonmoaSuromont

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ision **inurement,andInch i)," snailen. eeasoreeent

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Date

too'

t-..Xonotus-i-ons-and-Recomendations-

The foundation'of the LEP Project has always been the premise Oaf LEP

students can learn the same vocational concepts and skill§ as native English-_

speaking students, given the necessary support services and appropriate in-._

structional materials and strategies, both vocational and Vocational English

as a Second Language (VESL). From the Project's work in FY81-FY82, a number of

conclusions may be drawn.

Bilingual and Non-Bilingual Instructional Models

1. In a vocational program aimed at training LEP students for employment in

the,United States, English should be the main language of instruction,

and appropriate English vocational materials are the key to the students'D

success in training and ultimately on the job. This is equally true for

_both_bilingual_and_nom,biLinguat-instrtictiona-1-model-s-.

2. Realistic English proficiency entrance requirements must be established for

a special project's vocational course's. LEP _tudents need to have certain

basic comOetencies in English in order to profit from vocational training

aimed at employability in the U.S. Exactly what constitutes these basic

competencies depends on the vocational area and the scope of a particular

training program, especially the scope of its VESL component.

3. Vocational English as a Second Language (VESL) courses play a vital roleA

in the success of LEP students in vocational education, especially in the

case of students with less than advanced English proficiency. An effective (

VESL course, will be closely coordinated with a particular vocational course.

Due to its specialized nature, VESL should not and cannot replace ESL for

general purposes.'C

4. Since math skills are necessary for training in many vocational areas an

LEP program should assess its students math skills and be prepared to

address their needs,

5. During the development and impkementation of its bilingual instructional

model in FY82, the Project found that the use pf the 1.,EP students' native,

langUages(s) carries wftft it certain very important strengt4s, particularly

the following:

(a) potential for insuying,student comprehension;

(b) potential for helping the vocational instructor to evaluate accurately

a studint's acquisition of technical knowledge and skills;

(c)'' bolstering of students' self,confidence..

The-evaluations don& by the Project's 'instructors and students indicate

that (a) and (c) are esOecialTy great advantages for,LEP-students in

vocational education,.

6. The Project encountered practical difficulties in,implementing its

Instructiiiiial model in FY82, namely the scarcity of qualified

bilingual vocational and VESL instructors and the scarcity of appropriate

bilingual and/or native-language-only materials.

7. J3esides these practical problems, the Project found it necessary to try to

minimize the effects of' certain potential weaknesses of the use of) ttle

students' native language(s), particularly the following:

(a) the possibility that the use of their native language(s) may work

against the students' improving their job-related and general purpose

Englih skills

(b) the fact that the more native languages are involved-in the multi-

lingual clasiroom of a "bilingual" model, the less time there is for

using English

(c) the double difficulty for students if the hew technical vocabulary,is

taught bilingually

(d) the Variety ot the students' native language proficiency levels

58 63

(e) the students' demands that English be the primary language of

0instruction

a. English vocational materials that are appropriate for LEP students should

be the basit' for any native language materials used in the voCational and/

or VESL courses. Native,language suerart for the English core vocational

materials enhances their effectiveness.

9. After considerable experimentation with various formats and levels of

bilingual Machine Tool materials, the Project found the least effective

ones to be bilingual technical glossaries and straight translations of

traditional vocational textbooks.. The results of the Project's field

testing showed the most effective bilingual Machine Tool materials to be

native language supplements.to the English Machine Tool vocational mater-

ials developed by the Project.

10. In evaluating the adaptability of a bilingual instructional model for voq-

atfonal education, a'project must take a hard look at its resources, its

students' English and native language proficiences, how,many native lan-

guages are involved, the vocational areas(s) and the availability of

qualified bilingual staff and materials in that area. It is important to

remember that the use of LEP students' native language(s) in vocationalftirN

education is,one of many instructional tools. We believe that-English

Should be the primary medium of instruction. Bilingual vocational educa-

tion is not a magic cure-all, however, its strengths seem to outweigh its

weaknesses.

'11. The Waubonsee LEP Project has demonstrated that, given support services,

VESL courses, and appropriate English core vocational curricula and mater-

ials, both a bilingual and non-bilingUal instructionat model can work. It

is not,a question of which is best, but rather which will work best for a

59

particular project ind its students. In any case, a project must maximize

the strengths'and minimize the weaknesses of its chosen model.

Approviate Materials for LEP Students in Vocational Education

12. The LEP Projept has shown that appropriate comprehensive vocational and

VESL materials for LEP students can be adapted, written, and/or selected

from existing resources.

It is evident that many traditional vocational materials and techniques

presuppoSe high language and academic skills the majority of LEP students

do not possess. Bien the,few existing materials targeted for LEP students

are not usable because mqst of them are designed for the small minority

who posses advarced Engliih skills, rather than the majority of LEP stu-

dents, i.e., those at beginning and,low intermediate ESL levels. (See

section r, Summations of Evaluation Data Collected.)

Extensive adapting and rewriting of these vocational materials is thus

necessary. Both vocaticnal and language expertise must be applied to the

development of vocational materials for LEP students. As demonstrated by

the Machine Tool instructional materials developed by the Project, the

necessary adaptations of organ:zation, format, and layout of concepts, and

the necessary language simplification (structures and vocabulary) can be,

done without diluting the technical content.

13. The high language and academic skills presupposed by,traditional vocational

teXtbooks present similar barriers to LEP students and to other special

needs students. Like LEP students, many disadvantaged and handicapped

students have difficulty in reading and using such trPditional textbooks.

The P'rojeet believes that adapted/developed English vocational materials

which are appropriate *for LEP students can also be effectively utilized by .

these other special needs students.

14. The appropriateness of materials depends'on:

6000

- .language anC technical skills necessary for emplOyement in aparticular vocational area

- the needs and resources of the student population

- the scope of the vocational training and its VESL support

The extent of mat'erials adaptation necessary will be determined by aCcurate

student assessment, realistic training and employment goals, and the

demands of acceptable performance on the jo-b.

15. The Project found that having two semesters of field testing in,FY81 with

real LEP students of diverse ethnic and educational backgroundi was9

extremely valuable in the development of curricula and instructional mater-

ials for both Machine Tpqj andsecretarial Science. The value of time for,

materials development cannot be overstated: time for planning, initial

development, fieldtesting with real students--preferably with the develo-

per(s4 doing some or all of the fieldtesting and teaching--revisions, and

final drafts.

Programmatic Concerns

16. The preliminary designing of an effective project will follow these'steps:

II) make a realistic needs assessment of the LEP community,industry, business, and the institution

(2) make a realistic resource assessment, especially Of the LEPcommunity and the institution

(3) evaluate the feasability of alterdative kinds of programs andchoose the best one(s) for the situation

(4) allow time and monies for planning, with realistic time linesfor staffing and materials development

1,7. In a project goal setting, both a needs assessment and resource assessment

are necessary. However, when it comes to program' implementation, it is

the extent and ,the accuracy of the resource asseSsment that counts most.

The needs assessment helps you decide what you want to do, while the re-

source issessment helps you discover what you can do.

61.

66

0,

18.. After outlining its goals in the plAnning phase, a project must fill in

the details of who, what, when and how. This requires monies for qualified

A\

,staff members with sufficient time to establisil and maintain the necessary

operational framework within the institution and the community. There

must also be Itaff members and time to daelop the instructional component.

19. In a research and development project such as the Waubonsee LEP Project,

the development must come first in order to insure valid andusable re-

search data. During FY81, a number of faFtors combined in the Project to

make the amount of time necessary to establish the operation framework and

fully develop the instructional component much greater than originally

planned. The approved revisions in the RrojecVs FY82 Proposal reflect

this reality. (See section m, AccompTishments, Objective-I.)

20. In vocational content and number of contact hours, special LEP courses

should parallel existing "regular" ones as far as possible, although of

course VESL courses will continue to bespecial. Such parallelism is im-

portant because vocational content need not and should not be diluted for

LEP students alihough language will need to be adapted/simplified, and

additional training time will be necessary. Parallel LEP courses will

permit them to continue after the end of a special project, and will allow

the Institution to utilize various funding sources to pay instructors'

salaries.

21. In terms of adoptability and adaptability of an effective vocational pro-

gram for LEP students, the two most critical factors.; besides operational

framework,.are:

a. Support Services and Bilingual/Bkultural CounselorS5'-f

b. Instructional Materials (vocational and VESL)

These factors work hand 'in hand to meet the,needs of .LEP students b'y

utilizing the resources of institutions that provide vocational training.

62

ts

2 . The Support Services component, with its many diverse facets, .is vifal

to recruitment and retention of LEP students, especiilly adults.

23. The data collected by the Project on its student'populatiOn pOint.to major

differences, e.g., gnglish language skills, general educational background,

age and family status,.economic status, previous vocatiohal education and

experience, Uetween the WaubonseeCEP'students and the Waubonsee "regular"4

vocational students. These differences combine to prevent most LEP adults-

from successful participation in traditional vocational programs. An

effective program must directly address these differences.

p

1.

4

I.

63

Yq

-s. Statement of_lEpact

The WOr impact of this Project will come through the classroom niaterials,

both vocational and VESL, that have been developed.- The Projectts Mach-lite Shop

Fundamentals has already been utilized in draft form by 11 different ,LEP vocational

training programs in FY82, and another 50 requests have been received to date.

Among these requests are a few from programs for disadvantaged and handicapped-

students, who like LEP students have difficulty in reading traditional text-

books% it fs expected that in FY83 Machine Shop Fundamentals will be utilized

by, Over 150 community,colleges, area vocational centers, high schools, and

other vocational training programs serving LEP and handicapped/disadliantaged

students.,

Thegreat demand for Machine Shop Fundamentals clearly demonstqtes how

much teachers and students nee&comprehensive LEP vocational and VESL class-

room materials of this kind. This is further articulated in the Evaluations

of Machine Shop Fundamentals (AppendixIII) and the Letters of Support which

the Project has received (APpendix IV).

The Major research goals- of this Project in FY 82 are: (1) a.detailed

analysis of the advantages and disadvantages,of the bilingual and the English

core Tanguage vbeational Instructional modelscand (2) the comparison of these

instructional models. , As a reiuleof this project, administrators and

instructors on both state and lotal levels whO are interested in vocational

education-for-LEP adults'will have access to data which will greatly aid them in

plianning, implementing; and imOroving their vocational training programs.

It is expedted that 70% of all,LEP students who comPlete the project's

training program will become eMployed, receive a job upgrading, and/or

aintiaue to further their education as a result of the program. Due to the

current economic dlimate, fewer LEP students than anticipated have obtained

411 emOloyment. However, the majority have continued their education.

64

411In addition to providing LEP students with entry-level technical skills,

the Project has clearly helped LEP persons'to better utilize the services and

resources of Waubonsee by making them more aware of these services and re-

sources and by offering needed individual counseling and encouragement.

Through LEP students' progress in the Project's own training program as

well as their further progress in other Waubonsee courses, and through the

Project's in-service workshops, Waubonsee Community College administrators,

faculty and staff will become more aware of the needs and abilities of LEP

adults.

Since its inception in F40, the Project especially its Support Services

Component, has formed an important link between the LEP community, Waubonsee

Community College's main campus and its Aurora Adult Center, and other, service

providers. In the past, very few members of the large LEP community in

410WaubOnsee's district have taken advantage of the training opportunities

offered by the college at its- main campus, because most LEP adults either

are not aware of these.Opporturlities1 and/or they feel unable to take part in

them due to language barriers and economic difficulties.

While Waubonsee:s excellent ESL/ABE/GED programs do attract large numbers

of LEP students, the Project has helped these programs to reach many other LEP

adults who would not otherwise have taken courses. The LSL/ABE Director and

his instructional staff have been very supportive of the LEP Project, and

their referrals have greatly aided the Project's recruiimedt efforts.

0

tr,

654

Conference/Workshop Title: PRE-SERVICE WORKSHOP-USING VOCATIONAL ANDVESL MATERIALS DEVELOPED FOR LEP STUDENTS

Limited English Proficiency Program for Vocational Education,Waubonsee Community College

Prdsentation Title: The workshop agenda is attached

Presenter(s): Michael G. Kelly,-project DirectorPatricia Menges, Curriculum Developer(with.Kathy Johnson, Secretarial Science VESL Instructorand Guadalupe Lambert, Secretarial Science Instructor)

I. ummary of Subject Mhtter COvered: The workshop agenda is attached.

2. Conference/Workshop Particulars:

a. Place: Waubonsee Community College, Sugar Grove, Illinois

b. Date: August 10, 1981

.c, Contact Hours of Workshop: 9:00 - 430

d. Promotional Brochure: Letters and brochure are attached.=

3. Participants: 18 instructors and administrators.of 9 LEP Projectsfor Vocational Education.

: 4/5. Evaluation: A composite( of the evaluation instruments completed by. theyarticipants3is attached:

a

6. Summary of Conferenge/Workshop Presentation's Strengths and Weaknesses:The participants particularly appreciated this workshop bedause:It gave an in-depth treatment of vocational and corresponding VESLinstructional materials that were developed for LEP students. 1'

It focused on practical ways to address the needs of instructors and'LEP students in vocational classrooms. It took place in time for themto use the materials from the start of their fall semester diasses.

7, Materials Developed for Presentation:The presentation outline that was distribUted to the participants

' is attached. Other materials, too numerous to include here, werealso used to support various-points of the presentation.

4

66

LIMITED ENGLISH IPROFICIENCY STUDENTS

Limited,English ProfiLtency Program Waubonsee Community Collegefor Vocational Education

9:00 - 10:00

10:00

10:15

0

11:15

11:45

12:30,- 1:30

1:30

2:30

3:30

4:15

:Designed for:

Goals:

August 10, 1981

AGENDA

Sugar Grove, Illinots,

Individual consultations (Optional)

Introduction

Waubonsee's Machine Tool materials: The "WHAT"- Curriculum of Machine Tool Lab I '

- Curriculum of Technical English for Machine Tool Lab I- Machine Shop Fundamentals:. Part I

Waubonsee's Wachine Tool materials: The l'HOW"

Technical English for Machine Shop Fundamentals

Lunch by Ouankeo, 0

Practical methods of developing vocational and VESLmaterials for LEP'students

Concurrent sessions:

A. Waubonsee's SecretarialScience vocational andVESL curricula and materials

Now it's, your turn:

Adapting vocationaland VESL materialsfor LEP students inother technicalfields

A. Now it's your turn: B. (continued)Assessing and adaptingvocational and VESL curriculaand materials for-LEP studentsimclerical,training programs

Evaluation of materials and workshop

Instructors,(vocational and/or VESL) ,and administratorsserving LEP students in vocational training programs.

Instructors, who wish to use in their classes theMachine Tool and/or Secretarial Science instruCttonalmaterials developed by the Waubonsee LEP Project.

To provide participants with the opportunity to examinethe Waubohsee LEP vocational and VESL curricula andmaterials and to prepare to use them in their progrem.

To present the participants with the various te,chingtechniques keyed to these materials.

To demonstrate to the participantS practical ways todevelop vocational and ,VESL4Materia1s for their LEP

studerits.

67 72

Limited Engliih Proficiency Program forVocational Education

A

During tie 1§0-81 school year, our project at Waubonsee Community College develoriedandfield-tested vocational training programs for Limited English Proficiency (LEP)students in the areas of Machine Tool,and Secretarial Science. This field-testinghas resulted in a considerable amount of vocational curricula and instructional mat-terials and corresponding Vocational, English as a Second Language (VESO.curriculaand materials. Our materials have been designed for realclassroom use as the maininstructional texts of a course, or as supplements to some other.text. They in-corporate the experieaces of a year's pilot-testing with LEP students, primarilyHispanic and Itidochinese, and-include native language supplements.

.

Vocational teachers and language teachers in secondary schools and Adult Educationprograms are in great need of appropriate vocational and VESL instructional materialsfor their.LEP students. We would like to share what we have. The Waubonsee materialswill be available during the coming 1981-82,§chool year. Weare planning to offerinzservice workshops for instructors mho want to use our materials either,as main orsupplementary texts.in the classroom, or as a springboard to developing their ownmateriaTS:in other. teChnical'areas.

If you and/or other staff members of your scnool or program are interested in attend-ing such a workshop, or would like.more information, please fill out the attachedform and return ft to us as soon as possible.

We laok forward to workina with you in the near future.

Sincerely,

Mictiael G, Kelly

Projedt PirecWr.PatiiciaA.MengesCurriculum Developer/VESL Instructor

471..n7 lAft. IrMennJIMICI"

LIMITED ENGLISH-PROFICIENCY PROGRAMFOR VOCATIONAL EDUCATION'

WAUBONSEE COMMUAITY COLLEGt

411If you are interested in an in-service workshop on the Waubonsee LEP vocational andvocational ESL(VESL) curricula and materials, please fill out this form and return itas soon as possible to:

Patricia Menges -

Waukonsee Community College, Bldg. BIllinois Route 47 at Harter Road .

Sugar Grove, IL 60554 .

Tel: (312) 466-4811 Ext. 344

Name

Position

Institution

AddressP

Phone4

Mailing address June 15-August 15, if dif6rent from aimve address:

The follpwing information will help us'in planning workshop activities:

!IV-Are your primarily a vocational teacher

..

a VESL or ESL teacher

an administratOr/coordinator

2. What is (are) your technical area(s)g

3. Are you involved in vocational curricula and materials

VESL curricula and materials

4. Do you work with Hispanics Indochinese other language groups

5. Are you interested in Waubonsee Machine Tool curricula and materials

measurement and blueprint reading for manufacturing trades(a part of Waubonsee Machfne Tool)

Waubonee Secretarial Science curricula and, materials

practical methods of developing vocational and VESL materials

6. We have been cOnsidering early August for the workshop.What time would be most convenient for you?Please rank from 1(most) to 4(least).

early August early September

mid August' mid September

late August other (when?

69

6.1

WaubanseetoinmuttityçouegeIllinois Route 47 at Harter Road Sugar Cl.ove. IllIois 60554 -Phone (312) 466-4811

Limited English Proficiency Program forVocational Education

Dear

,

You are invited to attend an in-service workshop for instructors andother staff members of LEP .Vocational Pucation programs who wish touse the vocational and/or VESL (vocational ESL) curricula and material'sdeveloped and field-tested last year by the Waubonsee LEP Project.

,Early last month we contacted various instructors and administratorswho had expressed interest in our materials.. The majonity of the re-spondents indicated that either early orkMid-August would be the mostconvenient time for tuch a workshop, although a nuMber of others foundit difficult or-impossible to attend a workshop in August.

. .

Therefore we have decided to offer a workshop on Tuesday, August 11,10:00 a.m. 4:30 p.m., here at Waubonsee Sugar Grove campus. Ourmain eM0has4s will be very practical and specific, that is, what.ourmaterials are and how to use themCas the main instructional materialsof your program or how to integrate them,as supplements to the othermaterials you use. If you are interested in using our materials assupplements, please bring to the workshop your prograM's textbook(s),course outline, shop project prints, etc., as resource materials. Aworking agenda and information on how to get to Waubonsee are enclosed.The workshop will not actually begin until 10:00 a.m. in order to allowpeople time to get here:

PLEASE CALL US AT 312) 466-4811, e t. 344 Or 226 BY JULY'29 TO LET US-1 ffI G, an to te us i we s ou count:you n or

lunch (approximately $.3.00 per person).

We regret being unable to accomodate eVeryone's needs with respect to:an optimum workshop date. However, Vie plan to participate in amaterials use.workshop to be held by the Bilingual Vocational EducationProject in Arlington Heights in late September or early October, whereseveral Illinois LEP Vocational Education projects will discustmaterials they have developed with people interested in using and pilot-testing them. Jeanne Lopez-Valadez, BVEP Director, will be contactingyou about that workshop. If we do not see you here in August, we lookforward to seeing you then, and we wish you suCcess in gearing up forFall classes."

Sincerely,

Michael-G. KellyProject Directr

MGK/lm

Enclosure

70

Patricia Menges

Curriculum Developer

USING VOCATIONAL AND VE MATERIALS DEVELOPED FORLIMITED ENGLISH PROFICIENCY STUDENTS:

Limited English Proficiency Programfor Vocational Education

'Waubonsee Community CollegeSugar Grove,,Illinois

August 10t 1981

WbRKSHOP EVALUATION FORM

Please rate the workchop by placing.an X along the Continuum for,each question.-

1. How Clear were the objectives of ihis workshop?

very clear 10 2 not clear

2. Howappropriate was this presentation for vocational education for LEP students?

very appropriate 11 not approOriate

3.. How relevant was the content 'for you?

very relevant ig 3 not relevant

4. How. much do you feel you:learned?more than less than ,

.

anticipated 6 4 2 anticipated

5. Do you plin to use the information in your program teaching/coordination?

Definitely 8 2 2 never

6. Were the handout Materials supportive of he content?very not verysupportive 12 - supportive

7: How would you rate the presentors?

E6cellent 10 2 poor

8. How would you rate this workshop overall?

Excellent 8 4 unsatisfactory

.9. Are you primarily: Total No. Participants: 12

a vocational instructor 4 an administrator

5' a VESL or ESL instructor 3 an administrator/instructor

Comment's:

I thought this was one of the best workshops I've ever attended in terms oforganization and quantity of information/I was impressed/Thank you/You,twodid a masterful job. Your presentation and materials were clear and righton target/Yours vas by far the best and most,practical workshop I've everattended. I hope you'll have another one soon and I will be first in line

0, to attend/I'm anxiously awaiting the rest of your good material, and can'twait to use it/Keep up the good work!

71

Conference/Workshop Title: ILLINOIS TESOL/BE SEPTEMBER WORKSHOP

Organizer: ILLINOIS TESOL/BE

Presentation Title: Issues Of Testing in Vocational Education for LEP students

Presenter(s): Patricia Menges, Curriculum Developer

1. Summary of Subject Matter Covered: The presentation outline handout is attached.

2. Conference/Workshop Particulars:

a. Place: Northeastern,University, Chicago, Illinois

b. Date: September 19;1981

c. Contact Hours of Presentation: 10:30-11:15

d. Promotional Brochure: Available from Conference/Workshop organizer.

3. Participants: 11 instructors and administrators of ESL/VESL Programs.

4/5. Evaluation: A composite of the evaluation instrumenis completed by theparticiAnts is attached.

6. Summary of Conference/Workshop Presentation's Strengths and Weaknesses:

Thjs presentation took a thoroUgh'IOok at the major questiOns oftesting (assessment and evaluation) of LEP students in vocational '

education.

7. Materials Developed for Presentationr

The presentation outline that was distributed to the participants isattached. Other materials, too numerous to include here, were alsoused to support various'points of the presentation.

72

Illinois TESOL/BE September WorkshopNortheastern University, Chicago, IllinoisSeptember 19, 7981

, ISSUES OF TESTING IN'SOCATIONAL EDUCAT ONFOR LIMITED,ENGLISH PROFICIENCY STUDEN S

Patricia Menges

Curriculum Developer/VESL.InstructorWaubonsee Community CollegeSugar Grove,'Illinois 60554

-:(1), Vocational Education for LEP Students: An Introduction

(2) Basic Issues of Testing(2a) What

(2b) Why

(2b) How

Phases of testing in Vocational Education for LEP Students:-What and Why

(3a) Initial assessment testing df LEP persons

What

(3)

-1 English language skills

-Oral and written

General purpose-English

Some consideration of vocational area(s)

Why

Realistit entrance remuirements for LEP coursesand ultimately for jobs in the vocational area(s)

- - Data basis,for appropriate referrals

(3b) Pre-test:

Preliminary skills testing of LEP Project students(at the start of the courses)

What

-- English language.skills

Oral (listening and speaking) and written (primarily comprehension)

General purpose English (results of (3a) can be used)

Sub-technical vocabulary (comprehension)

Specfic to Vocational ai-ea

73S.

*4

-- Reading skills

English

Native language if possible (important if bilingual vocationalinstructors and/or materials a're to be used)

- - 'Math

SPecific :to vocational area

Why

-- Diagnosis of areas_ of strength and weakness

-- Aid for instructors' planning of courses

(30 Dn....going Assessment:

Assegsment of Skills acquisition by LEP Project students duringthe courses

What

- - Vocational skills

Hands-on skills in shop or lab

Technical theory

- - English language skills

Specific.to vocational course and vocational.area jobs

Why

-- Evaluation and adaptation of instructional strategies

to promote student success

-- Evaluation and adaptation of, instructional materials

(3d) Post-Tests:

Final assessment of students' skills acquisition at the end of the LEPProject's courses

What :

-- Vocational skills (see (3c) above)

-- English language skills (gee (3a)-(3c) above)

- - Reading (see (3h) above)

-- Math (see (3h) above)

74

Why

-- Job development

-- Referrals to further.training

-- Improvement of Project's instructional strategies/materials

(4) Testing in Vocational Education for LEP students:How

(4a) Initial assessment testing/entrance exams

-- English language skills

Waubonsee LEP Project : Ilyin Oral Interview

English-second-language PlacementTest (EPT) (written, grammar; publishedas Ilyin & Best, STEL)

Cutoff for entrance depends on language requirements of vocationalarea.

(4h) Pre-tests

-- English language skill's

General purpose English: results of (4a)

Sub-technical vocabulary:

Waubonsee LEP Project VESL Test I (Machine Shop Fundamentals)

-- Reading skills

Waubonsee,LEP Project: Guidance Testing Associates, Inc.Inter-American Series of Reading Tafs

English & SpanishVocabulary & comprehensionLevel II; 2nd-4th grade

-- Math

Waubonsee LEP Project: Project developed 3-part Math Test

Whole numbers, fractions, decimals+ - x - for Machine Shop Fundamentals

(46 On-going assessment

-- Vocational skills: Machine Tool

Hands-on: Shop quizes; practical sections of lesson self-test

,Theory! Waubonsee LEP PI)ject developed self-test for lessons ofits lttwfvh2_5h9T_hms4gTntals_textbook

- 75 811

Multiple-choice, write-in, closelyleyed to MSF lessons; and theircompetency-based objectives; tEchnically accurate and complete, but"simplified" Engish language and many drawings

-- Vocational skills: Secretarial Science

Hands-on:, Typing ttmingt; Office skills application tasks

Theory:, Office skills application tasks and explanations

VESL (Machine Tool and Secretarial Science)

Periodic quizes; worksheets

Evaluation by instructors

(4d) Pbst-Tests

- - Vocational skills: Machine Tool

Hands-on: Shop project evaluaiion

.Theory: Average'of Self-test grades)

-- English language skills

Alternate forms of the Ilyin Oral Interview, the ETP, andthe VESL Test I .

- - Math

Alternate formF cf the three parts of the Math test(*)

(5) Conclusions

768i

Ililpois TESOL/BE Selitember 1.9th. Workshop, 1981ISSUES OF TESTING IN VOCATIONAL EDUCATION FOR'

LIMITED ENGLISH PROFICIENCY STUDENTS

EVALUATION FORM

Please rate the presentation by placing .an X along the continuuum for eich question",

1. How Clear' were the objectives of this presentatiOn?

very clear 7 3 ' 1 not clear

2. .How appropriate was this presentation far vocational education for LEP studentsfvery ....

appropriate 7, 45

not approprfate..

3. How relevant was the content for you?very

-relevant 4 3 2 1 1 not relevant

4. HoW much do you feel 'you learned?

more than less thananticipated 3 . 3 4 : .1 anticipated

5. Were the hdndout materials supportive of the content?,0

veryinuch 8 3 not very mach

. how would you rate the presentbr?

Excellent s5 . 5 1 'podr*

7: How would you rate this presentation'overall?

Excellent 4 6 1 unsatisfactory

8. Are you primarily: Total No. Participants: 11 Do you work in:

04.24,

a vocational teacher 3 an administrator . elementary school

a bilingual teacher 1 secondary 'school:7, a VESL or ISL teacher

1 an Admin/VESL teacher 10 adult education

, 9. Comments: , 40Well done/lks a result of this,excellent presentation, I.was akle to getmany good ideas for organiiing and presenting a talk and learn about vocationalEnglish relevant to my program/ Well organized. I like the handugt of the outline:provided a good focus/The details were excellent/I didn't quite understand the"big picture" (broad outlines)/Limited time did not allow for an adequate dfs-cussion of relevant questions/Make transparencies of a "sample page" from eachtest/People often don't recognize the name of a test but will recognize an excerpt/'I would like to seetsamples of gaterials'to understand concepts better.

77' 8z

Conference/WorkShop Title: FIELD TESTING WORKSHOP

Organizer: Bilingual Vocational EducationProject

Presentation Title: Introduction to the Waubonsee LEP Project'sMachine Shop Fundamentals materials .

,Preeenter(e): Michael G. Kelly, Project Director

1. Summary of Subject Matter Covered: The presentation covered MachineShop Fundamentals: Parts I and II, (Vocational textbook, workbook,native language supplements, instructor's manuals)

2. Conference/Workshop Partitulars:

a. Place: Center for Urban Education, Chicago, Illinois

b. Date: October 21, 1981*'

' c Contact Hours of Presentation: 1:00-3:00

d. Promotional Brochure: Available from Conference/Workshop organizer.

3. Participants: 8 Vocational instructors, ESL instructors, andadministrators from LEP Projects in Illinois,Indiana and Iowa.

4/5. Evaluatfon: A composite of the evaluation instruments completed by theparticipants is attached.

6. SummAry cf Conference/Worishop Presentation's Strengths and Weaknesses:This presentation provided an,opportunity to intrOduce a few more peopleto klathine Shoo Fundamentals. Unfortunately, the workshop itself waspoorly organize&and publicized. It attracted very few vocationalfnStructors, and tried to do too much at one time.

7. 'Materials Developed foe Presentation:

.%

The presentation outline that was distribu ed to the participants isattached. Othema.t.e4a.j, too numerous tb include here, were also'used to supportvarious po esentation.

BILINGUAL VOCATIONAL EDUCATION PROJECTField Testing Workshop '

Chicago, IllinoisOctober 21, 1981

INTRODUCTION TO THE WAUBONSEE LEP PROJECT'SMACHINE SHOP FUNDAMENTALS MATERIALS

EVALUATION FORM

Please rate the presentation by placing an X along the continuum fLr each question,

1. How clear were the objectives of this presentation?

yery clear 5 2 1 not clear

2. How appropriate was this presentation for vocational education for LEP..stu-dents?veryappropriate . 6 2 not appropriate'

How relevant was the content for you?veryrelevant 5 2 1 not relevant

4. How much do you feel you learned?

3.

more than less thananticipated 5 1 1 1 anticipated

5. Were the handout materials supportiye of the content?

very much 6 1 1 art Very muCh

6. How would you rate the presentOr?

Excellent 5 2 1 poor

7. HoW would you rate this presentatiod overall?

Excellent 5 2 1 unsatisfactory

.,8. Aresyou primarfly: Total No. Participants: 8 Do you work in:

2 a vocational teacher 4 anldministrator elementary school

9 . a.VFSL_teacher a bilingual teacher 2 secondary school

an ESL teacher 6 adult educat)op

9. Comments:

Thanks/Great stuff/Elerything Was impressive and a good alternative formany particular situations.

79

Conference/WorkshoOlhtle: FIELD TESTING WORKSHOP

organizer: Bilingual Vocational Education Project

Presentation Title: VESL for Clerical Careers, Data Processing, .

- Accounting and Drafting , .

Presenter(s): Patricia Menges; Curriculum Developer

1. Sumthary of Subject Matter Coveted: The presentation outline handout is attached.

2. Confer(ence/Workshop Particulais:

a. Place: Center fof. Urban Education, Chiago, Illinois

L. Date: October 21, 1981 A

c. Contact Hours of Pres,entation: 1:0p-3:.Ou

d. Promotional Bfochure: Available from Conference/Workshop organizer.

3. Participanii: 12 instructors, administrators, and counselors of, LEP Vocational and ESL programsA

4/5. Evaluation: A composite of the evaluation instruMents completed by the-

participants is attached,

6. Summary of Conference/Workshop Viesentation's Strengths and Weaknesses:

This presentation gaVe the participants a good overview of VESL as it re-lates to the 4 areas chosen by the workshop organizer. However, the basis,for putting these 4 areas.together, i.e. all 4 were the subjects of TrumanCollege VESL manuals, was not a solid one. Therefore, it was difficult toinclude specific points. Moreover, the workshop itself was poorly'organized.

7. Materials Developed for Presentation:

The presentation outline that was distributed to the participants isattached. Other materials, too numerous to include here, were alsoused to°support varidus points of the presentation.

80

141

Bilingual Vocational Education Project , Chicago, IllinoisField-Testing Workshop October 21, 1981

YESLTOR CLERIAL CAREERS,DATA PROCESSING, ACCOUNTING,

"AND DRAFTING

Patricia 'lenges'

Curriculum Developer/VESL instruCtorWaubonsee Community ,CollegeSugar Grove, Illinois

(1), VESL and Vocational Education

- Language skial requirements specific to a vocational 8reaCpôrdination of VESL curriculum arid materials with those'of the vocational courseVESL and "remedial voc. ed."VESL and 'pre-vpc." ed.

(2) YESL and ESL

Engli6sh proficjenc; entrance.requirements-'VESL not to replace ESL,-but to build on,it, specialize- VUL and pre-employment skills

(3). VESA. ctirriculuni, materials, methods

- Selecting vocabulary and structuresBalaTing vocabulary, structures, an8 social interaction/functions

(4) VESL for Cleri:Cal careers

(5), VESL for Data Processin9

(6) VESL ror AdCounting,

(7) VESL for Drafting

a

s

Conference/Wprk844 Title: 'VOCATIONAL INSERVICE WORKSHOP

'Organizer: Bilingual Vocational Education Project BVEP)and the Chicago Board of EduCation

Pre3entation Title: Session .1 of a 3-session course

Presenter(s):' Jpanne Lopez-Valadez, BVEP DirectorPatricia Menges, Curriculum Developer--,

1. Summary of Subject Matter Covered: Second language learning and teaching;ESL and VESL; Coordination betwen ESL/VESL and vocational teachers;how ESI/VESL can..aid.vocational education; VESL vocabulary selection

Conference/Workshop Particulars:

a. Place: Benito Juarez High School, Chicago, Illinois

b. Date: October 21, 1981

c% Contact Hours oePresentation: 6:00-9:00 P.M.

d. Prvotioaal Brochure: Available from BVEP.

3. Participants: 20 vocational instructors from several Chicago high schools

4/5. Evaluation: Available from BVEP.

6. Summary of Conference/Workshop Presentation's Strengths and Wcakngases:

It was, good to meet with so many vocafional instrgctors. However,

this sessibn was planned to coves too many different topics, and attoo theoretical a level.

7. Materials Developed for Presentation,: Available from BVEP.

8287

BILINGUAL VOCATIONAL EDUCATION PROJECTField-Testing Workshop

Chicago, Illinois

October 21, 1981

VESL FOR CLERICAL CAREERS, DATAPROCESSING, ACCOUNTING, AND DRAFTING

0

EVALUATION FORM

Please rate the presentation by placing an X along the continuum for each question.

l. How clear were the objectives of this presentation?

very clear 6, not clear

2. 'How appropriate was this presentation for voutional education for LEP students?

veryappropriate 7 4 1 not appropriate

3. How relevalit was the content for you? ,

-very ,

releVant 4 5 2 1 not relevant

4. How much do you feel you learned?

more than "less than

anticipated 2 4 4 2 'anticipated

, 5. Were the handout materials supportive of.the content?

very much 7 4 1 not very much

6. How would you rate the presentor?

Excellent 6 '5 1 poor

S.

7. How would you rate this presentation overall?

Excellent 5

8. Are you primarily:

'J

6 1

Total No. Participants 12

1 a vocational teacher. 3 an administrator

1 a VE5L teacher

an ESL teacher

unsatisfactorY'0.

Do you work in:.

elementary school

2 a bil.:ngual teacher 5 secondary school'

1 a counselor

9. Comments': Or anized well/Ideas are aood can be used

T adult education

83

r

,

0

Conference/Workshop Title: STATE-WDE CONFERENCE ON INCREASINGMINORITIES IN VOCATIONAL EDUCATION

Organizer: City Colleges of Chicago; ISBE/DAVTE, Ill. Assn. forAdvancement of BlackAmericans in Voc. Ed.

Presentation Title: Alternative Materials and Delivery Systems forLEP Students-in Vocational Education

Presenter(s):Patricia Menges,'Curriculum 'DeveloperMichael G. Kelly, Project Director

1. Summary of Sbbjec.t. Matter Covered: The presentation outline handout is attached.

2. Conference/Workshop Particulars:

a. Place:

b.. Date:

Radisson Hotel, Chicago, Illinois

October 30, 1981

c. Contact Hotirs of Presentation: 2:00-3:30

d. Promotional Brochure: Available from Conference/Workshop organizer.

3. Participants: 14 inStrUctorS, administrators and counselors of ESLand Vocational programs for LEP students

4/5. Evaluation': A composite of the evaluation instruments completed by thepafticipants is attached.

6. Summary. of Conference/Workshop Presentation's St,rengths and Weaknesses:

This presentation gave a'good general introduction to the topic.

7. Materials Developed for Presentation:

The kesenthtion outline that was distributed tO the participants isattached. Other materials, too numerous- to include here, were alsoused to support yarious pOints of the presentation.

84 83

City Colleges of ChicagoIllinois State Board of Education DAVTEIII. Assn. for Advancement of Black Americans in Voc. Ed.

thicago, Illinois October 30, 1981

State-Wide Conference on IncreasingMinorities in Vocational Education

Patricia MengesMichael G. Kelly.

,Waubonsec Commuhity College

Sugar Grove, Illinois

ALTERNATIVE MATERIALS AND DELIVERY SYSTEMf

FOR LIMITED ENGLISH PROFICIENCY STUDENTS .

IN VOCATIONAL EDUCATION

(1) The gap between the Limited English Proficiency (LEP) students and traditionalvocational education programs

(la) LEP stddents, numbers, job needs and opportunities, skills,

resources

(lb) Vocational education programs

(2) Program development and implementation;

(3) Alternative delivery system for LEP students in Vocational education

(3a) Support services

Assessment of needs, interests, skills, and resources'

Counseling

Information and referral-

(3b) Language skills support

English as a Second Language (ESL)

Pre-employment ESL

Pre-vocational ESL

Vocational ESL (VESL)

Bilingual materials and/or staff

(3c) Skills support (ndt specifically language)

Study skills 85

14atti

0

(4)' Alternative instructional materials and strategies for LEP students in,

vocational education

'(4a) Vocational materials

vocattogal-matertals

Simplified English materials

(4b) Vocational instructional strategies

(4c) VESL materials

(4d) .VESL instructional strategies

(5) ConclUsions

0 0

City Colleges of Chicago, ISBE/DAVTE, IAABAVEState-Wide Conference on Increasing Minorities in Vocational EducationOctober 30, 1981

ALTERNATIVE MATERIALS AND DELIVERY SYSTEMSFOR LEP STUDENTS IN VOCATIONAL EDUCATION

EVALUATION FORM

Please rate the pretentation by placing an X along the continuum for each question.

1. How clear.were the objectives vf this presentation?

very clear 7 4 3 not clea+

2. How appropriate was this presentation for vocational education for LEP students?

veryappropriate 8 4 1 1 not appropriate

3. How releVant was the content for you?

veryrelevant .B 5 4 not relevant

4. How much do you feel you learned?

more thananticipated 2. 5

5. Were the handout materials supportive of the content?

very much 7 4 3

6. How would you rate the presentcrs3

Excellent 9 3 1

7, How would you rate this presentation overall?

Excellent 6 5

less thananticipated

not very much

poor

unsatisfactony-

8. Are you primarily: Total No, Participants 14 Do you work in:

vocational teacher la an administrator elementary school

a bilingual teacher 2 secondary school

1 a counselor 12 adult education

1 a VESL teacher

2 an ESL teacher

Comments: They know their stuff/Excelfen

needed twice as much time/I felt that this was good for,the teachers but bejng'from ap anenc I n .oLto

the materials you're using

.18 II II II

we

87-

92

- - I I I III .1III

COnference/Worksbop Title: VOCATIONAL INSERVICE WORKSHOP

I

organizer:Bilingual Vocational Education Project (BVEP)and theChicago Board of Education

Presentation Title: Session 3 of a 3-session course

Presenter(s): Jeanne Lopez-Naladez,BVEP DirectorMichael G. Kelly, Project Director

1. Summary of Subject Matter Covei'ed: The need for adapting the conceOtorganization and language level of vocational materials for LEPstudents; methods of developing vocational materials for LEP students.

2. Conference/Workshop Particulars:

a. , Place: Benito Juarez High School, Chicago, Illinois

b. Date: Noliember 4, 1981

c. Contact Hours of Presentation: 5:00-8:00 P.M.

d. Promotional Brochure: Available from Conference/Workshop organizer.

3. Participants: 20.vOcationa1 instructors from several Chicago high schools

4/5. Evaluation: Available from BVEP

6. Summary of Conference/Workshop Presentation's Strengths and Weaknesses:Although useful ideas and techniques for LEP vocational materialsadaptation were presented, many of them were not very feasible withinthe framework of the Chicagq public school system.

7. Materials Developed for Presentation: Available from BVEP

88

Conference/Workshop Title: GREAT LAKES REGIONAL CONFERENCE

organizer: American Technical Education ATSoCiation

Presentation Title: Developing Vocational Materials for LEP Students

Presenter(s): Mfchael G. Kelly, Project Director

L. Summary of Subject Matter Covered:Vocational.materials f9r LEP student&

2. Conference/Workshop Particulars:

a. Place: Southern Illinois University, Carbondale, IL

b. Date: November 6, 1981

.0

c. Contact Hours of Presentation: 10:00-11:30

d. Promotional Brochure: Available from Conference/Workshop organizer

3. Participants: 8 vocational educators.

4/5. Evaluation: Available from the organizer.

P6. SuMmary of Conference/Workshop EFesentation's Strengths and Weaknesses:

Useful ideas were presented and exchanged; however, attendance was low.

0

7. Materials Developed for Presentation: N/A

,89

948

Conference/Workshop Ttle: VOCATIONAL INSPIVICE WORKSHOP

Organizer: Bilingual Vocational Education Project (BVEP) and theChicago Board of.Education._

Presentation Title: Session 2 of a 3-session course

Presenter(s): Jeanne Lopez-Valadez,BVEP Director-Michael G. Kelly, Project Director

1. Summary of Subject Matter Covered: The need for adapting the conceptorganization and language level of vocational materials for LEP students;methods of developing vocational materials for LEP students.

2. Conference/Workshop Particulars:

a. Place: Clemente High School, Chicago, Illinois

b. Date: November 17, 1981

c. Contact Hours of Presentation: 5:00-8:00 P.M.

d. Promotional Brochure: Available from BVEP.

3. Participants: 20 Vocational instructors from several Chicago high schools

4/5. Evaluation: Available from BVEP.

6. Summary of Conference/Workshop Presentation's Strengths and Weaknesses:

Although Useful ideas and techniques for 'LEP vocational materialsadaptation were Rresented, many of them'were not very feasible within

the framework of the ChiCago public school system.

7. Materiaib Developed for Presentation: Available from BVEP.

0

6

9 5

Conference/Workshop Title: BILINGUAL VOCATIONAL EDUCATION WORKSHOP: USINGVOCATIONAL AND VESL MATERIALS DEVELOPED FOR LEP STUDENTS

organizer: LEP Project for Vocational Education at Waubonsee Community College 0and Chicago Urban Skills Instjtute (CUSI)

Presentation Title: The4orkshop agenda is attached.

Preaenter(s): Michael G. Kelly, Project'DirectorPatricia Menges, Curriculum DeveloperKebir Marti-Lambert, Bilingual Counselor

1. Summary_ of Subject 'Matter Covered: The worksh:O agenda is attached

2. Conference/Workshop Particulars: ,

.

.a. placp: Dawson Skill Center, Chicago,-Illtnois

,.

b. Date: November 20, 1581,

.0c. Contact Hours of Piesentation: 9:00-3:30 lw

d. Promotional Brochure: See attached brochure/agenda.,

-

,

3. Participants: 44 vocation ial tra nng i i ispecalsts, admnstrators, and jnstructor$,1 'pilmarily of CUSI but including several frbm other LEP programs.- -0 0

4/S Fgalnztion: A composite-of the evaluation instruments tompleted by theparticipants is.attached.

.. .

.4., ,

6. Summary of Conference/WOrkshop Presentatioq's Strengths and Weaknesses:This workshop was practical and dealt with the realities of.vocatinnaleducation for LEP students. Although many of the instructors did notyet have'LEP students in their programs, all were very receptive. Thig work-shop was given in response to a request made by_the Dawson Skill Center:.asking that the WaubonSee LEP Projett staff'repeAt much of their August 10workshop, i.e., using LEP vocational and VESL materials in Machine Tool andSecretarial' Science, _plus a session on Counseling LEP Students in Vocational Educ.

7. Materials Developed for Presentati,on:

. ,

The workAop agenda that was distributed to the participants ii attached..Other materials, tOo numberous to zinciude.here, dere also used to sypportvarious points of the kesentation.

91

D. 6

SPONSORED BY:

DESIGNED FOR:

WILLIAM L. DAWSON SKILLdENTER4

3901 SimIth Stat. StrietChicago, Illinois 60609

(312) 624.7300

BILINGUAL VOCATIONAL EDUCATION WORKSHOPUSING VOCATIONAL AND VESL MATERIALS

REVELOPED FOR LIMITED'ENGLISH,PROFICIENCY STUDENTS

CITY COLLEGES OF c'HICAGO

WILLIAM L, DAWSON SKILL CENTER Alb

WAUBONSEE COMMUNITY COLLEGE ,

LIMITER ENGLISH PROFICIENCY PROJECT

DAWSON SKILL CENTER3901 South State StreetChicaRo, IL ,60609

November 20,'1981

O a.m. -

Instructors (Vocaiional and/or VESL-VpcationalEnglish as a Second Language), administrAors,and counselors serving LEP students invocational training programs.

7..

1

_

Instructors.who wish'to use in their diasses the

MACHINE TOOL or SECRETARIALSCIENCE'instrucptionalmaterial's developed by'the Waubonsee LEP Project.

To provide parti\cipants with the opportunity to,examine the°Waubonsge LEP vocational and VESLcurricula and materials, and to prepare to use

them in their programs.

To present various teaching techniques keyed to

.these materials:

0

;

To examine,important aspects of assessment and

counseling of LEP students in vocational education.

If you have any questions, please,call ArnOld'Bradford (DSC) 312-624-7300, Ext: 255

or Michael G. Kelly (WCC)'312-466-4811, Ext. 344

9?'

0'

cut on-dated line And return by mail

IF YOD ARE PLANNING TO AtTEND THE DAWSON/WAUBONSEE BILINGUAL VOCATIONA: EDUCATIONWORKSHOP_ ON USING VOCATIONAL AND VESL MATERIALS DEVELOPED FOR LIMITED ENGLISHPROFICIENCY tTUDENTS ON,FRIDAY, NOVEMBER 20, PLEASE FILL OUT THE PRE-REGISTRATIONFORM BELOW AND RETURN IT BY, NOVEMBER 3. MAIL TO:

Michael G. Kelly, CEP ProjectWaubonsee Community CollegeRoute 47 at Harter.RoadSugar Grove,_IL ,60554

'Name Title/Position

Program/Schooi Telephone

.Addtess

Are ypu primarify: Do you work in:

........_a vocational ipstructor

....

an ESL instructor--a VESL'instructor

r------an aoministratoi

a coUnselpr

adult educationsecondary level

. post-secondary level

BILINOUL'VOCATIONAL_EDUCATION :WORKSHOP:USING VOCATIONAL AND VESL MATERIALS ,

AjEVELOPED,FOR LIMITED-ENGLISHPROFICIENCY STUDENTS

William L. Dawson Skill Center

City Collegei of ChicagoChicago, Illinois -.

ft

9:00% 10:15

10:15 -10:30

10:30 - 10:45

f0:45 - 12:00

and Limited'English Proficiency Projectfor Vocational EducationWaubohsee Community CollegeSugar'Grove, Illinois

November 20, 1981

AGENDA

ev),

Vocational EduCation for Limited English Proficiency Students:

The Is'sues 4nd Some of the Answers

Curriculum of Machine Tool Lab I for LEP StudentsCurriculum of Technical English (VESL) for Machine Tool Lab I

S.

Time .ior looking through Waubonsee Machine Sho <Fundamentals

materials (student textbook; Spanish, Lao, and Vietnamesenative language supplements; student workbook; instruCtor's

manual.)

Machine Shop Fundamental's: 'What and How

12:00 - 12:30 Techn,cal English for Machine ShOp Fundamentals:

". (Vocational English as-i-TeCond Language, or VESL)

12:10 - 1:30 Lunch

1:30 - 3: 15 Concurrent Sessions:

A. ,Secretarial,Science for LEP B.

Students: Vocational andVESL Curricula

Materials-Teaching Techniques

3:15,- 3:30 Evaluation

Instructional C.

Strategies for LEPStudents in MachineTool Lab I

94

As'sessment,

Counseling, andother Support Servicesfor LEP Students inVocational Education

ebe.

WIlliam L. Dawton Skill CenterCity Colleges orChicagoChicago, Illinois

November 20, 1981- .

BILINGUAL VOCATIONAL EDUCATION WORKSHOP:DEVELOPED.FOR LIMITED ENGLISH

Please rate this workshop

Limited,English,Proficiency Projectfor Yocationa4 EducationWaubonSee Community.CollegeSugar Grove, Illinois

USING VOCATIONAL AND VESL MATERIALSPROFICIENCY STUDENTS

EVALUATION FORM

by placing an X along the continuum for each question.

1. How ctear were the objectives of this workshop?'

verY clear 20 9 11

2. How appropriate was this wbrkshop,

ryappropriate 24 . 9 9

4 not clear

for vocational education for LEP students?

3." How relevant was the content for you?

veryrelevant 17 11 10

4. How much do you fee) you learned?

more thananticipated 11 11

5. Were the hahdout materials supportive of

very much 23 9 6

6. How would you rate the presentors?

Excellent 19 13 8

7. How would you rate this workshop

3

4

not appropriate

2 not relevant

less- than3 2 anticipated

the content?

5

overall?

Excellent 17 12 9 5

3. Are you primarily: TOTAL NO. PARTICIPANT. EVALUATORS 44

not very much

pdor

unsatisfactory

Do you work in:

.1

24 a vocational teacher. 12 an administrator 3 a community agenc

1 a VESL teacher 2 a bilingual teacher 3 secondary school

3 an ESL teacher 4 counselor 8 adult educationGood presentation/

i. Comments: Very well organized/Good practicA presentation/One of the few workshops

14gMtl: nnelp:i/ liaZgaraii7y(t) r/iLi= :41/11gelf4sItiOrcltlIno.gbi:/ too

vague/Not relative to population I serve' at thAS-time, but interesting anyhoW%-- -'% . .

95

u

a

Conference/Workshop Title: ILLINOIS TESOL/BE 10th FINIAL STATE CONVENTION

Organizer: Illinois TESOL/BE

Presentation Title: Effective Ust of the Native Language with English inVocational Eddcatibn for LEP Students

Presenter(s): Patricia Menges, Curricylum DeveloperMichael G.Aelly, Project Director

1. summary of Subject Matter Covered: The presentation outline handout is attached-.

3.

2. Conference/Workshop Particulars:

a. Place: Americana Congress Hotel, Chicago, Illinois

b. Data: February 26, 1982 ,

c. Contact

d.

Hours Of Presentation: 10:15-11:45

Promotional Brochure: Available from Conference/Workshop organizer.

3. Participants:

4/5. Evaluation:

1". Instructors, administrators and counselors iq ESL andvocational programs for LEP Students.

A composite of the evaluation instruments completed,by theparticipants is attached.

6. Summary of Conference/Workshop Presentation's Strengths and Weaknesses:

The strength Of this presentation lay in its focus owspeqifictechniques of native language use in vocational education, and in itseyaluation of advantages and disadvantages of Olingual vocationalprograms.

7. Materials Developed for Presentation:

The presentation outline that was distributed to the participants is

attached. Other materials, too nutherous to include 'here, were also

used to support various points of the-presentation.

96

Illinois TESOL/BETenth Annual State ConventionChicago,'Illinois

lip February 26, 1982

Limited English Profidiency Projectfor Vocational EducationWaubonsee Community CollegeSugar Grove, Illinois 60554

Effective Use of tht Native Language with English in VocationalEdubation forlimited English Proficiency Students

Patricia.Menges, CurriculumDeveloperMichael G. Kelly, ProjectDirector

-(1) LEP students in vocational education

,(2) Bilingual vocational education

(3) English and native language ,use in a vocational education Program fOr

LEP students depends on':

(3a) vocational arda

(3b) goals of program

(3c) length and scope ofprograM

(3d)

-

(3e) gtudents' vocational backgroundsin native country and US

(3f) English vocational materialsused im program

(3g) availability of native languagevocational area

students' educational backgrounds in native language and ih,Englih

(4) Language use

(4a) by instructors

(4b) in materials4

(5) Instructional materials

,(Sa)a

(b)

Traditional textbooks And gldssaries

- English

- native' lanpage,translations

'Materials adaOted or devéloped for LEP students

- English core .

naiive language supplements to English core

97

6

S.

,

(6) Instructors

(6a) Bilingual instructors

(66) Monolingual instructors

°

4 (i) Vocational English as a second language (VESL)

(8) Strengths and Weaknesses of native language'usein vocational education for LEP students

, (80. strengths.

. - potential for insuring student comprehension

- potential for quick clarificatioft of subtechnicil.vocabularY0 'p

0

- potential for helpinglastructors-to evaluate students

bolstering,students' self-confidence

(8b) ,Weaknesses

- scarcity of qualified bilingual instructors'

- scarcity of approv VIiiate ngual materials

- the possibility that the use of their native language(g)may work againt the students", improving their job-related and general purpose English skills

,

#: the fact that the more_natil,/e languages are involved inthe multilingual classroom of a 'bilingual" model, thele99 time therejs for using'Enblish

- the double, difficulty for students if the new technicalvocabulary is taught bilingually

the variety of students' native language proficiency )evels

- the students' desire that English be the primary languageof instruction.

(9) Conclusions,

98A 103

.

,

'Illinois.TESOL/BEJenthLAnnual-State ConventiOnChjOaOcis Illinois-

FektuarY 26,, 3982- ,,

6

English ProficienCy Prdjettfor Vocational EducationWaubonsee Community College.Sugar Grov,e, Illinois 60654

.. Effective Lite orthe Native Language with English in Vodationalefducation for Limited English Proficiency Students

iVALUATION FORM

Please rate the presentation by placing an X along the continuum for each question.

I. How clear were the objectives of this presentation?

very clear 6 7 not-clear

(1'

, 2. How appropriate was this presentation for vocational educatioh for LEPdStudents?

very .

appropriate

sr

6

3. .How 'relevant was the, content for yoU?

veryrelevant, . 7 1

4. HoW Much do you feelyou learned?

more thananticipated 4 5- 3.

-n4 appropriate9

not relevant,.

'less than2 anticipated

5- 4ere the handoutinaterials supportive of the content7

very much

6. How would

Excellent

Hint would

you rate the.presentor?

7 5 2.4 .

you rate this presentation overall?

Excellent 6 6 1 1-

8. Are you primarily: Total No, Participants

- ,

not very-much5

poor'

14

"t a vocational teacher ; 3 an adminiStritor

1 a VESL teacher

unsatisfactory

Do you work in:

a bilingual teacher

7" an ESL teacher 1 a counselor

a community agenc

secondary School

6 adult educatiGn, ..

Comments: Overall the Presentation was helpful/Keerthe good wollr777iTETWillTiallT:Tla.r-T-VSL/material deverit rmirt was 'Am/ '

helpful/Excenent visual materials. Ps

99

104

Confe;ence/Workshop ILLINOIS TESOL/BE 10th ANNUAL STATE CONVENTION

Organizer: 'iLLINOIS TESOL/BE,

Presentation'Title: Asiescment and Counseling of E5L/ABE Students inVocational gducation

-Presenter(s): Kebir Marti-Lambert, Bilingual Counselor

a

I. Swnmary of Subjectlfatter Coveied: The presentation outline handout is attached;

2. Conference/Workshop Particulars:

a. Place: American Congress Hotel,.Chicago, Illinois I.

. ,

b. Date: February 27, 1982

C. Contact Hours of Presentation: 10:3042:-00.'

d. Promotional Brochure: Available from,Conference/Workshop organizer.

3. Participants: 15 Counselors, instructors and administrators of ESL/ABEprograms

4/5. Evaluation: A composite of the evaluation instruments completed by theparticipants is attached.

A

6. Summary of Conference/Workshop Presentation's Strengths and Weaknesses:

This presentation was very well'received, because it offeredconcrete and relevant approaches to many of the most common problemsthat counselors face in working with ESL/ABE students.

. Materials Developed for Presentation:

fhe presentation outline that was distributed to the participants is

attached. Other Materials, too numerous to.include here, were also

used to support various points of the presentation.

#

1001 0.3

,

I

TESOL/BETenth Annual State ConventionChicago, Illinois

.-February 26; 1982

Limited English Proficiency Projecffor Vocational EducationWaubonsee CommunitY CollegeSugar Grove, Illinois 60554

ASSESSMENT'AND COUNSELING. OF ESL/ABE STUDENTS1N VOCATIONAL EDUCATION

Kebir Marfi-Lambert; Counselor

ESL/ABE Programs

A. Effective in meeting LEP students' short-termlanguagR needs

'Less able to address LEP Students' longespecially.employMent training .needs

C.

%.;

term needs,

-Primary difficulty: how LU best implement comprehensive studentassessment and counseling, including an effective system ofinformation arid referral

a

II. Need for practical methods pf assessment and counseling to ass1stESL/ABE students in integrating their long-term and short-terM goAls,especially:in voCational education.

A. Student' own Coping Skills.

B. Recruitment

(*rehensive Intake and.AssessMent

1: Language skills,

2.. Math skills

3. Work experience

4. IntereSt's

,5. Economic status

6. Family obligations

7. Testing

D. CounselorneedsKnowledge of available educational and social serviceproviderS, and of their regulations.

E. Counselor needsGood linkages with personnel in educational institutions

,.and social agencies.

101 106

c.

III. How to use this information to make appropriate referrals

IV. -CoordinatiIn of ESL/ABE with referrals,to vocational job training programs

..V. CounseliN and 3ob development

A. Counse ing

B. Pre-em loyment training

' C. Job D velopment

102

.)tate- totiver_ &hairChitego- flilnoisFebruary 26, 1982

Limited-English Proficiency Pro)ect'

-7-forocationa1 EduatlohWaubonsee Community CollegeSugar Grove, Fllinois '60554

ASSESSMENT. AND-COUNSELING.OF,ESL/ABE STUDENTS IN VOCATIONALEDUCATION

1E6

EVALUATION FORM-

Please rate the presentation by placing an X along the continuum for each question.

1. How clear were the objectives of this presentation?

very clear "g 6 1 'not clear

2. How appropriate mas this presentation for vocational education for La students?

. Iveryappropriate 8 6

.3. How relevant was the content for you?

veryrelevant 7 4

4. How muth dO you feel you fearned?-

more thananticipated 9 5

1

3

1

not appropriate

1 not relevant

5. Were the handout materials supportive of the content?

very much 15 .

6. How would you rate the presentor?

Excellent 8 7

7. How would,you rate this presentation overall?

Excellent .7 8

8. Are you primarily: Total Hp. Participants

a vocational teacher

a VESL'teaCher

7 an ESL teacher 6 , a counselOr

9. Comments: Excellent/Need more time and more presentations like this/Your advice

-- was so relevant and specifio/Handouts were extremely effectiye and provided me .

wi h omethin concrete to work with and better m position and effectiveness

at my program/Thank you for giving this Presentation/Great/I overheard somd of'

. the session your advice was so relevant/Title 'should say Agency-Job:Placement.rather than Vocational Education/Handouts should be collated in order of pre- .

ress thahanticipated

not very much

pobr

unsatisfactory

15 Do you work

2 an administratorA

ell

a bilingual teacher

1 a community-agenc

secohddry school

13 'adult education

in:

1

sentation'fdr easier reference. 103 .1034

Z

Conference/Workshop Title: LEP DISSEMINATION CONFIRENCE

Organizer,: ISBE/DAVTE

Presentation Title: Bilingual Vocational Programs for Adults

Presentir(s): Michael G. Kelly,.PrOject DirectorSarah Bingaman, Triton Community CollegeElizabeth Maschwitz; Truman College

I. Summary of Subject Matter Covered: Each of the presenters discussed issuesof bilingual vocational education for adults and how Kis/her project,had dealt with them.Conference/Works,hop Particulars:

a., Place: Joliet Renaissance Center, Joliet; Illinois

b. .Date: March 31, 19B2

ac. Contact Hours of Presentation:

d. Promotion4l Brodhure:

10:45-11:45

Avaifable from DAVTE

3. Participants: Approximately 5b instructors and administrators ofVESL/ESL/vocational programs

4/5. EvaluationAvailable fram DAVTE.

6. Summary of ConferenceNorkshop Preaentation's Strengths and Weaknesses:

These presentations gave participants many interesting ideai, bat wereat the same time too gdheral and too sRecific for the audience.

. Materialsteveloped for Presentation: N/A

104 103

so"

LEP DISSEMINATION CONFERENCE, O-onferenceiWorkshop Title:

,Organizer: IS8E/DAVTE

Presentation Title: VESL in the Secondary Schools and Adult Programs

Presenter(s): Patricia Menges, Curriculum DeveloperKen Wright, Elgin High School

I. Summary of Subject Matter Covered:The two presenters discussed similaritiesand differences in ways of planning and implementing VESL *grams for adults

. and for secondary school students.

-2. Conference/Workshop Particulars:"

a. PLicer- Joliet-Renaissance Center, Joliet, Illinois

b. Date: March 31, 1982

c, Contact Hours of Presentation:r12:45-1:45

d. Promotional Brochure: Available from DAVTE

3. Participants: 15-18 instructors and administrators of VESL/ESL/voeatibnalprograms

4/5. Evaluation: Available from DAVTE

Summary of Conference/Workshop PresentaVOn's Strengths and Weaknesses:

These presentations gave participants many interesting ideas, but wereat the same time too general and too specific for the audience.

4

7. Materials aeveloped for .Presentation: N/A.

4

A(150

fg

q

Conference/Workshop Title: LEP DISSEMINATION CONFERENCE

,

Organizer: ISBE/DAVTE

Presentation Titie: VESL Materials fo; Machine Tool and for Typing/General Clerical

Presenter(s): Patricia' Menges,-Curriculum Developer

1. S1.immar7of Subject Matier overed: Techniques of developing VESL materials fol4Machine Tool and Secretarial Programs, rooted strongly in the vocationalcomponent. The Waubonsee LEP Project's VE5L Materials were used as examples.

2. COnference/WorkshopParticulars:

_ ,a. Place:' Joliet kenaissance Center, Joliet, Illinois

..e b. Date:'MarCh 31, 1982 .

c. Contact Hours of_presentation:1:50-2:20

d. Promotional Brochure: Available DAVTE.

3. Participants:: 11-15 instructors and administrators of VESL/ESL/Vocational'programs

4/5. Evslustinn:'Available from DAVTE

,

6. Summary of Conference/Workshop Presentation's Strengths and Weaknesses:

This discussion was useful, and there Was much interest in the Project's VESL.materials. Participants asked that Machine Tool vocational sessions (seefollowing presentation) not be scheduled back to back with Machine Tool VESLin the futOre.

Materials Developed,for Presentation: Samples of VESL materials developedby the Waubonsee LEP Project were distributed.

106

Conference/Workshop Title: LEp DISSEMINATION CONURENCE

0, Organizer: ISeE/DAVTE

/

Presentation Title: Vocational Materials for LEP Machine Tool Students:Waubonsee's Machine Shop Fundamentals/

Presenter(s): Michael G. Kelly,,rroject Director

1. Summary of Subject Matter Covered: Machine Shop Fundamentals: What it isand how to use it.

,2. Conference/Workshop Particulars:

a. Place: Joliet Renaissance Center, Joliet, Illinois

b. Date: March4

31 ,--198a

c. Contact Hours of Presentation: 1:50-2:20

d. Promotional Brochure: Available from DAVTE

3. Participants: 10 vocational instructors and administrators of LEP programs.

4/5. Evaluation.: Aiailable from

r t. Summary of Conference/Workshop Presentation's Strengths and Weaknesses:

,

The rgierials were well received, but there was too little time to permit--in-depth treatment. Participants asked that future workshops notschedule vocational and VESL presentations for the same vocationalarea in the same time slot. (See preceding presentation.)

Materials Developed for Presentation: The student textbook of MachineShop Fundamentals was disseminated to the participants,(Fifteen others hadsigned the request list earlier in the conference)

LI07

Y, ".

Conference/Workshop Title: 2nd MIDWEST REGIONAL TESOL CONFERENCE

Organizer: INDIANKTESOL/BE

Presentation Title: Techniques of Writing.Effective Vocationa1 ESLCurricula and Materials'

Presenter(s): Patricia Menges, Curriculum DeveloperMichael G. Kelly, Project Director.

1. Summary of Subject Matter Covered: The presentation outline handout is attached.

2. Conference/Workshop,Particulars:

a. Place: Convention Center, Indianapolis, Indiana

Date': .Apr4-1- 3,-1.982

c. Contact Hours of Presentation: 3:00-4,:30

d. Promotional Brochure: Available from Conference/Workshop organizer.

3. Participants:

4/5kEvaluation:

12 ESL/VESL instructors and administrators from Illinois,Indiana, Minnesota, Wisconsin, Michigan.

A composite of the evaluation instruments completed by the

participants is attached.

6. Summary of Conference/Workshop Presentation's Strengths and Weaknesses:

Participants appreciated the practical focus of this Presentation.The only real problem was its late time slot (the last session onthe last day).

7. Materials Developed for Presentation:

The presentation outline that waS distributed to the participants is

attached. Other materials, too numerous to include here, were also

used to support various points of the presentation.

108

2nd Midwest Regional TESOL Conference

Indianapolis, INApril 3, 1982

L4mite'd English Proficiency Projectfor Vocational EducationWaubonseeCommunity CollegeSugar Grove, IL 60554

TECHNIQUES OF WRITING EFFECTIVEVOCATIONAL ESL CURRICULA AND MATERIALS

Patricia A. Menges,,Curriculum DeveloperMichael G. Kelly, Project Director

(1) Introductipn: LEP Students in Voc. Ed.

(la) Need for technical training for jobs

(lb) Special barriers:

language

traditional materials and delivery systems

(1c1 Relationship of voc. ed. - ESL - VESL

(2) Nocational ESL (VESL)

(2a) What is VESL?

(2b)i Coordination with a voc. course and voc. materials

(3) Possible COmponents- of VESL

.(3a) Language support for voc.'course

vocabularystructurescommunicative fupctiont

(3b) M4th

:(3c). Study skills

(3d) 'Pre-employment skills and.job develoOent

109 11 4

(4) General Techniques for Developingyocational and VESL Curricula and

Materials for LEP Students in Voc.

(4a) Iden-tification and reorganization-of key vocational concepts

(and language)

(4b). Decisions on format

(4c) Language simplification and standardization

(5) Techniques for Writing VESL Materials:

MACHINE TOOL samples

(6) Techniques for Writing VESL Materials:

SECRETARIAL SCIENCE samples

r

IndilKidwes1 RegionalZSOL Conference

.-"Indianapolis, INApril 3i 1982

Limited English Proficiency Projectfor Vocational Education

.Maubonsee Community CollegeSugar "Grove, IL 60554,

TECHNIQUES OF WRITING EFFECTIVEVOCATIONAL ESL CURRICULA AND MATERIALS

EVALUATION FORM

th

Please rate the presentatioR by placing an X along the continuum for each question.

How clear were the objectives of this,9resentation?

very clear' 6 5 1 'not clear

How appropriate was this presentation,for vocational education for 1_,Ep students?

very N

aRpropriate

3. HoW relevant was the content for you?

very D

relevant 3 3

How much do you feel you learned?

not appropriate

not relevant

vore than less than

'anticipated 5 3 .4 anticipated

5., Were the handout materials supportive of the content?

Nery"much 10 2 not very much

6., "HOw would ,,yOu rate the presentor?

Excellent: 7 5

7. .How would you,rate this pres"entation overall?

Excellent s

8. Are you primarily:

poor -

7 unsatisfactory

-Total No. Particinants 12Do you wOrk in::

a vocational teacher 5 ,an-administrator1 a eoMmunity agent

2 a VESL teacher a bilingual teacher . seconddi:y SchOol

"5 an OL t4rricher a cOunselar 11 adult educatton

9. Comments: Superb nresertation/Well-thoughtnut, wp11 ha5ed in evleriepcPUPxpecteda lot and got more/Clear/practical, excellentl, thanks/You know vour stuff/po notargue the ouestion of ittst. yolidity whilp attrsmpti'n9 to eYplain it_ Your oxPlana

tion is excellent and pOinting out existing deficiencies in available materials,you argue your point most effectiyety/Althounh I.am not in vocational eduqationthe content Was rlievant as far,as-ESL.was 'concerned.

k

Conference/Workshop Title:*

Illinois'AdultOrganizer:

,

ILLINOIS ADULT AND tONTINUING EDUCATORSFiSSOCIATION CONFERENCE

. -

and -tontinung Educators Association

,

Presentation Title: Issues in Voc ational Education for ESL/ABE Students

Presnter(s): Michael G. Kelly,,Projett DirectorPatricia Menges, Curriculum Developer

1. Summary of Suliject Matter Covered: The preientation outline handout iattached.o

,

.

2: ConferenCe/Workshop Partictilars:

,

Holiday ,Inn East, Sprinfigeld, Illinois .a. Place:,

April 15, 1982

c. Contact Hours of Presentation: 9:45-11:T5

d. Prom§tional Brochure: Available froin Conference/Worjcshop organizer.

3. Participants: 13 vocational, VESL and ESL instructors, administratorsand counselors from LEP programs in community colleges,correctional centers and community,agencies.

A/5. Evaluation: A composite of the evaluation instruments completed by the,, participants is attached:

6. Summary of Conference/Workshop Presentation's Strengthp and Weaknesses:

A good general ,survey of the issues was presented, bolstered byattention to specifid techniques. Participants wereoespecially -interested in the latter.

7. Materials Developed for Presentation:

The presentation outline 'that was distributed,to the participants isattached.,, Other materials, too,numerous 0 include fiere, were also,

used to support various points df the presentation'.

1121 7

0

Illinois Adult and Continuing EdutatersConference, Springfield, ILApril 15i 1982.

,ICI-1W G. Kelly .

. Patricia A. MengesWaubonsee Community College'

v.

JSSUfS IN VOCATIONAL EDUCATION FOR ESL/ABE STUDENTS

(1) Introduction'

(la) ESL/ABE'students' needt, goals, and resources

(lbs.. Relationships among ESL, ABE, and Vocational Education prograMs

(2) Support services

(2a) Assessment:: .Intereits, needs, skills

(2h) -Counseling and referrals'

(3) Obstacles for ESi:/ABE students, in vocational education

(3a) Traditional delivery systems ,

(3h) Language/reading/math .

(3c) InstructiOnal materials '

(4) Traditional:delivery systems

(5) Language

(6) Reading

, '(') Math

'(8) Instructional materials

(9) Conclusions

113 118

;

1:11 i nois Mult,id .. .

Cootinuing'Oucation Conference

'April 15,1982'

c,

Michael) G. KellyPatricia Menges'Waubonsee Community College

*Issues in Vocational EduCation,for ESL/ABE Students

EVALUATIOW,FORM

Please rate the presentation by placing an X along the continuum for each.guestion.. .

1, 'How dear Were the objectives of this presentation?

very .,c1 ear 5 4 3 1 not clear

2. How appropriate was this presentation for vocational education for.LEP students ?

veryappropriate 2 1

3.. How Televant was the content for you?

releVant 5

How much do you feel yoU learned ?

more thananticipated 5 4 1. 3

rot appropriate

1. - not relevant

Tess thananticipated

Were the handout materiafs, Supportive.of the content?

verY much .6 31 3

How woUld you rate,the.presentor?

ExCellent 6 3 .2 2

7. How would you rate this presentation overall?

Excellent 7 '2 1D

8. Are you primarily: Total No._Particinants

not very much

poor

:3unsatisfactory

13 Do you work in:

6 a Correctional Ctr.

1 a community,agency

a bilingual teacher 1 secondary school

2

1

5

a vocational teacher,

a VESL teacher

an ESL teacher

3 an administrator

counselor 5 adult educatiOn,

9. Comments: Great session/Presenters were obviously knowledneable and committed/Goodpresentation:/I liked the discussion, it led away from the,handout but that worked outfine/You did well/Thanks for some innovative ideas/Things nresented were nood buistrayed from "points" sometimes; could have been a little more ornanized/As usual weneed concrete items good'examolesetc./1 was looking for more concrete info, "hoW100,! stuff/How about the Math CurriVm?

119

TABLE I. Bilingual ModelMachine,Tool LEP students: Age, Sex,. and Ethnic Backgrourid

(n=17)

UNDER 18

18-20

21-24

MEXICAN

HJSPANIC

MEXICAN-A.MERICAC

PUERTO

RICAN

OTHERHISPANIC1 ASIAN' OTHERS TOTALS

46-55

OVER 55

TOTALHISPANIC

.

TOTALASIAN

..

TOTALOTHER .

,

17

1 One Cuban.

122

TAIIE II,- Non-j)ilingual MOdelMachine Tool LEP:,spdepts:(n.19)

40

Age, Sex and Ethnic Background'Cl

MEXICANMEXICAN-AMERICAN 0THERS2 -TOTALS-

UNDER 18

1840

21-24

25-38

36-45

46-5S

OVER 55

TOTAL

123_

5

TOTALHISPANIC

TOTALASIAN

TOTALOTHERI

8 iu..

1

't

1 Seven LaQ, three Vietnamese

2 One from Curacao

3 One from Ecuador.7

t

toga

TABLE III. Bilingual Model-Secretarial 5cience LEP students: Age, Sex and Ethnic Background

(n = 10)

e

7--

MEXICAN

-

MEXICAN--

AMERICANPUERTO ' OTHER i

RICAN HISPANIC' ASIAN OTHERS' TOTALS

F F- F f

UNDER 18

18-20

21-24

21-35

1

2 2

36-45

46-55 ,

OVER 55

TOTAL 10

.

TOTALHISPANIC

.

,

TOTAL:ASIAN-

TOTAL .

OTHER

10 -. 0 0

128

TABLE IV. Non-bilingual ModelSecreta:rial Science LEP students: Age, Sex and Ethnic Background

(n=6)

HISPANIC

MEXICANMEXICAN-AMERICAN

PUERTORICAN

OTHERHISPANIC OTHERS, TOTALS

M M IF

UNDER 18

18-20

21-24 3

25-35

36-45

46-55

OVER 55

TOTAL 2 1 2 1

TOTALHISPANIC

TOTALASIAN

TOTALOTHER

,

.

. 4..

0

1 Two Vietnamese

123

TABLE VA Bilingual'ModelMachine Tool LEP students: Marital Status, Age, and Family Status

1\,(n=17)

MARITALSTATUS

". MARRIED SINGLE

FAMILY

STATOS1

FAMILY2HEAD MEMBEA UNRELATED4

UNDER 18

18-20'

21,24

25-35.

36-45 ,

48-55

OVER'55

:TOTAL

1.

2.

2

Department oflaborclassifications.

Family Head: pi' individual who is the main provider for one or more dependeqs.

Family Member: An individual who is a dependent.

4. Unrelated: An individual who is not a dependent, and whc has no dependents,

. t ,

TABLE VI.._ 1*On-bi1'ingua1 Model = .

Machine Tool' LEV,students: Martial Status, Age, and Family Staius(=19)

MARITALSTATUS

FMILYSTATUS'.

MARRIED, SAGLEFAMILY2'HEAD

.

FAMILY3

qM11ER

UNDER .18

18-20

21-24

25-35 8

36-45

46-55

OVER 55

uNRELAJEatr_

TOTAC

1. Department of Labor classifications.

2. Family Head: An individual who is the main provider fo'fr One or more dependents.

3. Family. Webber: An individual who is a dependent.

-4. UP-related: An indiVidtral who is not a dependent, and w o has 'Po dependents.<1

.1.3o

;4

TABLE VII. SilingOaT ModelSecretarial Science, LEP students: Marital Status, Age, ahd Family Statu&,.(n=10.

.

,

.

.

MARITALSTATUS.

FAMILY:,

STATUS''

MARRIED - SINGLE: FAMILY2

HEM'3-

FAMILY

MEMBER 'UNRELATED4,

MI11111111111

IIIIIIIIIII

INN111111111

2 .

UNDER 16. IIIIIIIIIIIIIIIIIII. .

,

1111111111111111111111111B-20' ,

21-24 1111111 1

*25-35

,

1.

.NM46,55 .

I

OVER 58 MN .

TOTAL 4 6 1 7

1, Department of Labor classifications.

-2. Family Head:" An,individual who is the main provider for,one or more Opendents.

3. Famify Member: An individual who is a dependent.

4. Unrelated: An individual who is nOt a dependent, and who has no dependents.

131

TABLE Non-bilingual Model4

SecretarialScience LEP students: Marital Stat4, Age, and Family Statt.4.

,

,MARITAL:STATUS,:

FAMILY.STATUS1

MARRIED'

.

. .

SINGLE-

JAMILY2HEAD

FAMILY.MEMBER 'UNRELATED4.

.

'UNDER 18-

I8L,20 ' ,,

,. .

21-24 ,

.

1.

,

25-35 1

,.

36-45 . 1 . . 1

46-55

.,

.---------7-1

OVER 55,.

,

TOTAL' 4 l' 3 ,2:

1. Department of Labor classifications.

2. Family Head: An individual who is the main provider for one or more dependentS.

who is a dependent.

4. Unrelated: An individual who is not a dependent, and who has hp dependents,

132

TABLE IXa. Bilingual ModelMachine TOol LEP students,: Education and Age

(n=17)

UND

NONE

EDUCATION

PRIMARY SECON AR

SOME POST'GRA . SEC.

36-45

46-55

OVER 55

'DIAL_

133

d

TA6LE IXb. Bilingual ModelMachine Tool LEP studerit:

Education and Ethnic-Background

(n=17)

EDUCATION'

NONE

PRIMARY

3 4-;6

SEQOIDARYSOME POST

SE GRAD. S

HISPANIC

ASIAN:

OTHER

5!134

TABLE Xa. Non-bilingual Model.Machine Tool LEP students:" Education and Age

(n.19) .s

4

EDUCATION

,

PANONE

PRIMARY SECONePOST

SEC1-3 4-6SQMEc GRAD.

1ONb IIIIII=111118-2 1111 Ell

..

21-24......36-45

-.A..1111 1111111111

....

46-55 11113 11111111111OVER 55 111111111111111111 b A

TOTAL III III/111DO,

sir

TABLE Xb..Non-bilingual Modei14achineTooLLEP-studgnts:Education And ithnic Sackground-(n=11)

EDUCATIO3

0

Pr

Ad PRIMARY lo.:SOMESE . GRAD.

POSTS

allNONE 1-3 4-6

HISP

ASIA,

1111111111111

.

* 0OTHER

TABLE XIa. Bilingual Model TABLE XII). Bilingual Model. - Secretarial Science LEP students: Education atm, Age Secretaria4 Science LEP.studentst,.

. (n=10 ',

.

Education and Ethnic Backgromd,, (n=10)

EDUCATION,

VAPRIMARY

NONE in 4_6

SECON A'POST

SEC1.

GRAD.......

UND ' : IliV. q

1

18-20 2

21-24 1

25-35

11111111111

1 ,

3i-,5D

c

.

OVER 55

11111 11111110111TOTAL 1

3

. .

,EDUCATION

Pr Adol PRIMARY IMII

SOME POST

NONE 1-3 4-6 SE . ,pRAD:' S

HISPA MI 11111 3 MillASIA IIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

'OTHER Mal Mall

14

138

TABLE.XIla. Non-bilingual Model TABLE XIlb. Non-bilingual Model

SecretariAl Sciptice LEP students: Eduation and Age , Secretarial Science LEP-students.!'

(n=6) Educa ion and Ethnic Back round

(n=6) ,

4111

vs

EDUCATION

. PRiMARY SECONDPY.

POST

SEC.NONE 1-3 4-6SOME

GRAD..

18,UNDER

,

,

,

1

A

,18-20

121-24 I 1 1 1

25-35

,

6. 54

36-45 11.11111111111

46r55k

OVER.55 S

e

N

!TOTAL - 3..

2 1

.

133

PRIMARY\

1-3 4-6

SECOSOME.SEC.

.

DARY

GRAD.

.

POST`S r

,

ONE

HISPANI 2

ASIAN 1 1

,.,

OTHER.

TABLE XIII. Bilingual ModelMachine Tool LEP students:- tmployment Stttut, Hourly Wage, ana Age

(n=17).

CURRENT/ LAST HOURLY WAGETOTALNUMBEREMPLOYED'

3.36-3.0

1.41

1 2

9,

TABLE XIV. Non-bilingual ModelMachine Tool LEP students:, Employment Status, Hourly Wage,.and Age(n.19)

TOTALNUMBEREMPLOYED

TOTAL_NUMBERUNEMPLOYED

AN11111111011

. CURRENT/ LAST HOURLY WAGEra6 33 1

3 36-3..99P

Co

18-20 1

21-24 2

25-35 11

5.007.5.99 .6.00 4.

111111m113 people included in,0-3.35 range have no prior working exPerience (no wage)

143a

e:2

e

144

k

TABLE XV. Bilingual ModelSecretarial Scierlce LEP students: Employment Status4 HOurly Wage, and Age

(n.10)

.

CURRENT/LAST HOURLY WAGETOTAL,NUMBEREMPLOYED

0=-3.35 36-3 99 Of 'gq 5.00-5.99,

UNDER 1S

18-20

21-24

25-35

Of the students in 0-3.35, 4 had no previous wage; one being a full-time H.S, ttudent

UNDER-1-8

18 -io.

2144

25-35

36=45

-461-55

OVER 55

TOTAL

.TABLE XVI. Nen-bilingual ModelSecrétarial Science LEP students: Employment Status, Hourly Wai-, and, Age -(n=6)

TOTAL

NUMBERUNEMPLAYED

CURRENT/ LAST HOURLY WAGE

0-3.35 3.36-3.99 jjaz4a2.1%.90-5.99 6.10

TOTALhUMBE,R,

EMPLOYED

c

1

1

Air...

6

Both students in the 0-3.g5 have no prior working eXperience (no wage)

14 I

0

44S+

TABLE XVIIa..Biltngual ModelMachine. Tool LEP students:Economic Status and Age(n.13)

. INCOME LEVEL

ABOVEL.L.S.I. .

BELOWL.L.S.I.L.

UNDER 18 -

18-20

E1111111=136-45

2

1

5

46-55

OVER/55

TOTAL

1Lower Living Standard Income Level asdefined by the U.S. Department of ,Labor.

143

a

TABLE XVIIb. BiltngUal ModelMachine Tool tEP students:Income AsSistance(n=10)

SOURCE OF -

INCOME ASSISTANCE

.

UNEMPLOYMENT INSURANCEONLY 4

TIERFEMENTTE-7---7.-AND CETA . soi,

CETA ONLY

PUBLI0 AiD AND CETA .-4- ......,p-----

ILLINOIS MIGRANT COUNCIL 2-4--r---

PUBLIC AID OflLY

1.-----

4.

""---------6----------"--"I

,

- 2ADULT ED. TUIT. ASSIST.

VETERANS ADM. s

P '-__17._..,

TOTAL

6

TABLE XVIIIa. Non-bilingual ModelMachine Tool LEP students:Economic Status and Age.(n.181

1

INCOME LEVEL

ABOVEL.L.S.J.L.

BELOWL.L.S.I.L.

'UNDER 18

0

.

:"....,'" '".""".....'"..

,

1

18-200

'- 1 -

21724,

,.

2,

25-35,

11

36-45...........".........................."

6,55n ^

o

4

, ,

OVER 55 q

TOTAL 18.

ILower Living Standard Income Level asdefined y the U.S. Department of Labor.

151-

P;TABLE XVIIIb. Non-bilingual Model

Machine Tool LEP students:IncoMe Assistance(n=18)

SOURCE OFINCOME ASSISTANCE ,

UNEMPL=ENT INSURANCEONLY

1

UNEMPLOYMENT INSURANCECETA...ttND

CETA ONLY

TUBETrAID-AND tETA- -8---

ILLINOIS MIGRANT COUNCIL--_,

1

PUBLIC AID ONLY 4.

.,

ADULT ED. TUFe. ASSIST.

VETERANS ADM. 1,

TOTAL '23

. .

;;

TABLE XIXa. Bilingual Model

Secretarial Science LEP students:-Economic Status and Age(n=7)

INCOME LEVEL

ABOVE

L.L.S.I.L.'B,ELOW

L.L.S.I.L.

UNDER 18

18-20,.

2

21-24

. .

2 1

25-35 ,

36-45

46-55

,

OVER 55

1111111111111

, -

TOTAL

I.

'Lower Living Standard Income Level asdefined by the U.S. Department of Labor.

o

1_53

TABLE XIXb: Bilingual Acdel

Secretarial Science LEP,students:Income Asiistance(4=4)

SOURCE OFINCOME ASSISTANCE

.

.

UNEMPLOYMENT INSURANCE,

ONLY

TiltRUNTATITim"-7117r"-7-AND CETA

SETAM-2--------"I'1-4.._

PUBLIC AID-AND CETA

ILLINOIS MIGRANT COUNCIL

PUBLIC AID ONLY,

1

.........

TOTAL,

ADULT ED. TUIT. ASSItT. 2_4...----------.

VfTERANS ADM.

6

or,,

154

TABLE XXa. Non-bilingual ModelSecretarial Science,LEP students:,Ecohomic Status and Age

(n=6)

-

.

INCOME LEVEL

ABOVEL.L.S.f.L.

BELOL.L.S.I.L.

,

UNDER 18

18-20 . NM1111.111111111111 ,

112=1111111111 1

36-45 111111111111

46-55 11111111OVER 55 1111111111111111111111

'TOTAL 11111111M 4

1Lower Living Standard Income Level aidefined by the U.S. Department of.Labpr.

155

TABLE XXb. Won-bilingual ModelSecretarial Science LEP students.:

Income Assistance-(n=3)

SOURCE,OFINCOME ASSISTANCE

UNEMPLOyMENT INSURANCEONLYUNEAOYFTRTINSURANCEAND CETA

CETA ONLY

PUBLIC AIb AND CETA

ILLINOIS MIGRANT COUNCIL,

PUBLIC AID ONLY 3

TOTAL 3

ADULT ED. TUIT. ASSIST:3

VETERANS ADM.,

1

1. Paid Particioants in Activity.' 1

411 Full-time

(1) Michael G. Kelly

4 249 North Walnut StreetHinckley, IL,641520

(2) Project DieecOr(3) Waubonsee Community College(4) See Staff ResUmes in Appendixiff

(1) Patricia Menges5544 Lyplah-

Downeet Grove, IL 60516(2 CurrtCulum Developer/VESL Instructor(3 ,Wauhonsee Community College0 /See Staff Resumes in Appendial

/1

(1)/Kebir Marti-Lambert/ 326 Grant Place

/1 Aurora, IL 60505 ,

(2) Information and Referral Person/Bilingual Counselor(75% ISBE, 25% local)-Waubonsee COmmunity CollegeSee Stiff Resumes.in Appendiigi

4,1*7 (1) Many Diaz1440 Westwood Drive, Apt. 42Aurora, IL 60506 ,

Seceetary (7/1/81 - 5/11/82)(3) Waubonsee Complunity College(4) See Staff Resumes in Appendiar

Part-time ;taff (Paid hy Peoject)

(1) Jeanne Norris561 Smith Blvd.Aurora, IL 60505

(2) 'VESL Instructor, Machine Tool(3) Waubonsee Community-College(4) ESL Instructor, Illinois Mtgrant Council, 1 year

Northern Illinois University, B.S. .

(1) Brenda Phousongphouang304 Mulhern Ct.Yorkville, IL 60560

(2) VESL Instructor, Machine Tool(3) Waubonsee Community. College(4) ESL Instructor; Illinois Migrant Council, 2 years

Attended Otterbien College

(1) Barbara Hoffman(2) Secretary (5/11/82 - 6/30/82)

135t, 6

15 7

(3)' Waubonsee Community College(4) 3'years sedretarial experience--,------7Att6hded'University of rn I noi s, Aurora,College,

ahd Waubonsee Community College ,

(1) Tanya Moore(2). -Secretary (5/11/82 - 6/10/82)(3) Waubonsee.Community College(4) .2 years secretarial experience

Working on Associat6 Degree at Waubonsee Community College

Part-tiMe Staff (Paid with LodarContributions)

(1) Kenneth E. Shibata ,

321 John StreetNorth Aurora, IL 60542

(2) Executive Vice President, (5% time for LEP Project)

(3)'.Watibonsee Community College(4) Dean of Instruction (WCC), 8 years

Executive Vice President, 3 yearsBA, Kearney State College, 1950'ME, University of Nebraska, 1965MdD, University of Nebraska, 1965

(11 Leland R7 Thompson-

410Route 1, Box 106 LSugar Grove, IL 60554

(2) Dean of Social/Economic Sciences and TechnologiesLEP Project Administrator (5% timeY

(3) Waubonsee Community College(4)' Assistant Dean of-Instrudtion, -

Qccupational -Education (WCC), 10 yearsDean'of Social/Economic Sciences and Technologies, 3 yearsBS, Northern Illinois University, 1958MS, Northern Illinois University, 1962

(1) Daniel J. Griffin713 Marion,

Joliet, IL 60436(2) Director of Research and-Development

(5% time for LEP Project)(3') Waubonsee Community College(4) Village Administrator, Village of New Lenox, 3 years

Grant Coordinator, City of Joliet, 2 yearsDirector of Research and Development (WCC), 1 yearBA, Lews University, 1970MA, Purdue University, 1973MS, Governors State University, 1975

(1) Enrique Torres, Jr,134 Neil RoadSugar Grove, IL 60554

1,3656'

,

,-(2) Vocational InstrUctor, Machine Tool(3) ,WaubonSee Community College

(4) Assembly Foreman, Caterpillar Company, 2 1/2 yearsLEP Project Machine Thol Instructor, FY81fraining,Instructor/Machine Operator, Caterpillar COmpany, 10 years

Bilingual/BiculturalSan Benito High School

(1) Richard Nielsen618 ,Grand

Aurora, IL 60506c2) Vocational Instructor, Machine Tool

(3) Waubonsee Community College(4) ,Tool and Die Maker,-8 years

Roosevelt University and University of Illinois, BA

(1) Don Tesch1352 Crestwood,Dr.Aurora, IL 60506

(2) Vocational Instructor, Machine Tool

(3) Waubonsee Community College

(4), Tool and Cutter Grinder, 17 yearsAttended MaubonSee ,Community College

(1) Guadalupe A. Lambert804 Superior StreetAurora, IL 60505

(2) Vocational Instructor, Secretarial Science(3) Waubonsee Community College(4) Secretarial

'LEP Project Secretarial Science Instructor FY81Bilingual teachihg experience, 2 yearsBilingual/BiculturalHigh School Business Diploma

,(1) Kathy_A. Johnson356 North LincolnwayNorth Aurora, IL 60542

(2) 'VESL ',Instructor, Secretarial Science(3) Waubonsee Community College(4) ESL/ABE/GED Instructor at various institutions,

including Waubonsee Community College, 6 years part-time

\\

LEP Project VESL Instrdctor FY81Curriculum and materials development,East High Schoolo Aurora, 2 yearsSeveral presentations at in-service ESL workshopsOffice experienceBA Archeology

(1) Carolyn M. Carter22 N. Fordhom Ave.Aurora, IL,60506

(2): Consultant, Graphic Artist

137 is

(3) Waubonsee Community College ,

'(4) AssiStant Art Director,Harry SchneidermanoInc., 6 years'Graphic Artist, Channel 60, ,

WLXT TV, 4 yearsGraphic Artist, Waubonsee Commumity College, 10 yearsChicago Academy of Fine Arts .

Commercial Art Program

Alfredo J. Rodriguez206 East Arrowhead $t..14. Aurora, IL 60542COnsultant, Graphic Artist44aubonSee Community CollegeCommercial Artist, Supervisor, DirectorNational Institute of Combustibles, Alcohol and Po rtland, 17'years

Specializethcourses, University of ,Uruguay, 8 years

Consultants

(1) Tom Boyle(2) °Consultant, tvaluation of Machine Shop Fundamentals: Part I

-(3) Elgih High SchoolElgin, IL

(4) Machine Tool Instructor, 4 yearsNorthern Illinois University, BA

(1) 'Kathy A. JOhnson(see'above)

(2) Consultant Business English VESL Curriculum

(3). Waubonsee Community College

(4) (see above) 0

(1) S. Ouankeo451 West& Ave.Aurora, IL 60505

(2) Consultant, English-Lao Translator

, (3) Waubonsee Community College

(4) English-Lao Translator/Interpreter,for Laos-Phillippine Operation

Brotherhood, 2 yearsPolice Officer, liason to United States Embassy, 14 yearsHigh School Diplotha from LaoiAgricultural College in Chiengmai, Thailand, 3 years,Intensive English at Lao-American , Association in Vientiane, Laos; 2 years

Machine Tool I and II, Waubontee-Community College '

Polige Intelligence,training in Malaysia, 4 months'.%

(1) Sang Ly Tsan1179 East Wilson St., Apt. 201Batavia, IL

(2) 'Consultant, English-Vietnamese Translator

(3) Waubonsee Community College

(4) English-Vietnamese Translator/Interpreter

1361 60

in Vietnamese Army, 7 yearsMachine Operator, 2 yearsG.E.D. graduate (United States)tiigh School Diploma from Vietnam

Machine Tool Laboratory I, II, and III,Waubonsee Community College

(1) K. Phousongphouang304 Mulherri Ct.Yorkville, IL 60560

(2) Codsultant, English-Lao Translator(3) Waubonsee Community College(4) Machine I, II, and III

WaubOnsee Community CollegeAttending G.E.D. classesHigh School Diploma from Laos

and Welding at

q. 'Resource Persons

Bilingual/Bicultural Advisory ComMittee

Mr.-HoMero BalsaduaEl Centro Pan-Americano52 N. BroadwayAurora,,IL 60505

-Ms. Irene Carr

Centro for Latino & LatinAmerican Affairs

Northern Illinois UniversityDeKalb, IL 60115

Mr. David Errington

Burgess-Norton Manufacturifig Co.737 Peyton StreetGeneva, IL 60134

Mr. Robert EisherAurora ChaMber ofCommerce40 W. Downer PlaceAurora, IL 60506

Mr.%Robert Glenneyaurora Industries Inc.1002 Greenfield AvenueMontgomery, IL 60538 ,

Mr. Joseph Hernandez822 Garfield AvenueAurora, IL 60506

T46

Ms. Diana JassoCETA Job Factory49 E. Downer Place'Aurora, IL ,60505

Mr. Jim Johnson

VallerIndustrial AssociationSuite 201 Aetna Building2111 Plum StreetAurora, IL 60506

A

Mr, Jesus Lozano961 Second AvenueAurora, IL 60505

Mr. John MarionLocal Electrician's Union #461218 East Galena Blvd.Aurora, IL. 60505

Mr. Alberto MezaRoute 1, Box 221Sugar Grove, IL 60554

Ms. Cynthia MillerCETA Services30'S. Stop AvenueAurora, IL 60506

Mr. Gerald SchmidtCaterpillar Tractor Co.Box 348Aurora, IL 60507

Mr. Ernesto YbarraNatfOnal Metalwares Inc.900 N. Russell AvenueAurora, II,. 60506

162

u. Staff bévelopment

In addition td giving presentations at numerous professional conferences

--(see section k, Conference/Worksfrop Summaries), Michael G. Kelly,

Patricia A. Menges,,and Kebir Marti-Lambert attended various sessions

at these'prbfessional meetings.

(

141

1 63

p.

Throughout 1Y82 the Project utilized various techniques to inform LEP adults

and the community of the projdct and its services. Wingual posters and bro-

chures were distribUted to locl ethnic churches, grocery stores, restaurants,

and businesses, in addition to state offices_and social service agencies. Indi-

viduals in these agencies, in business, industry, in parishes, and in the privateP

sector were sent letters and brochures4informing them of the Project and its13.;

classes. News releases to local media were also made. An interview with the

Bilingual Counselor was aired on WOJO FM105 on 9715/81.

Articles,about the LEP Project and its materials appeared in the following-

publications:

c.

FOX yALLAy SUBURBAN TRIB, Sunday, October 11, 1981.,

"Educational Services for Business and Industry", Waubonsee Community College

THE.NETWORk NEWS., Vol. 4, No. 2, Fall 1981,)SU/DAVTE

ILLINOIS COMMUNITY COLLEGE NEWSLFTTER No. 3, March T982

KE'EPTNG PACE, Illinois'Adult and Continuing Educators Association Newsletter,Vol. 3,.No. 4, Aftril 1982. .

ENGLISH FOR SPECIAL PURPOSES, Issue #51, April, 19824

TEXTESOL V NEWSLETTER, June, 1982

TESOL 4EWSLETTER, Volume XVI, No. 3, June, 1982

ILLINOIS TESOL/BE NEWSLETTER, Volume 10, No. 3, Jfine, 1982

The Project deveroped a cover letter and flyer to 'assist in promoting the

ISBE/DAVTE Dissemination Workshop in-Joliet on 'Aarch 31, 1982, and the Project's

Machine Tool vocational materials, Mdcnine Shop Fundamentals. Using ISBE/DAVTE

,mailing labels and the Project's mailing liststhe Project sent this cover letter

and flyer to Area Vocationanenter DirectOrs, teans of Vocational Education

(community colleges), Trade and Industry Departtents (Secondary Schools), Indo-

411 chinese Refugee Projects in Illinois, vocational educators, ESL/ABE instructors,

142 6ti

and intOested parties.,

Copies,of the publicity materials mentioned above have been included in

Appendix

t

.

,

A

%

,

VJ

..

,

,

o

c,

o

143

A

165-

I I

(,

0

1. Resource Listihg

The LEP Project did not purchase any resource materials in FY82.

The Project maintained its FY81 Resource Collection.

I

6 6144

(ems

V. Other Activfties

Project Visits

The following visits were made to the Project in FY82':

July 1, 1981 Judith DiamondMachine Tool VESL Instructor'Elgin YWCA Indochinese Project

, Elgin

*July 23, 1981 Dave CaswellEducational Coordinator

Mfgrant CouncilAurora

August 27,1,981 Arlene Ruttenbergplueprint Read.ing VESL Instructor,Truman College Indochinese Project

- Chicago

November 3, 1981 .D.ave Caswell

Educational CoordinatorIllinois Migrant CouncilAurora

March 30, 1982 C. J. MufichDepartment Chairman°Rockford Area Vocational Center

Leta TuetkinInterpreter/InstructorHearing Impaired DepartmentWest High SchoolRockford

April 29, 1982 Mary Ann Anthony '0

Title XX CoordinatorWaubbnsee Community College

May 3, 1982 Maria MacicCounseloi.

Kendall County CETAYorkville

.May 6, 1982___ o Peggy GiraldoCounselor .

Aurora CETA

145 1

<

Technical Assistance

Severe other institutions and Projects, among them Southern Illinois

University, University of Illinois at Champaign-Urbana, the Bilingual

Vocational Project, Sauk Valley College, the Rockford Area Vocational

Center, Elgin Community College, and Triton College, requested technical

assistance from the Project Director and Curriculum Developer in FY82.

Their needs included in-service workshops, materials evaluation, program

evaluation and on-site consultations at the Chicago Urban Skills Insti-

tute, April 27, 1982, and Menard Correctional Center, June 3, 1982.

z,

A

4

146166

Q.,

APPENDIX

a

0

16,9

DOLCHREADINGLIST

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abOut

across

after

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all

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and

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BASICeWORD'LIST

4 CATERPILLAR RESEARCH0 TEAINING. DEVELOPMENT

LIST ASSO.-LIST

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cuts .

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do, done

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end ,

enough.

even-ly

, every

far-ther-thest..

fast-er-est

find, found

first

five'

for .

four

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READING EASIC,_.% .--.

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DOLCH OGDEN'S CATERPILLAR RESEARCHREADING BASIC TRAINING DEVELOPMENTLIST WORDLIST LIST ASSO. LIST

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173-

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71

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RESEARCHDEVELOPMENTASSO. LIST

80 '

Community College-

0

r,

APPENDIX II:

STUDENTS' AND INSTRUCTORS'

EVALUATION FORMS

177

Machine Shop Fundamentals

MATERIALS EVALUATION

Date

We want you.to help us evaluate different Machine Tool books, in English andin Spanish/Lao/Vietnamese.Please tell uS What you really thinks to help us make our books better.

EXAMPLE 1-ENGLISH

la. How much of EXAMPLE I can you-

read and understand?

lb: Is EXAMPLE 1 good for Spanish/Lao/Vietnamese students like yourClass good not good

Why?

"A

EXAMPLE 2-SPANISH

2a.* How much of EXAMPLE 2 can youread and.understand?

2b. Is EXAMPLE 2 good for Spanishstudents like your class?

. good not goodWhy?

EXAMPLE 3-ENGLISH

la. How much of EXAMPLE 3 can youread and understand?

36. Is EXAMPLE 3 good for Spanish/Laci/Vetnamese-students like yourclass? good not good.

Why?

.ALL MOST SOME ONLY A NOTHINW*LITTLE .

r

5,

",

41.

EXAMPLE 4-SPANISH

4a: How mach of EXAMPLE 4 cap yourea4 and understand?

4b. Is EXAMPLE 4,good for Spanishstudents like your class?

good not goodWhy?

EXAMPLE 5-ENGLISH;de

.5a. How much of EXAMPLE 5 can youreadord understand?

5b. Is EXAMPLE 5-good-for Spaiilsh/, Lao/Vietnamese students like your

class? good not good

Why?

EXAMPLE 6-SPANISH

How much of EXAMPLE Ccan youread and'understand?

EXAMPLE egood for Spanish/tao/Vietnamesestudents like yourclass? gbod not good

Why?

, e

2.

ALL MOST SOME ONLY A NOTI-IING:. -

LITTLE

17d

4.

EXAMPLE 7-00

7a. How much of EXAMPLE 7 can youread and understand?

7b. Is EXAMPLE 7-good for Laostudents like your class?*

good not good .

Why?

-

EXAMPLE 8-VIETNAMESE

8a: Hdw much of EXAMPLE.8 can youread and understand?

8b. Is EXAMPLE 8 good for Vietnamesestudents like your class?

good not good -

Why?

3

ALL MOST SOME ONLY A NOTHINGLITTLE

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9

Machine Shop Fundamentals Limited English Proficiency Project forVocational Education

INSTRUCTOR'S EVALUATIONOF NATIVE LANGUAGE USE

0

Name

I. BACKGROUND INFORMATION,

4

A. Machine Shop Instructor VESL Instructor

B. Bilingual, taught this course Bilingually Not Bilingual

Bilingual, but taught this course English-only

C. Taught Spring 82 Taught Fall 80/Spring 81

Taught Fall 81

D. Previous clasiroom teaching experience (of any kind)

Yes No

E. About what percentage of your Limited English Proficiency (LEP)students in this course were

% Hispantc .% Indochinese % Other nationalityTrio, Vietnamese) 0,

F. In your opinion, what percentages of your LEP students were at whatgnglish levels? (if it's easier, you may estimate actual numbersinstead of perteritages.)

Low English Intermediate High inglish,,

When course started %

When course dnded

Comments:

G, In your opiriion, what percentages of your LEP students were at what

Basic Math leiels? (If it'S easier, you may estimate actual numbers

instead of percentages.)

Low English

When course started %

Intermediate High English

i83

a

When' course ended

Comments:

II. INSTRUCTIONAL METHODS

A. How did you divide your teaching time (roughly)?

Machine Shop Instructor

% Lectures

% Going over student's bookwork

% Demo/Shop work

% Audio-visual (slides)

Comments:

VESL Instructor

% Basic Math

% VESL for shop lessons-(7TEhnical Vocabularies, etc.)

.% More general VESL/ESL

Of all the VESL/ESL time only:(Not the math time)

% Oral activities

% Written activities

B. If you were to teach this course again, would you like to be able to-

divide your time somewhat differently? Yes No

If so, how?

C. Do you think it wouid-har-Vd-helped you to be able to speak one of the,

studelit-V native lahguages? Yes No

Advantasjes

Disadvantages ,

D. Would it have helped you to have bilingual tutors to translate in the

shop? Yes No

Advantages-

Disadvantages

E. In which areas of instruction would being able to use the students'

native language(s) have been most helpful? Please rank these from 1

(most. helpful)-to 6 (least" helpful).a

Lectures explaining lessons Shop safety

Shop projects Shop math

MeasureMent Other:

F. In which areas of instruction did you find that individual studentshelped other'students the most? Please rank I (most) to 6 (least).

.Lessons Measurement

Study/Reyiew questions Math

'Shop projects Other:

Comments:

G. When the students helped each other, did they help primarily those oftie same native language background as themselves? Yes

No; there was "crossover"

Comments:

III. INSTRUCTIONAL MATERIALS

A. Do you think most of your LEP studentsxould have read and understoodthe "regular" machine shop textbook, at the start of the course?

Yes NO-?

Comments:

B. Could most of-your LEP student read and-underStand -the Machine ShopFundamentals lessons we used, at the start of the course?

Yes No

Comments:

C. How do Au think the classes would have been if you had had to use only,the "r@gular" machine shop textbook, without Machine Shop FundafientalS,0lessons?

3 183

IV. GENERAL IDEAS

A. In general, do you think it is better to teach Machine Tool I tc LEPstudents bilingually or English-only?

Bilingually'

English-only

Comments:

B. Before yob taught this course, how did you think it would work outto teach LEP students Machine Tool Shop/VESL? What did you thinkmight be difficult?

C. How did it turn out? Was it different from what you expected?

D. LEP students can learn the same technical concepts as native Englishspeakers can.

Strongly Disagree Neutral Agree StronglyDisagree Agree'

'Comments:.

E. What special needs do yom think LEP students in vocational educationhave? Rank in4order- of -importance.

More time

Simplified English materials

A preparatory 'pre-vocational-course

Comments:

.47

Na6eVe language materials

Basic math

Vocational English

')

F. For LEP students in vocational educational (industrial), there shouldbe some entry,level English requtrement.

Strongly Disagree Neutral Agree StronglyDisagree Agree

Comments:'

G. Forj.EP students in vocational education (industrial ),"there should'be some entry-ievel math requtrements.

Strongly Disagree Neutral Agree StronglyDisagree Agree

Comments:

H..For LEP students in vocational education (industrial), VESL classes

are important.

S'Vongly Disagree Neutn1 Agree StronglyDisagree Agree

Comments:0

I: My LEP students ,lould have benefited from a (short?) pre-vocationalcourse to prepare them for the Machine Tool course. The pre-voccould have introduced to them, for example, basic math, reading a 6"rule, what a machine'tooYiS in general and what a machinist does(esson 1).

Strongly Disagree Neutral Agree Strongly

Disagree Agree

Comments:

J. For starting this machine tool course, the minimum English languagelevel that av LEP student should have in Order to complete the workadequately,is:

187

Low Beginning High Low Intermediate High Low AdvancedBegin. Eng. Begin. Inter. Eng. Interm. Adv.Eng. Eng. Eng. Eng.

Coments:

K. DO you think that CEP students Who know almost no English ("0-Level")can be successful in any vocational course as long as there is a VESLcourse with it? Yes No

Comments.:

6-

188

APP6DIX III:

EVALUATIONS OF MACHINE SHOP FUNDAMENTALS MATERIALS

18d

MATERIALS EVALUATION FORM1

Machine Shop,Fundamentals: Part f

MUTE YOUR LEVEL a-AGREEMENT-WM THE F LLOWING S TEMEYOUR RESPONSE. CIRCLE THE NA (NOT APPLICABLE) WHEN THE ITEM DOES NOT APPLYTO THE'MATERIALS OR THE EVALUATGR.

RC

I. P'HYSICAL APPEARANCE AND FORMAT'OF MATERIALS

A) General Appearance: Materials are attractive, easy to use and/or read.

strongly agree neutral disagree stronglyagree disagree

3*: 8 4*, 5

Appropriateness of illustration: Illustrations reflect and clarifycontent of materials.

strongly agree neutral disagree strenglyagree disagree

2*, 9 5*, 4

NA

NA

C) Format approprtateness: The format of materials Is appropriate for thecontent .

strongly . agree neutral disagree strongly"'agree

disagree

2*, 5

D) Organization: There 1A a logical progression within the materials.

strongly agree neutral° disagree stronglyagree

disagree

2*, 4 5*, 4

* Evaluations of Machine Tool Vocational Instructors

dapted from Eva uat on or Supplemental Learning Aids (SLA1 by E. JeanneLopez-ValadezBilinpal Vocational Education Project, June, 1981.

NA

1

NA

I. Comments on Physical Appearance and Format

1. Comments of Machine Tool Vocational Instructors

- This material looks good, is extremely well organized and above allit works. Four-color offset printing would improve its appearance.This would be too expensive in small quantities however.

- Well pdt together.

7 Organization of format is. close to what I am presently doing.

- The appearance is presentable, without beingunnecessarily "slick".

I thought the quality and clarity of illustrations was somewhat in-consistent. The format and organization are good because they allowthe individual instructor to tailor the material to the needs ofdifferent groups.1N

2. Comments of -VESL Instructors and Administrators

- The breakdown into small sequential steps for practical teaching isparticularly good.

- The format in general is excellent, the pictures are especially clearand precise.

- Clear, uncluttered presentation.

- Clear, strong print appropriate for LEP students. Professionalappearance.

- Visuals easy to understand by LEP students. Print is easy to see -words stand out.

- Attractive and neat.

Visuals are;excellent - large and easy to see:

- Backsides to reduce size!! SinCe pink sheets generally do not explainconcepts further but are primarily for use in 4Wguage component,these could be intergrated into VESL.curriculum. Join Study & Reviewquestions to lesson.- Too many pieces to collate. Provide completelessons with key points$ study & review questions (with answers) andtests together in binder for teacher.. To shorten length, considerreduction of illustrations, particularly of small tools or simpleitems ex Lesson 5A, 7 pages 3-6, vs. 2!!

- The use of-titles, subtitles, and numerical arrangements makes thecontent, or the structure of the content, easy to grasp at a glance.

s-

a

6

191

CONTENT

A) Accuracy:

stronglyagree

a

Technical covepts and terminology are up to date and coOect.

agree neutral disagree , strongly.disagree

,. .

1 . NA

2,

) Appropriateness: Important and relevant information ts prowided. -----*strongly agree neutral . , dMagree strongllagree'

, .disagree .

3*, 7 4*, 4'

C) Clarity: Information is well written and easy to tinderstand.

2

strongly . agree neutral disagree stronglyagree disagree ,

4*, 8 3*, 3 2

FOR ITEMS D AND E IN THIS SECTION, PLEASE SEE THEATTACHED MACHINE 1001, LABORATORY I COURSE SYLLABUS.

104 i

D) Relevancy:. MateriAs are'well coordinated and relevant to course'

content and/or main text., .

ttrongly .agree neutral 'disagree strongly -

agree _, disagree MA., .

.,04*, 7 3*, 6 t

,

E) Correspondence:. Content corresponds to course outline objective(s),

,

strongly agree ' neutral disagree stronglyagree , disagree

4*, 6 3*, 5

* Evaluations of Maohin Tool Wicatlonal.Instructors

1 92

4

II,. Comments on Content

41. Machine Tool Vocational Instructoi's

--Content is correct for a first Machine-Tbol Course.I have successfullyused this content for 10 years.

It stands up to employers' expectations.

- I found theasrilabus a pleasant surprise.

- I haVe nu complaints aboutcontent.

2. VESL Instructors and Administrators

We were able to draw out,information easily and used material tosupplement and reinforce our materials:0

- Very practical and pertinent for our Machine Shop StUdents.

In my opinion, the material is written in Ahe "simplest pasible"language. It's super!

193

III.- LINGUISTIC ASPECTS OF ENGLISH MATERIALS

e A) Difficulty nf language: GrammarThese materials are appropriate forEnglish is: ,

42-43th-grade< 54th 9radeAdvanced Intermediate

LEP students whose proficiency in reading/,listening

3-4th-grad6->

Beginning NA,

3 1. 1 2*, 6 1*, 1 1*, 1

B) Difficulty of language: Sulitechnical-VocabularyThese,materials are appropriate for LEP students whose proficiency jnEngl4sfi *is:

Advanced Interthediate

2 1 2 2*, 8 1* 1*

2*

BedInning NA

2*

) .Difficulty of language: Appropriate RegisterThe l6guistic register (from formal register to colloquial register) isappropriate for LEP'students in ,a Machine Tool course.

,

strongly agree . 'neutral disagree- stronglyagree I disagree NA

1*, 2 3*, 6 '1 '1*,.3

D) Relevancy of lan ua e: English language 7These mater a s can be understand by students without native language

., supplements.

stroulY agree ' neutral disagree , stronglyagree

2disagree

3 2*.6 ,., l*depends on 2*, 1

. student's level,

E) Difficulty of lan9uage: English languve: English language can be bestused by students whose proficiency in nglish is

-advanced. intermediate

3 1 2*, 6 1 2*, 1

beginuing

F) Difficulty of lan ua e: Materials are appropriate and uieful by nativeEnglish spea ers who have had little experience/success in formaleducation.

.aongly agree - neutralagree

3*, 3 1*, 4

disagree' stronglydisagree

*Evaluations of Machine Tool Voational InStructors

1.94

2*

NA

2*

^'3*

NA

3*, 3

III. Comments on Lin uistic As sects Of En lish Materials

I. Machine Tool Vocational Instructors

- I have used this format and find it better than anything elseavailable. I have also used this spkific material on a selectivebasis with myrregular college students who have low reading ability.Those students likebthts material and have advanced rapidly.

,- Question -"D" seems to be a luaded question. What level are they

in their own language or how far are they in beginning English?.Granted the material is easy but the supplement Lao, or Spanishcannot be read by someone who speaks, English,and doesn't have anyidea about any other language. As far as the linguistics of-MSF, Ifind them very good. I have uSed them already in 2 languages andthis has made it easy for,my students to comprehend machine tooloperations.

.

- These materials are we'll suited io students English Profictencywhat I would label high-beginning. The limited use or native-language supplements codld sArve to lower those requirements'some-what, and I suppose more technical supplements could, conversely,raise the proficiencY required. I have had no experience teachingthe group described in Sect. F. Prior to this, I had gained noexperience in teaching LEP students. I found these materials tobe quite usefdi and well organized. I would have been absolutelyTOst without them. I highly recommend them,

2. VESL I ructors and'Administrators

ills the language needs very practically without emphasis ongrammar.

- The material*is easy to understand and logically presented. Itsometimes proceeds a little slowly for the more advanced Englishstudents - but, perhaps, these students should be mainstreamedanyway!

- Any student - even native speaker:- must have certain reading skillsto use these materials. The materials are excellent, but the stu- .

dent must be equipped to use them. ,

-v

- What I am judging here is a little higher than we consider "inter-mediate" at Senn. H.S., but that seems appropriate to me on thecommunity college level. We, after all, are the "common" schooland accept students on the basis of age only even if academicallythey are primary or pre-primary in both math and literacy skills.

- (D & F) I am assuming VESL instruction with the materials. I don'tfeel D or F would be applicable as marked (2) if the materials areused in an independent study situation. Native language supplementswould be essential in an independent study for D and as long asnative English speakers were literate, the materia3s would be useful.,

Q

- F applicable onl when interpreter used. Our classes were 1/2Beginning Basic.

- Vocabulary (see first page of Lesson 2) could be clarified by moreOiCcures; alSo, words should be simple and clearly defined, not-just used in a sentence. (See oil); sometimes they are welldefined. H of 8 seems clearly written.

Technical Voc-like the division of key words-by nguns, 4djs,verbs, etc. However, having word in the same context does notclarify term any further. , Might consider just underlining,theseswords in,student texthook and including pink sheets in VESL andvocational instructor's manuals. Try to div&sify sentence formata little. Gets.tiring to read.

r96

1,(

IV. LINGDISTIC ASPECTS OF NATIVE LANGUAGE SUPPLEMENTSSUPPLEMENTS EVALUATED:- SPANISH LAO VIETNAMESE

SEE PAGE 6.0F THE INSTRUCTOR'S MANUAL.

A) ualit of

ttronglyagree

(1)V,(i)S

8) Quality of

stronglyagree

(1)V,(1)S

agree

Translations are grammatically correct.

neutral disagree stronglydisagree NA

(2)S, (3)L

translations:

agree

(2)S,(1)L

Translations are technically correct.

neutral

4*,12

disagree stronglydi sagree *NA

0 Relevancy of langOigt: Language can be understood by speakers ofdifferent dialects.

D)

strongly . agree_ neutral

(1)V (2)S.,(1)L (1)S

4*,12

disagree stronglydisagree NA

4*,12

Difficulty of language: These'materials are appropriate for studentswhose proficiency in their native language is at least

highly literateand proficient

2

orally proficient but :limited oralmoderate literacy skills and written proficiency

(2)S,(1)V4 2

(1)S,(1)L5

2 One evalliator is bilingual (Spanish-English); however, several other evaluatorsconsulted bilingual aides or staff for this section.

IV; Comments on Linguistic Aspects of Native Language Supplements

1. Machine Tool Votational Instructors

- The only comMent I can make here is that the LEP students have t

advanced quite rapidly compared to the Beginning Levels of these' students. It has gained student acceptance and seems to be enjoyed.

-1-his section was looked over by my Lao & Spanish aides. Ratingsare consensus view.

- Not being bilingual,- f am not qualified to evaluate these texts.

2. VESL Instructors and Administrators

- Our Students are happy to have materials written in their'ownlanguage.

- Based on my knowledge of literate Spaniih which, though nOt nativespeaker, is high. I had some help from a native speaker. I under-stand Mexican Spanish best.

- We have a Vietnamese translation. Our Vietnamese have read it andcompleted this section of the evaluation.

"

- In Spanish version - obj's use,debera instead of ha de, observarinstead df mirar in procedures, also completar instead of hater.Someincorrect words such as portahojas (binder) vs cuaderno fornotebook; cuestionario (questionnaires vs. guia de estudio (studyguide). In Vietnamese, students would haVé to have a high schoollevel of literacy and /anguage development; very formal words.

t.

a

19,3

V. USEFULNESS OF MATERIALS

A. Are the materials designed in sucti-a.way as to allow for independentuse by learner?.

19. Us 1 It depends*

1. Machine Tool Vocational Instructors

tdo

- This written material, when used together with supportive A-V mediaind lab work will work well for independent,(Individualized) instrUc-tfon.

This "programmed" aspect makes the materials especially useful.

2. VESL Instructors and tdministratOrs

- The clear illustrations and explanations_retnforce and reteach whatthe student have seen and done in class.,

.

.r

- They are a good Supplement for the slower learner who needs to review.,

- The materials should be very helpful to understand the bqsics of 'Machine Shop. .

- The materials could be used in independent study especially withthe use of Tapes for vocabulary pronunciation and/or liStening whilereading for those with loTeer,literacy skills: Also should have native.language,supplements.

. 4- To a certain extent: study questions, maybe. But the teacher wilt

probably have to give some help in comprehension.

- If student has-both advanced native and second language skills.

- If you tridicate in study and review:questions whee to find theanswer. You Could put the page oh which the answer is'found:in ( )

after each- question.

- *I am a great believer in directed learning Academic motivation isoften latking in the type of student who might be studying these ma-

_ terials; I, feed a Student needs a teacher. However, material issequentially presented.

Would you recommend the use of these materials to other vocationalprqgrams?

20 Yes No

1. Machine Tool Vocational _Initructors4,3

- Will work well for Hearing Impaited Students. and others who havelimited command of English, either spoken and/or written.

193

- I have'used the materials, since late 1981 and they have been very:hejpful

6

2. VESL Instructors and Administrators

- With no text used by the Machine ShoO Instructor, these uterialshave been invaluable for my.VESL class.

- They are not onlyaccurate and fairly complete as well as easy tofollow - they are also very flexible in their use.

- The materiels are very thorough and well done and though they mayneed to be adapted to suit a particular program's need, as supple-mental.materials they are invaluable.

-.The materials should be he]pfu) to other projects:

- Though our text materials are being developed on the 'pre-Vocationaland career awareness" level we are using the Waubonsee peterials asModelg of-format practicality.

Usable with LEP and low reading level'ttudents. Independent unitsallows for adaptation to local curriculums.'

9

20:3

0

VI. Overall evaluation of components of materials:

Student textbook

excellentnot

poor evaluated,

2*411 5* 2 N/E

B. Student workbook:Study and Review Questions 2* 8 5*'5

C. Student workbobk:

Technical Vocabulary lists 2*,9 5*,2 2

D. instructor's Manual

- E. Visuals

F. VESL Curriculun (Draft)

N/E

Nit2*,31* 3*,5 N/E 4

6*1*,9 2*,3 N/t 1

1*,5 1*,2

* Evaluations of Machine Tool Vocational Instructors-, .

0.201

S*

N/E 2*,6

VII.' GENERAL:COMMENTS

Please comment on strengths, weakness, appropriateness, usefulness, etc.

Be speCific, and whenever possible identify page numbers or other keyparts of materials.

1. Machine Tool Vocational Instructors

- I find this material to be excellent in every way. While it may on thesurface seem to be written too simply, I know from my experience that it,does match the reading.level ahd language levels of many senior high andfreshman college students today. This format is flexible. It can be usedon general or prescriptive bases. The outline is strong, builds fromOmple to complex, and is educationally sound from all education psycholo-gy aspects. Behaviorly stated objectives have been applied to many,

,curricular areas over the past 15 years: Their utility in technical courseshas a very good track record. The straight-forward design of this materialand its objectIves makes it much easier.for the studerft to see exactlywhat is expected and forces the instructor into highly valid evaluativedevices. Second-guessing what the instructor really want is virtuallyeliminated. This -Fs a greathelp and encouragement to all students,-espec-

, .

lally those with limited language and/or reading ability.

- I like it! I am presently teaching 50 LEP student's in machine shop. Thesematerials have bailed me out of some,tight situations where my explanationsorsubject areas were going no place, 'fast. I am looking forward tO beingable to use the.books from the beginning and not just from the middle Ofa semester. .

- Machine shop materials well done. The blueprint reading should be a Sepa-rate seCtion and more detailed to cover the subject so that a machine shop,person will get a higher level of understaading. BlueprInt reading sectionneeds upgrading in these "espects.

- All study; Objectives, review questions, study questions and worksheetswere very good.

- You may want to look at the need for metrics to be brought into the dimen-sioning and measuring aspect as this is becoming more and more used as astandard. ,

- TEXTBOOKLesson 5B Pages TO and.l5Cylindrical parts - these would normally show only (2) views. Front andright side,

- Lesson 6C Page 4"Jo" Block - did not locate-term in vocabulary

THANK'YOUI.

7

202

2. VESL InstrucTs and Administrators

- We have used these materials all year and have benefited by them. Theyhave been uged by the whole class as introductory materials, by smallgroups for independent study, and by individuals for review. I wouldrecommend thelii for any Machine Tool VESL program.

q- The whole concept seems ideally written, designed, and aimed for ourstudents. The content is right to the point and easy to follow. Ilook forward, to using the entire student textbook. I feel it is a mustfor my classes. And--what took you so long? We've needed this for along time. (1 did find the lesson and page numbering system confusingusing the Drafts; however, this shOuld improve with using 1 bound text.)

t

- To answer this evaluation I have consulted knowledgeable subject specialists. Our Vocational teachers feel your materials could be useful intheir classs, especially the visuals, vocabulary and worksheets. Someof the blueprint materials are being used by a native speaker to teach,blueprintin to Laos fattory workers. I'm using your Math ideas fora Math clas . ,ESL teachers are using your visualg to help students inthe Machini g' class. We must echicate vocational teachers in our collegeto teach t e refugees. Some adapt easily to VESL methods, others not.We need to sell your materials.

- Our Lao, HI'mong,'and Vietnamese men are interested in vocational classes

,

but there 'is very little material available for them. Bodks written inEnglish a e too difficult. Most of the YESL material is written forbanking, ccounting, engineering and other fields that our students arenot ready for. They need more practical material such as MACHINE SHOP .

, l

Thank you for working on thig project and sharing yourmaterta with us.

,

- Machine iShop Fundamentals has been very helpful as a retource to ourMachine /Tool I and II students. Those in Machine Tool I were able toidentifY the,illustrations and titles and, as a result, were more securein theit lab experience.

.c,

.

- Even t bugh I personally did not use your materials, my program'sMathin Tool VESL teacher did; we support your project and "congratulateyou on your product!

- Illu4rations in un'its should be numbered so that students readingena-tive language SupNements know what to refer to. Study questions andrev.* questions for lessons 1, 2, and 3A are weaker than the others,Seem/to ask language questions vs. information/content, for exampleLess/m 1, p.3, question 45, Math is very important for the machinist, orp.1, question 4, A person can get technical skills.... Ltke the way moststu

l'

y questions'are tied to review questions, show their importance.Dif erences between study and review questions should be clarified. Sug-,ges students use study questions after reading or while reading anduse/ review questions with class-after complete lesson hag been taught,demonstrated and practtced. The instructor's manual needs some reorgan-izI Ation. Contider this; intro, prografil components, then course

/ ..

/ '9 L'

203

syllabus, target population and testing used, materials available,acknowledgements (see manual draft.for additional comments). Why.arethere no objectives regarding shop project? If material aimed atintermediate student, then only translation of sub-technical terms maybe necessary with simplified English materials. In instructor's manualyou might want to correlate mode of instruction (bilingual, monolingual)with student's proficiency level and use of native language supplementS.

On the whole, the materials are very carefiilly and thoroughly'prepared.'The languge is simple and clear and the illustrations are nice and big:To split hair though, some improvements can be made on the "TechnicalVocabulary". Instead of giving the word and the usage, we, can givethe definition or explanation one more time before giving the usage.

.

As a matter of fact, repetitions of concepts and definitions throughoutthe MSF is a commendable feature. Such repetitions as "a round partmeans a cylindrical part" and such sentences beginning with "remember ...are excellent.

4

WdubonseeCoininunityCollegeIllinois Route 47 at Harter Road Sugar Grove: Illinois 60554 Phone (312) 466-4811

Limited English Proficiency Program forVocational Education

COMPOSITE OF EVALUATIONS OF.

-MACHINE SHOP FUNDAMENTALS: PART I

June 30, 1982

List of Evaluators

7 Machine lbol Vocational Instructors13 VESL Instructors nnd Administrators

of LEP Vocattonal Programs20 Total .

Machine Tool Vocational Instructors/Machine Shop Training Specialists

- Tom Boyle

'Machine Tool Vocational Instructor (Hispanio and InOochinese LEPstUdents)

Elgin High School, Elgih,, Il .

- Lee E. Scheidenheim

Machine Tool Vocational InstrUctor ('regular" non-LEP and hearingimpaired-students)

Waubonsee Community College, Sugar GrOVe, IL

- Charles H, Wickhorst.

Machine Tool,Vocational Instructor (Indochinese LEP students)Rockford Adult High School withRock Valley,.Community College, Rockford, IL

Gail Thornton :

Machine Shop Training InstructorCaterpillar Tractor Co.Aurora, IL

- Melvin W:XantYMachine Shop Training InStructorCaterpillar Tractor Co.AuroO, IL

- Richard:Nielson -

Machine Tool Instructor for LEP ProjectMaubonsee 'Community CollegeSuOr Grove, IL,

7

- Donald Tesch

Machine Tool Instructor LEP ProjectSugar Grove, IL

VESL InStructors and Administrators

- Martha Cies 0

Co-Coordinator, Indochinese ProjecfSauk Valley College, Dixon, IL

- Jerri Crabtree

teacher Coordinafor, Indochinese ProjectBlack Hawk College, Moline, IL

- Judith Diamond

Machine Tpol VESL Instructor, Indochinese Project YWCA with. Elgin Community College, Elgin, IL

- Lynda Krueger

Coordinator, Indochinese ProjectCatholic'Social Service Refugee Resettlement, Peoria

Luann Labp .

Instructipnal Services Coordinator, Indociiinese ProjectYWCA with Elgin Community College, Eigin,.IL, -

0

- Jean C. LennonDirector

BilingualVocational Education Project, Arlington Heights,,IL

- Miriam Lykke .

TESOL PrOgram DirectorSenn High School, Chicago, IL

- Arlene Ruttenberg

Educational CoordinatorLutheran Child & Family ServicesHaitian Resettlement Program, Chicago, IL

Nell SudikatusMachine Tool VESL InstiructoOndochinve Project '

Dr. King Center, Kankakee

- Judy Vecamudi

VESL Instructor, IndOchinese ProjectSauk Valley College, Dixon', IL.

- Judy Williamson '

Co-Cooydinator, Indochinese ProjectSauk Vafley College, Dixon, IL

- Grace L. KwongEnglish as a Second Language ;nstructorKishwaukee College, Malta, IL

206

e.

,APPENDIX IV:

ilETTERS OF SUPPORT

(7.

4

201

10,-4,,,

Triton College2000 Filth Avenuekver Grove. IllinrYis 60171 ,

(312) 4560300

March 2, 1982

Mr.-Peter SiedmanAdministrator, ISBE/DAVTEIllinois State Board of Education-100 N. First StreetSpringfield, Illino1s-62777 -

Dear Mr. Seidman:

It has come tb my'attention that the Waubonsee.Community CollegeLimited Englh Proficiency Student Program-is re-applying forDAVIE funding for FY 83. As the Director of Neuvos Horizontes, aneducationarcenter,for Hispanic adults sponsored by Triton CommunityCollege, I would like to take this opportunity to express my fullsupport for theWaubonsee program.

Throughout the planning,and initiation of Nuevos Horizontes, Mike Kellyand Pat Mengus were most helpful in giving insight into the specialproblems faced by Hispanic adults, and in staring their expertise in,writing vocational materials. 'Both Mr. Martinez, the .Assistant Directorof Nuevos Horizontes, and I have attended seyeral formal presentationsgiven by Mike Kelly and Pat Mengus and have always found them to beuseful and informative.

0

r The Waubonsee program represents the state of the art in writing andimplementing VESL and bilingual vocational materials. It would bea great loss to those of us who work with LEP adults if the programwould be discontinued. I strongly urge that the Waubonsee programbe re-funded.

Sincerely,

C0,)\,ft,t(; -Sarah Bing man,: rectorNuevos Horizontes

Nicholas Senn High School 5900 t41. GLENWOOD AVENUE CHICAG0,11 60660

JohnI. Martin Assistant PrincipalsPrincipal MUam Borgstrom

James PasterskiInez L Thomas

April 2, 1982

Dr. Peter SeidmanContract Administrator'Illinois State Board of EducationDAVTE100 North First StreetSpringfield, Illinois 62777

pear Dr. Seidman:

It milat have been about three years ago that faculty members ofSenn High School first became aware of the fact that we neededspecial Vocational Edubation programs for LEP students and thatthere were pilot programs in the state of Illinois concentratingon what we identified as our needs. Three staff members in par-ticular, the coordinators of both 'the TESOL and MultilingualPrograms and the person who has since become the coordinator ofour Vocational Education for LEP Students Program, startedattending all workshops and conferences, that we heard about wherewe could get information and ideas about funding and designingand adapting course materials. By now, we are familiar-withvarious faCes, naffies and programs in Chicago and Illinois.

.

We learned that we could apply for a State Planning grant of$5,000. last summer. So we did it at the same time as we wrotea proposal f)r Title VII Funds. We received both fundings. Lastsummer we fasigned a text for a Sewing class and adapted ClericalBookkeeping materials. Septembei, 1982, we put both of thoseclasses_into place along with a typing class for which we areadapting materials now. At preseiit, we're also designing,a classin Health Service Occupations and adapting the Chicago Board of'Education Drafting materials and modifying course materials for aBuilding Maintenance Mechanics class -- all with personnel servicesprovided by the Title VII Funds.

The proigram, people and materials'that Lave served as models for usto the greatest extent have been.those at Waubonsee CommunityCollege. Since the first time we met. Mike Kelly and Patricia Menges,we've felt free to ask for help in developing ideas as well as

Dr. Peter Seidman

materials. They have sent copies of lessons and teachers' guidesas developed. (I remember especially a presentation they made atthe Dawson Skills Center. It was really relevant for those whoattended and I believe one of the best ways for sharing ideas andmaterials.)

As you know,'high schools have become the "common" school and wetake students at any level of preparedness from 14 - 18 years old.We therefore, cannot use the Waubonsee.materials per se, but aredeveloping pre-vocational materials. We are delighted that wehave had-the Machine Shop Fundamentals and Secretarial Skills andTyping materials from Waubonseeto use as models in developing ourmaterials.

We have found the Waubonsee instructional materials extremelypractical:

. emphasizing concepts and processesteaching ESL as a support of skill instruction rather thanas content area

. developing format which eases the reading processarranging information and skill acquisitioa in developmental,sequential orderusing illustrations in a meaningful way

. givingdirections one at a time and breaking processes intosmall steps. identifying ESL levels necessary for the,acquisition of .

particular'vocational skillsindicating scores on particular tests which will in generalpredict success in the various vocational courses.

rm hoping that Waubonsee continues to be funded in its efforts toserve the LEP 'student who needs Vocational Education and in,itsefforts to help other schools .spread the process to their studentsin need.

cc: Mike KellyPatricia Menges

MCL:ae

Sincerely yours,

a-vfrueMiriam C. Lykke,"DireTESOL Program

2 1

14C2:tor

220 East Chicago Street

Elgin, Illinois, 60120

_April 5, 1982

Mr. Peter Seidman

Illinois State Board of Education-

'Department of Adult Vocational & Technical Education

100 North Firet Street

Springfield, Illinois 62777

Dear Mr. Sbidmant

During the past yes,r, I have had the pleasure of field testing

Mac.hine Shop Fundamentals developed by Michael'Kelly and

Patricia Menges of Waubbneee.Community Collegec

a

It has been very helpful to me in teaching a Meobine Tool

Course to a group of Indoohinese students. The picturss are

excellent. They really bring the lab into the olassrooM.

;Thelanguage is clear and easy to understand even for a limited;

almaaker. However, the.text covers the major areas of machining

Auite satisfactorily. With the inetructor'e guide7 the werkbook. .

tams' the vocabulary shebts, each seotion oan be:used eeludfly-

rteily it.seJries or adapt4d for the needs of the individual

student.

1).

My only diffioulty.with the material wile not having all of,

it available when I needed it. Now, with most'of the text\completel, I look forward to usirlg it next August when my

neXt class begini.\

\

Thank you.;

in erel

Judi. h Diamond (Machine Tool/EnglishYWCA/BCC)

21:1

ILtrINOISPARTPAENT

0CcSRECT 10N3

MICHAEL P. LANE

DIRECTOR141444;VJA ?+006:- "chiebto`yb

5CrOOL DISTRICT 428 / MENARO, ILLINOIS 62259 / (618) 826-4071 121A

April f

Mr. Pediontra

DAVTEIL Sta100 N.

Spring

, 1982

er Seidmant Administrator

e Board of EducationFirst St.ield,,IL 6277J

Dear Seidman:

The purpose of this letter is to encourage)MVTE's continued suPport of the workbeing done by Mike Kelly and Patricia Menges at Wabonsee Community College.

For the last several years, we have worked with the limited English proficiencypopulation at Menard Correctional Center_ In the past year, we have been workingspecifically with LEP's in vocational afeas. It is with this background that weare impressed with the materials that have been developed at Wabonsee.

to,

There'sa pressing need for materials st.ch as.those that Kelly and Menges havedeveloped. °The VESL and vocational lessons are unique in both their scope(they are thorough and provide enough practice to be useful) and their simplicity

1

(unlike most currently available materials, they do not assume a high degree ofEbglish competence prior to use).

The Wabonsee project is,judging from the materials developed to date, exploringnew strategies in VESL Curriculum dcvelopment. We are concerned that ifthe project is not continued, curricula of this quality and depth will notbe created in the other vocatiOnal and pre-vocational areas that are so neededhy our limited English speaking ability population in or'der to move towardemploYability, economic independence, and English competence.

.. t, ,

rIt should also be noted,that the workshops and presentations'and Kelly and- Menges have given have provided practiCal and helpful advice concerning the

use of their own and other vocational and VESL materials.

We sincerely hope tfiat DAVTE will continue'support of the Wabonsee project.

Thank you.

'Sincerely,

'2)7. Marc E. clielgeSe

ESL/VESL Instruetor'Menard Correctional Center

cc: Mike *:,

Ma y Ann Kluge

Cooperative Work Ttaining CoordinatorMenard Correctional Center

'

aWilliam Rainey Harper CollegeAlgonquin and Roselle RoadsPalatine. Illinois 60061

116,0111 31.2-391-3000

April 6,1982

.Mr. Peter SeidmanContract AdministratorDepartment of Adult, Vocational,and Technical Education

Illinois State Board of Education100 North First StreetSpringfielc4 1p 62777'

Dear=Mr. Seidman:

This letter is in support of the continuation of ,the LEP projectfor vocational education currently being condUcted at WaubonseeCommunity College.

This project has been of great value to the field both for itsextensive materials development and-lor its technical assistanceto other programs. Additionally, Mictiael Keqy and PatriciaMenges haxie been very active-as presenters at 4 number of con-,

ferenCes and Workshops. Having heard'them several times, / cantestify to their effectiveness idpresenting.

I applaud the e'fforts of DAVTE in encouraging vocational'educa-tion'for individuals of limited English proficiency. I hopethdt you will give thorough consideration to the continued fund-

. ing ofthe Waubonsee program.

Sincerely,

41ttt/a{-e' 0,

Jean B. ChapmanAssistant:Professor/Cdo'rdinatorEnglish as.a Sdcond Language

'be

".5

,

Eastern Miclugan University .

Ypsilanti, Michigatr 48197

Mr. Michael d. Kelly, Project DiiectorLEP Project

Waubonsee Community C011egeIllinois Route 47 at Harter Road

.Sugar Grove, IL 60554

Dear Nike:

6 April 1982

First, let me congratulate you and Patricia on your presentation atthe Midwest Regional TESOL meeting'in Indianapolis. As always, itwas well-prepared, informative, worthwhile, and, of course, enjoyable.

After seeing the presentation,'and. reading the announcement in theMarch '82 IVA NeWsletter, I would like to request a copy of,theMachine Shop Fundamentals: Part I for use in. the Vocational'Englishas a Second Language 'Class mhich I'm teaching for the TESOL SummerInstitute in Chicago this year.,

s you know, Students 1;111 consist of both new teachers to the field.Of ESL .and teacher3 currently vorking ESL,.and will be representativeof the-50 states aS'wAll as foreign, countries.' Your materials will be'an example of extremely well-researched, field-tested, and highly.rated -VESL lessons,for the students in the Summer Institute.*,

.

,

I.mould alSo like -Eb invite you.and Patricia.to come to the class opeday, prObably the second week of the three week intepsiveclass,,in,order toghare with the class Some of the-hints you have for-workingwith vocational teachers, and ways of-avoiding some of'the problemsyou encountered in developing these materials. I do hope that iou"Will be able to come, as a representative of the.ongoing-activity in.the state of Illinois where the cbriference is,being

It was good seeing,y6u both in Indianapolis. I continue to think thatyOur prOject at Waubonsed is one of the best investments that ISBE-DAVTEhas made:in terms- Of impioving Vocational Education for LEP etudents inIllinois. Keei.uP-the goOd, Works -Not only is the nee& evident for yourmaterials in Illinois, but I have heard teachers here in Michigan alsocrying for si ar lessons. SalUdos'a ti y a Patricia.

,

Sipfere

/4

Cat,y Day

-;-Assistant professorFOreign Languages and.

. Bilingual Studies

'CD:nh Departrhentof Foreign Languages and Bilingual Studies

(31)487.0130

-a

.

tumermin CHRD C PRIMP/ 'SERVICESSTAtE gFr 7620 kladison Succi, Ristu Foicst, tlhiwisMAAgAildross: P.O. anx 186: Rivvi Foteq, Illinois 60305

4/11r. Petel; Seidman,

:Contract AdministratorISBE DAVTE100 N. First St.

Springfield, 11. 62777

Telphones. 312/28-7.4848 & 771-7180

Thursday, April 8, 1982

Goy: L Svehakken, CV/6 xeCotiee Director

0earl4r, Seidman;

I am writing in supp;rt of the work that Hicnael G.'Kellyand Tatricia.Henges are dein in Voc-Ed For LEP students atWaubonsee'College. The kind of extensive classroom materials that they'have developed arc just what vocational teachers need to help-theirLEP students.

Hy program offers pre-vocational, V/ESL and math classes*and'we use the Waubansee material for the general manufacturing cluster.Beside sharing _drafts of their material, Hike (ind Patricia have been'generous in answering my queStIons and offering suggestions. I visitedtheir program lastfall and have attended presentation which they'vegiven at various professional conferences.

The workshop that they gave at Dawson Skill Center Center,Chicago, last November, uas one of the west practical that I've ever goneto. The Workshop also included an excellent presentation by Kebir Marti-Lambert, the WaubOnsee LEP Troject counselor. The topic was on assessingand councelling-LEP Students in Voc-Ed.

I knowHI'm abt the'only one in the field looking forward'to working with the Waubonsee LEP Project staff in the coming year. I hopethe FY 83 budget cuts do not upset this project.

. CC: Mlke G. Kelly

Patricia :lenges

posase respond to.

010nMwtOWINvisCenm.343W tat.eStitivtAddison, mood 60101letiesthone 312 543 6900

Chtaw Loon6 N idisingan Avenue

Cltiogo. Illinois 60602

Telephone 312 78? 6271

"..1,6111

Branch Locations

n Mono South1555 W. 79th

Morin. Illinois 60620Telephone 31? 846 1900

Sincerely;

lAkkAk .t(Arlene Ruttenberg j

Educational (:oordinatorLutheran,Child Fmly Servcs.Haitian Resettlmnt Prog.

.BenttalllhimisUffirr1229SSiWiSileaSpiinglielJ, Illinois 62103

'retention!. 211-544 4631

Lkiltii48Weem

Santini' Illinois ()Ike2408 LebanonBelleville, Ohms 62221

!entwine 618 234 8904-

ILLINOISDEPARTMENTOF:CORRECTIONS

,

MICHAEL P. LA,Director

rah= Correctional Center / P.O. Box / Highway 185 / Hlisboro, Illinois 62049 / Telephone (217)532-6961

April 13, 1982

Mr. Peter SeidmanContract AdministratorDAVTEISBE

100 N. First StreetSpringfield, IL 62777

Dear Mr. Seidman:

I am writing to support the refunding of the Limited English ProficiencyProject for Vocational- Education of Waubansee Community College.

I am an Adult Basic Educator working with men whose educational levelsrange from grade level 0 - 4. Over 30% of my class is Hispanic. Most ofmy students are (realistically) trying to develop their basic skills to thepoint where they can begin vocational classes.

The LEP Project of Waubansee College has already developed materialswhich will be most useful to LEP students entering vocational classes.These materials are also useful as pre-vocational resources. I hope thatthis.project will be able to continue to be a resource for teachers in-volved in Vocational English as a Second Language. They have also been,.very good about sending people like Midhael Kelly and Patricia Menges todo workshops, do consulting, etc. This it the kind of field support thatteachers in the field need more of.

Thank you.

BH:jw

cc.: Michael Kelly

Sincerely,

Brad HinchcliffEducatorEducation Dept.

ILLINOISDEPARTMENTOF "

CORRECTIONSs.,;:irals.

A:10

MICHAEL P. LANi.

Director

11:4,4reticMPAr-KWAPPIK

roharn Correction& Center / P.O. Box 499 / Highway 185 / Hillsboro, IHinois 62049 / Telephone 217) 532-6961

April 13, 1982 -tt

J4r-. Peter Seidman

Contract AdenistratorDAVTEISBE

100 N. First St.Springfield, IL 62777

Dear Mr. Seidman:/`

I wish to give my full support for the continued funding of theWaubonsee Community College Limited English Proficiency Project forVocational Education.

At Graham Correctional Center, we have been directing our efforts-in Adult Basic Education to assitting our LEP students, both in'hasicskills and in building pre-vocational skills. The Waubonsee LEP Projectis exactly the type of project we need for assistance in, resources and,expertise assistance. I have enclosed a letter fromAike Kelly, Project 0.Director, which details materials which they have developed and field-tested. This type of support work is going to be needed more in the,,future in education; we have seen a rise in LEp populations in SchoolDistrict #428 and expect this trend to continue for some time.

workshops and being resource people for teachers involved in VESL. I

hope that this kind of performance can be encouraged, with continued funding..

There are a wide variety of vocational areas being.offered in :theDepartment of Correctibns alone. Statewide, I see a need for more ofthe kind of resources listed in the copy of Mike's letter.

Mike Kelly and Patricia Menges have also been very helpful by offering

Thank you for your consideration in this. matter.

Sincerely,

Andrew J. SchumacherAssistant Principal ---

Education Department

6nc.

cc.: Michael G. Kelly

217

CE or THIC ASS 1 STANTro THIC" VI CC CHANCELLOR

May 5,1.982

a

3901SouthStarteStrest60609

Jr. Michael Kellywaubonsêe Commtnity CollegeIllinois Route 47 at Harter Road.Sugar Grove., Illinois-60554

(312) 624-7300

I.

a

a

R

want to take this opportunity to thank you for pie fine consuldtion.,session you and Ms. Menges gave, April 27, 1982 at the Institute.

The staff members in attendance felt they benefited-from your presenta-tion and are looking forward to their next in-service. The-session wasVery ,helpful to me. A will be ablp to continue my worfs on our LEP grantwith:More certainty.

./ will be calling you in t4e near future as agreed, to arrange a date fOrour next in.Lservice.

Sincerely-,,yours,

Miriam Lugo-G nzalezAssistant to the Vice Ch ce4or

MLG:gd

,CC: Dr. EdWard Mapp

,,CHICAdO 'URBAN SKII:LS INSTITUTE

Ono of tho City Collet** of Chketo

77: lrWt,',77"7-77:7

OF HE A...4.5 !STANTat 1 cg .CHANCELLOR

1.982

3901 South Stats StreitChicago, Illinois 60609

s. Patricia Menges7Raubonsee Community CollegeIllinois Route 47 at Harter Road

I

Su4ar Grove, Illinois 6O554

Dear Ms. Menges:

(312) 624.73000

z

q

I want to take this opportunity to thank you for the fine consultationisesSion you and Mr. Kelly gave April 27, '1982 at the Institute.

LThe eltaff members in attendance felt they benefited from your presenta-'tion and are looking forward to their next in-service. The session wasf very helpful tome.., I will be able to continue my work on our LEP grant,

I

with more certainty.,

.

I will be calling you in the near future as agreed, to arrange a date fqir! our next in=service. 0

SinCerely Your,s,

Miriam Lugo-,GonzalezAssistant-to the Vice Chancellor

a

MLG: d

CC4- Dr. Edward Mapp

213

'CAICAGO URBAN SKILLS INSTITUTEOno of the city Colliget of Chictgo

"In-

--"\f;

cAm.,..irim

werk hp.Aio vie/

May 5, 1.82

I

3301 NORTH MULFORD ROAD I ROCKFORD, ILLINOIS 61101 / (8151654-4250

ROCK VALLEY COLLEGE 'INDOCHINESE REFUGEE TRAINING PROGRAM

Mr. Peter Seidman

Illinois State Board of EducationDAVTE100 North First Street

0Springfield, IL 62777

Dear Mr. Seidman,

.As educational cbordinator of our Indoch-Chinese program, I've'had opportunity to work with the Machine Shop VESL materials0

prepared by Patricia Menges and Michael Kelly of WeuboAsee.

I was very pleased with the content of the course. Most of ourstudents have limited English and'were able to successfaly dothe required wkitten work. I'd be very"glad to recommend theseA materials to any other vocational training programs for peoplewith limited English proficiency.

Sincerely,

/Pr

,"mary Lofquist, Eductional CoordinatorRVC Wochinese Refugee Training Program

ML/jv

t of

220

r".

40%

.

Ltk)WaubonseeCommunityCollegeIllinois Route 47 at Harter Road Sugar Grove. Illinois 60554 Phone (312) 466-4811

June 9, 1982.

To whom it may concern:

The purpose.of this letter'is to provide support to thVocational English as a Sedond Language program hosted byWaubonsee Community College.

I have been fortunate to ulTork with the program in the capacityof Director of the Learning Assistance Laboratory. Overthe past year this program has provided instruction andStipport'services for the college'd limited English speakingpopulation. It has been my,observation that the successof the program has been chiefly the ieaults of"the effortsof Misters Mike Kelly and Kebir Marti-Lambert- andMs. Patricia Menges. Through the efforts of these people,the limited English speaking population has been able toavail themselves to additional eduCational programs of theebllege. The Sdults-served by this program were previouslybarted from success in educational programming because of theirlimited abiliiy in the English language. I feel that theaforementioned people have, developed a particular expertise -in serving the limited English speaking adult.

The contributiona of Mr. Kelly, Mr. Marti-Laulbert, and_M. Menges and their progtam have been significant. Withoutthe continued efforts of,these three people, many of theeducational needs.of the limited English speaking populationof the college's district will go unmet. .

SincerelY,

Richard R. Hea4.,Di ctorc Learning Assistance Laboratory

1

RRH:cak

ILLINOISDEPARTMENTOFCORRECTIONS

June 9, 1982

Mike Kelly .

NUCHAELP.LANEmrador

1301 Concordia Court / Springfield, Illinois 62702 / Tqlephone (217) 522-2666

Patricia MengesLEP ,project

Waubonsee Community CollegeRt. 47 at Harter Rd..Sugar Grove, IL 60554

Dear Mike and Patricia:

I would like to thank you for the technical assistance you providedto our Vocational LEP project last week. You both possess a thoroughknowledge of the area and an ability to suggest directions for actionresulting in meaningful change.

A goodly number of your suggestiona will be implemented at Menard,I feel that the Menard Project forNew English-Speakers has thepotential of becoming a model prograM for delivery of services tolimited English proficiency, incarcerated individuals, Yourinsights will certainly facilitate our efforts,

Also, the materials you have developed are clearly among thefinest available. I hope that your efforta continue,

. -

Again, thank you.

Marc E. HelgesenESL/VESL Instructor

-Menard Correctional CenterMenard, IL 62259

cc; Leland Tflompson

4

,APPENDft V:

PUBLICITY MATERIALS

SLADur6Art. TrA2

Waubonsee testing its bilingual programBy Robin Schulbera

FUNDING FOR Aurora's only adult bi-lingual vocational &Inca Him program.designed tolest hovrto teach students' voca-tional skills and job-related- English at thesame time, will end in June

By that time, program staff expect to havedevelopcfd curriculums and materials thatWaubonsee Community College will in-

.tegrate into its reguldr vocational educationprogram.

But the-form that Waubonsee's ongoing bi-lingual vocational educatiqn will take nextyear is unclear.

4.

224

-THE IDEAL situation would be with a bi-lingual mstructor and a separate class, butthe matenals could be used in the classesthat exist now," ,program director MichaelG.-Kelly said Wednesday.

If future tests show that bilingual instruc-tion produces .better results than English.oniy instruction, Vraubonsee may hire morebilingual vocational instructors or aides forits English vocational courses, KenenthShibata, Waubonsee s executive vice-president, said. .

Of its 20 vocational instructors, one speaksa second language spanish.

THE PROGRAn included about 85students last year, including Hispanics, Viet-namese, and Laotians, and offered machinetool and secretarial sciences. Most studentswere 28-to 35 years old and worked while at-tending-classes, program counselor KepirMarti-Lambert said.

Of the 25 unemployed students, 22'have got-ten jobs since they finished the course inJune. Marti-Lambert says he is compilingfigures Of 1::).,/ many employed studentsupgraded their jobs.

Nine students continued at Waubonsee fulltime.

ENROLLMENT IS down to 29 this year, inpart.because the program discontinued itsadvanced maChine tool course: and in partbecause the Aurora office of the Comprehen-sive Employment and Training Act (CETA )stopped Sending students, Marti-Lambertsaid. He said he also -suspects. that somestudents couldn't afford the $58.50 intfees.

Marti-Lambert said CETA sent 22 studentsto the program in 1980-81. Cynthia Miller,director of the Aurora CETA office, said sixgraduates didn't speak English well enoughto be placed in priyate sedor jobs.

Miller said some ot the 22 CETA studentsdropped out.

The program developed after discussionsbetween Waubonsee and El Centro PapAmericana an Hispamc social service agen-cy, about how Waubonsee could best serveAurora's jiispanic population.

**WE FELT CETA and Waubonsee weren'tdoing enough," said Homero Basaldua, ex-ecutive director of the center. 'People whoneed job training Would be referred to ESL(English as a Second Languageprograms Iand would have to go for two or three yearsbefore they could go to the vocationalcourse."

WAUBONSEE DEVELOPED a proposal

for, the program and submitted it to thell-linois Board of Education for fuhding inFe6ruary,, 1980. The state supplied $35,000 in-

itially to develop the program, and then$40,000 in funding for each of the last twoyears, with Waubonsee contributing $20,000 ayear in services. Shibatas9id.

Program staff used the firstyear for Initialdevelopment and testing of materials. Thisyear they will compare different teachingmethods. In the first semester, Clasies willbe conducted by bilingual teachers; nextsemeaer, they will k taught in English only.

With the research grant terminathig inJune, Kelly says his staff will submit anotherproposal to develop curriculums for newfiends, particularly welding.

With the materials for machine tool andsecretarial sciences under, developmen t now,Kelly says Waubonsee,should be able to con-tinue those prograins without specialfunding.

Vocational Education Prpjects fofII !idols $pecial Needs Populations

,

Limited English Proficiency Students

Q

'Volume 4 Ntimber 2, Fall 1981

WAUBONSE-E COMMUNITY COLLEGELast year, the Waubonsee Project developed and validated a

vocational education program for LEP students in Machine Tooland Secretarial Science with-corresponding Vocational Englishas a Second Language (.VESL) courses The student goals for thisshort-term and part-time training were entry-level employment,job upgrading' and/or further education.

A major thrust of the project has-been-the development of ap-propriate curricula and instructional materials, especially in thearea of Machine Tool. During 1981, a comprehensive set ofvocational materials entitled MachMe Shop Fundamentals wasdeveloped. The set included a student textbook with nativelanguage suppleme,nts in Spanish, Lao, and Vietnamese, a stu-dent workbook, and an instructor's manual.

The organization, format, and simplified language level ofMachine Shop Fundamentals make it suitable not only for LEPstudents but also for other special needs Students whohave dif-ficulty.reading traditional textbooks.

During 1982, the project will implement a bilingual instruc-tional model and an English core language (non-bilingual) in-structional model_ The Machine Tool and Secretarial Sciencecurricula and materials will be finalized and the two instructionalmodels will be' examined and compared. The analysis of eachmodels strengths and Weaknesses will focus on adoptability andadaptability, teaching effectiveness, student acquisition ofvocational and language skills, and student attitudes.Michael G. Kelly, Project DirectorWaubonsee Community College 312-466-4811Route 47 at Harter Road ex. 344Sugar Grove. 11.. 60554'

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WOJC1405Flit

24 5 Main Street 0 Evanston, Illinois 60202 0 312/869-8900'

-

Sept. 1, 1981

Kebir Marti-Lambert'Illinois Rt 47 at Harder RoadSugar Grove, Illinois 60554

Dear Kebir:

WOJO would like to thank you for participating on TEMPO.We enjoyed talking with you and we ,..ppreciate the serviceyou paid to the Evanston-North Shore Community. By sh'aringyour ideas and opinions wi"th our listeners, we hope to bet-ter inform the public of the current issues and problems in'our,area.

TEMPO is on Monday through Friday evenings at 11:30p.m. on105 FM.

As you know, TEMPO is designed to explore the concerns ofEvanston and the North Shore area.. If you have any interestswhich you would like to publicize, please do not hesitate tocall so that we" cap- artange a broadcasting time-

7

Thanks again for supporting and cooperating with WOJO so thatTEMPO can continue to serve our North Shore listeners.

Sincerely,

Letitia VheelerDirector of Public Affairs

22 *7

ktki

,

"-

W01.44:ditee°C9ktillunitY()61)40.,,

Illinois Route 47 at Harter Road Sugar Grove. Illinois 60554 Phone (312) 466-4811

Limited English Proficiency Project forVodational Education

Dear Vocational Educator:

*- As part of its effort to meet the community's training needs, WaubonseeCommunity College tas developed a vocational program for limited English pro-

'ficiency (LEP) students in Machine Tool, with corresponding Vocational Englishas a Secohd Language (VESL). Funded by the Illinois State Board of Education/pepartment of Adult, Vocational and Technical Education (ISBE/DAVTE), theNeubonsee LEP Project for Vocational Education has offered programs ta providestudents with tkills for entry-level employment, job upgrading and/or furthereducation. °

0,7

'A comprehensive set of vocational materials entitled Machine Shopfundamentals was developed and field-tested in 3 semesters of tlasses:

*Machine Shop Fundamentals: Part I. '

- Twenty-four competency based lessons- Flexible sequence

Abuhdance of technical illustrations

Machine Shop Fundamentals:. Part IStudent Workbook

- Technical Vocabulary for each lesson- Study Questions for each lesson ,

--Review Questions for each lesson- Worktheets for mast lessons

*Machine Shop Fundamentals: Part I.Vocational Instructor's Manual'- Comprehensive notes and suggested teaching 'strategies

- Student -native language supplements for each lessonin Spärifs, Laos and Vietnamese,

- A Self-Test for each lesson .

A

VESL materials are also available to assist LEPstudents to acquire thelanguage skills necessary for success ih the vocational course and on the jobs

*Machine,Shop Fundamentals: 'Part ITechnical English Instructor's Manual- Comprehentive notes and suggested teaching techniques- Visuals for each lesson

- Semi-Technical Vocabulary for each lesson- Technical English Worksheets for each lesson ,

Traditional machine tool vocatfonal materials,presuppose high languageand academic skills which the majority of LEP students do not possess.Machine Shop Fundamentals: Part I shows that the necessary adaptations oformat and concept organ zation, as.well as the necessary language simpli-

*fication, can be done Without diluting the technical content,

22 8

Like LEP student's, many disadvantaged and handicapped students havetdifficulty reading traditional textbooks. English vocational materialsmhich are approOriate for LEP students can also'help these,other special;needs students.'

The twenty-fOur competency based lessons of Machine Shop Fundamentals:Part I may be used as a itain textbook, as a supplementary textbook, or asthe basis for a pre-vocational training course in existing or bilingualtraining programs. The lessons are divided into the following Units:

UNIT I Machine Tool Technology. UNIT 2 Safety in' the Machine Shop

UNIT ,3 Introduction to Machine TooTs and Machine OperationsUNIT.4 MeasurementUNIT 5 B1uept4int Reading,UNIT 6 LayoutUNIT 7 Bench Tools

Mathine,Sho? Fundamentals: Part I will be available at an ISBEIDAVTEsponsored Dissemination Workshop in Joiie,t on March ,31; ,mark thisdate onyour ca]endar. Please'feel free to contact me for further information.

Sincerely.

Michael G. KellyProject Director

.14

7:o0

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AlfteENCESI

1,lithael G. 011yt ProSect DirectoreVbonsee .Cooaraity CollgeauMute 41 at kkarter. AkoadStIgar Grove-, It. 60554t31Z1 A66-45V1-. eXt. 32.0

23

V

KEEPINGPAcE Li.linôis Adult and Continuing*Educators Asn,, Vol.3, No. , April, 198,2

Spotlidhton .

W.aubonseeCommunity College

Ray Casey

Need for AdultTraining CentersStressed 49

Ray Casey, an education specialistfor the State Board of Education,receritly, spoke before the Advisor.),Board - of the Cairo Egyptian AdultCenter. Casey stressed tho need foradult treeing centois and put the need,in terms of societal impact and-money.

"According, to an Ohio study," hesaid, "eighty-five percent of prisoninmates_are high school dropouts. Sixout of every ten 'dropouts becomeinvolved in crime.- Also, he saidapproximately 3'h million people inIllinois do not have a high schooledu,cation Annually, 45 thousandstudents drop out.

"It costs the state $30,000 a year tokeep an inmate in prison," hecontinued. "dropouts pay less in taxesand take more away from taxes interms of welfare."

The Cairo-Egyptian Adult Center isone of 95 in the state. Last year 16,986individuals received their GED. Of thatnumber 10,996 found jobs as a result oftheir experience in such a trainingCenter, accordifig to Casey.

"Of this 10,996," he said, "togetherthey earned, assuming they earnedminimum wage, $76,620,000 a year.Again, assuming they were taxed at 10percent, they returned to the state$7.660,000 in a year's= time, in taxes.Adult education is not a luxury. It is anecessity.thas to be if we are going toovercome pur problems as a state, andas &nation. We can't make encnigh andpay enough taxes to support a large

Waubonsee Community College hasdeveloped and field tested a-vocationaleducation program for Limited English'Proficiency (LEP) students in MachineTool and Secretarlal Science., withcorresponding Vocational English as aSecond Language (VESL) courses.Funded by. ISBE/DAVTE, the Willi-bonsee LEP Project for WocationalEducation has offered short-term.part-time training programs aimed atproviding students with skills for entiy-level employment, Job upgradingarld/or further education.

The project is based on the premisethat LEP students can he taught thosame vut.aliunal content min siulls asnative English spoakula. but him IIIurder to ,accomplish this, yut-ationalmaterials must be adapted in formqand language, and cprIespondingVocational ESL courses rkwst beoffered. during 1981. a cornpreWensiveset of vocational materials entitledMachine Shop Fundamentals wasdeveloped:

Machine Shop Fundamentals: Part ITwenty-lour competency based

lessons;Flexible sequence,Abundance of technical illustra-

tions.

volume of problems growing eachyear."

Casey stressed ho'w the adultcenters differ from the public schools.'Public schools get a troublemaker,"he explained, "and they expel him.They solve their problem, but createone for society. We deal with themisfits. We're not betting on 100percent success, but if we can get 10 or15 percent, weere doing fantastic.

Submittod byPat Orsbum

Editor s Note. This article originallyappeared in the Cairo Evornrog Calzon.

232

Machlno Shop Fundamentals: Part 1Student Workbook 0 4

Technical .yocabuiery for eachlesson;

Study questions for each lesson,Review questions for.each lesson, 'Worksheets for most lessons.Machine Shop Fundamentals: Part I

Vocational Instructors ManualComprehensive notes and sug-

gested teaching strategies;Student native language supple-

ments ,o1,,Machine Shop Funda-mentals: Part I in Spanish, Lao, andVietnamese for oach lesson,

A self-test for oaGti Mason.Machine Shop Fundamentals. Oart I .

Technical English instructor's ManualComprehensive notes and Bug;

(jested toaching,tochniquos,Visuals for each lesson, .

Semi-techni,-,al vocabulary for eachlesson,

Technical English worksheets foreach lesson. _

in a vocational program aimed at,trainajg LEP students for employmentin the United States, appropriateEnglish vocational materials are- thekey to the studenfs' succoss in training_and ultimately Zn ,Lhe joik Thenecessary adaptations of format and'organization of concepts, " and thenecossary language simplification(structures and 'vocabulary) can ,bcidone without diluting the technicalcontent.

The twenty-four competency basedlessons of Machine Shop Funda-mentals: Part I mey be used as a maintextbook, as a supplementary text-book, or. as the basis for a pre";vocational training couise in bilingualand nOn-bilingual training programs.

Machine Shop Fundament/gig Part Iis available this spring. For informationcontact, Michael G. Kelly, WaubonseeCommunity allege, Route 47 atHarter Road, Sugar Grove, Illinois60554. (312) 465-4811, extension 320.

3

0,*,-tME tr,11

Illinois Community Cadge Board

March 1582 -,No. 3

THE SCHOOt PROBLEMS COMMISSION MET ON FEBRUARY 10 TO CONSIDER ADULT EDUCATION LEGISLA-TION PROPOSED BY A SUBCOMMITTEE OF THE COMMISSION. ICCB Executive Director David Pierce presented anexplanation of the proposal and expressed his support for it. However, after hearing testimony in opposition to the pro-

,

posal from the State Board of Education and after receiving the State Board's alternate legislative proposal, the Commissiondelayed action on the subcommittee proposal. Most of the disagreemest between throws/ proposals centers arOund thqreimbwsement formula. Representative Gene Hoffman, Chairman of the Commission, requested that State Superintendentof Education- Donald Gill and ICCB Executive Director David Pierce meet to resolve the differences between the two-proposals. The Commission is expected to take final action at its March meeting.

a

THE lump* DEPARTMENT OF COMMERCE AND COMMUNIT" AFFAIRS (DCCA) IS AGGRESSIVELY SEEKINGHIGH TECHNOLOGY INDUSTRIES TO LOCATE IN ILLINOIS. In the first quarter of 1982 staff will make phone solici-tations to 2000 firms nationwide in 15 high-growth industrial classifications. The phone calls are designed to turn up leadson companies looking to expand. In addition, the State ran a 20-page supplement touting Illinois' scientific strengths in theSeptember issue of Scientific American. Recently, DCCA's Division Manager for-Commercial and Industrial Development,Thome* Clark, indicated-that a current community profile would assist the Department in making presentations to prospec--dve businesses. wishing to locate in Illinois. Communi colleges could play very i.nportant .ole in develo in or coordi-natituLthe development of. such profiles. For further information concerning such profiles, contact Mike Hudspeth ofDCCA at,(217) 785=1997.

THE ILLINOIS STATE SCHOLARSHIP COMMISSION (ISSC) HAS RECENTLY APPOINTED A STUDY COMMITTEETO ANALYZE AND MAKE RECOMMENDATIONS TO THE COMMISSION ON EDUCATIONAL LOANS IN ILLINOIS.The Committee is compOsed of the following, with additional technical representatives to be appointed by the chairman asneeded: three Commisiioners, three ISSC staff members, and, representatives from tho Governor's office, public four-yearcolleges and universities, public twoyear colleges, the Feder#tion of Independent Colleas and Universities, students, theIllinois Board of Higher Education, and this Bureau of the Budget. An organizational meeting was held on Monday, Feb. 22,in the Deerfield Office otthe ISSC.

MCHENRY COUNTY COLLEGE WILL BE COSPONSORING WORKSHOPS WITH THE ILLINOIS DEPARTMENT OFENERGY ANIS NATURAL RESOURCES TO HELP ILLINOIS HOMEOWNERS LEARN HOW TO BUILD THEIR OWNSOLAR HOT WATER HEATERS. The workshops will be conducted vier two days with the first sessions held on a Fridayevening, when ,participants will view a slide presentation explaining solar principles and outlining the construction of thesystem. During the full-day session on Saturday, participants will actually construct a system. Workshops will be held on thefollowing dates: February 18, March 6, May 1 and 22, and August 5 and 25. Additional information may be obtained bycontacting Mark Elmore, McHenry County Housing Authority, 329 Lake Avenue, P.O. Bocx 683, Woodstock, Illinois, 60098or phone (815) 459.6521.

WAUBONSEE COMMUNITY COLLEGE HAS DEVELOPED AND FIELD TESTED A VOCATIONAL EDUCATION PRO-GRAM FOR LIMITED ENGLISH PROFICIENCY iLEP) STUDENTS IN BOTH MACHINE TOOL AND SECRETARIALSCIENCE BY ".,CORPORATING VOCATIONAL ENGLISH AS A SECOND LANGUAGE (VESL) COURSES. Funded by'the Illinois State Board of Education/Department of Adult, Vocational and Technical Education, the Waubonsee LEP Pro-ject for Vocational Education has offered short-term, part-time training programs aimed at providing students with skillsfor entry4evel employment, job upgrading and/or further education. The Project is based on the premise that LEP studentscan be taught the same vocational coment and skills as native English speakers, but ,that in order to accomplish this, voca-itonal materials must be ada ted irt format and language_ and corresponding VESL courses must be offered. During 1981, aset of vocational materials-entitled "Machine Shop Fundamentals" was developed. For additional information, contactMichael G. Kelly, ProjeCt Director,'Waubonsee Community College, Route 47 at Harter Road, Sugar Grove, Illinois, 60554,or telephone (312) 4664811, Ext. 320.

ICCEl'EXECUTIVE DIRECTOR DAVID PIERCE HAS BEEN APPOINTED TO THE DEPARTMENT OF COMMERCEAND COMMUNITY AFFAIRS' TASK FORCE ON PLANT CLOSINGS. The principle role of the community colleges willtoprovide educational cou*selhig o unoyed persons about evadable ro ram opportunities as well as to design andoffer such programsed is demonstrated and funding can be made available. The ICCB is expected to develop a setof guidelines and suggestions which the colleges can use as a resource document when a plant closes. The first meeting of theTask Force, was held on February 3 in Springfield.

THE ILLINOIS COMMUNITY COLLEGE FACULTY ASSOCIATION (1CCFA) WILL HOLD ITS SPRING CONFERENCEAI AT JUMER'S CASTLE LODGE IN PEORIA, ILLINOIS, ON APRIL 1, 2, AND 3, 1982. The theme of the conference willbe Focus: 1CCFA. For resenrations please contact Jumer's Castle Lodge directly. For additional information regardingregistration, contact Frank Banki, Loop, C7,11ege, 54 East Lake Street, Chicago, Illinois, 60601, or phone (312) 269-8000.ck

'3085 Stevenson Drive Springfield, Illinois 62703 (217) 786-6000

. 233

ssikel.00111511,140*:., s^ 4'24 M40.`Ss 'Ast4/ AA44"16

English ForSpecific Purposes

KARIM MICHAELS, EDITORMONICA WARM, PRODUCTION

A SERVIOiOF THE ELI, OREGON STATE UNIVERSITY;INITIALLY SPONSORED BY AID)NAFSA.LLAISON CaliITTEE

ISSLE #61APRIL, 1982

ENGLISH LANGUAGE INST.OREGON STATE INIVERSITY,CORVALLIS, OREGON 97331(563), 754-2464

- Arls114......14, .1004?,--. 4 _,x; .

41. "

ABSTPAcrBRAZILIAN ESP PROJECT'CLEARINGHOUSE UPDATE "CONDITIONALS IN INSTRUCTIONGLEN OCCIPATIONAL SCALESLSP CON e

PRELITE ESL WORKBOOKTRAININGVESL

amomorritme=xeci=s

2.3

61

5

FROM TIE EDITOR

A contburing concern of the Newsletter hasbeen the need forinore critical exaudnation of ESPvas addscipline, as apart of ps[A, and as a msrberaf the larger field of secandjanguage acquisiticn.As the Newsletter begins its sixth year, it Ls in-deed encouraging to see that growing nutbers havebeodme involved.

Slowly redearch'receives increasing interest:,There fir: renewed examination into the role of NeedsAaalysis in the design of ESP curriculum, in par-,ticular, and in language curriculum in general-Janice Ulden at Carletcn Univerdity has just fin-iShed a book tentatively called CamnunicativeSyllabus: Evolution, Design,and Implemental-on(Pergmanan, Spring 1982) whieh addresses HeedsAnielYsis as part of &broader eanmination.Ba-ahim shd his c011eaguesnt the Language Centerof the University of Jordan are examining parts of

,,11unby'sCamunicative SyllabuOlndwould especiallywelcome information fran those involved with thedesign, developpentnnd evaluation of language6ourtes for Arab students. The ONP (syllabus) isalso the stkiect of at least one graduate thesisabout which we hope to share more.in the near'future.

, Of spacial note is the presentatipn this monthut the International Reading Award to Jan Ulijn of

' the University of Eindhoven for his.research,withreading in the field Of tSP.

We highlight the increaseidth several articles."ISTrebnference",previews-the very siubstantial pro-graMplanned for the fourih Annual InternationslSymposium cn language for Specific Purposes to beheld August 2-4 in Eindhovea. Finally, there isan updatecn new resources inthe Clearinghouse.

This issue also foduses on new areas in needof closer scrutiny. AS noted in tbe last issue,this sixth year will focus on ESP activities indeveloping countries, path particular inquiry intothe way those cOuntries are dealingwith ESP desigm,as oppomeito solutions brought by the g/A estab-lishment within ESP.(see IsSue 57; brobnio: "SameReflections of ESP"). 'No eXcerpts fran the WorkingPapers of the Brazilian ESP project shed light onissues important twthisnation-wide ESP.effort.

Clearly,'there is progress in resolying theVane Problet Areas cited by EWer in Issue 54. Muchratalms to be dam, however.

LSPrCONFEkENCE HIGHLIGHTS

The International Symposium cn LSP wi I beAugust 2-4 at Eindhoven University of T oaogy.The title of the symposiun is Reading for fes-sional Purposes in Native and Foreign ages.There will be discussion of varibus aspec s of thistheme, mainly taking as a basis reports o experi-mental research.

Pragran presentations h ve beendivided into three topic areas. Highligh $ of theplanned progrmn include:

Topic 1: Badic theory and hypothesis t ting

S. Wbjnicki (University of Warsaw,Reading'as Onique skill: lin

pathophySiological considerat

)innd):

istic andons

E. Cashtain (Tel Aviv Univarsity, Israel):Reading strategies research and its ap-plicatioqs to Material development

5.2. ESP does not mean "specialist lan-guage" in the same:sense of "engineer-ing Eaglish" but can wean special skillsand strategies rather than special vocab-ulary. In fact, for most ot our studentswho are already well-trained in theirspecialism, vocabulary is the least oftheir preblems. Consequently %ben wedesign an ESP course we can ccncentrateaa_facilitating and practising the spe-cific skills and strategies which curstudents particularly, need.

5.3. ESP recognises the student's abil-ities as an adult in learning a.language.Hence ue make use of oui student's ownknowledge of the world,shis reasoningAbility, and his linguistic background,even if this is only in his first lan-guage. We ccncentrate en the motivesa student may have for learning Ehglish,andae,try to concentrate on what a stuadent.knows rather than abet he does notknow: We can ask him questions such as:

"Hawamueh of tbis text to youundeastand?"

"Howeech of this text do youwant to understand?"

40101011101114101101000MMOONNAIRMOURMINMMORMICCONMI16

VESL COURSE IN MACHINE TOOLAND SECRETWAL SCIENCE

As part of its effort to meet the ccranunity'semployment training needs, Wan:vase° CarnalityCollege has developed and field tested a vccaticnaledecation map= for Limited English Proficiency(LEP)-sradentasia Machine Tool and SecretarialScience, adth correspcnding Vocaticnil English asa SecondlIanguage (VESL) courses. Fanded by the111Shois State Board of Educaticn/Department ofAdalt, Vocational and Technical Educatice, theWaubonsee LEPFauject for Vocaticnal Education hasoffered short-term, part-time training I:al:gramsaimed at providing students with skills for entry-level employment, job upgrading and/or furthereducation.

The Project is based on the prendse that LEPstudents can be taught the same vocaticnal =tentand skills as natiVe Englsih speakers, but that inorder to =owlish this, vocational aaterials mustbe adapted in format and language, and correspond-ing Vocaticual ESL courses :rust be offered. During1981, accceprehensive set of vocaticnal materialsentitledMachine op Fhndaientals was developed.

*Whine Shop Ehndmnentals: Part I- laenty-fcur ccopeteney based lessens

*- Flexible sequenceAbuadance of technicarillustratices

*Machine Shop FUndamentals: Part IStudent Workbook

- Technical Vocabulary for each lesson- Study (alestions for each lesson

ReVieargilestions for eadh lesson- WOaksheets for most lesSons

*Machine Shop FUndamentals: Part IVocational Instructor's Manual- Comprehensin notes and suggested teachingstrategies

- Student native language supplements ofMachine Shop Fendamentals: Part I inSpanish, Lao, and Vietnamese for eachlesson

- A Self-Test for each lesson

*Machine Shop FUndamentals: Part ITechnical Ehglish Instructor's Manual- Campreheasive notes and suggested teaching-techniques

-.Visuals for eada lessen

Semi-Teehnical Vocabulary for eieh lesson- Technical &gild% Worksheets for each

lesson

i review of traditional machine tool voca-tional materiala and techniques, shmed that theypresuppose high language and academic skills whichthe majority of LEP students do not possess. EVenthe few existing materials targeted for LEP stu-dents-have little usefulness because MOS,t_lpf thenare designed for the small minority wbo possessadvanced Ehglish skills.

In a vocational program aimed at training LEP-students for employment in the United States, ap-propriate Ehglash vocational materials are the keyto the studPnts' success in training and ultimatelyon the job. As demonstrated by Macbine ShoP Fen-damentals: Part I, tbe necessary adaptations of

format and orgenization of concepts, and the nec-essary language sbnplification (structures and vo-cabulary) can be done without diluting the technicalcontent.

Tbe high language and academic skills presup-posed by traditional vocational textbooks presentbaraiers to LEP students and to.other special needsstudents. Like LEP studehts, many-disadvantagedand handicapped students have difficulty in readingand using such traditional textbooks. The Ptoject-believes that EhgliSh vocational materials whichare appropriate for LEP students can also be effec-tively utilized by these other special needs stu-dents.

The twenty-four competency based lessons ofMachine Shop Fundamentals: Part I may be used asamain textboak, as a. supplementary textbcok, oras the basis for a preavocational training coursein bilingual and non-bilingual training programs.These lessons are divided into the following Uhits:

UNIT 1 Maehine Tbol TechnologyUNTT 2 Safety in the Machine ShopUNIT 3 Introduction to Mathine Tools and

Machine OperationsUNIT 4 MeasurarentuNrr 5 Blueprint ReadingUNIT 6 LayeutUNTT 7 Bench TOols 2

Machine Shop Tandamentals: Part I will beavailable in the ing of 082. Por further in-formation ccntact: Michael G. Kelly, ProjectDirector, WaulactiseeCarmunity College, Route 47at Harter Road, Sugar Drove, IL 60554, (313)466-4811, EXt. 320.

4

Vol. XVI No. 3 Teachers of English to Speakers of Other LangUages June 1982

LIMITED ENCLISII PROFICIANCYPlIOCRAM FOR VOCATIONAL

EDUCATIONAs part of its effort to/meet ale column%

uRy's employment training needs, Wan !um.see Community College' bils developed and

fiehltested a vocational educatRui programfor Limited. English Pwliciency (I.EP)students in Mae ii Tool and*SeeretaitalSeieiiec, ith corrovonding weationalglish as a Second I.augnage (VESI.)cours(.s. Funded by the Illinois State Boardof Education/l)epaument id Adult, Voea.Ronal and 'reek:deal Education, the Wail-bonsee LEP Project for Vocational Ellin a-tion has offered short-term, part-time t miningprograms aimed at providing students withskills for entry-level employment, job up-grading and/orlurther education.

The l'rojeet i based on the premise thatI,EP stodents can be taught the same %mo-tional content aml skills as native Englishspeakets, but that in order to aecomplishthis, vocational materials must be adaptedin Immat and language, and eorrespondhigVocational SL courses illItst I )4! Ofiel ed.Miring !OBI, a comprehensive set of %ova:-firma) materials dotilled Machine ShopPundantental, nas devehmed,

Nlitehine Shop Fttudamentals: Part ITwenty-four competency based !MOW,Flexible sequeliceAbundance pf technical illustrationsMachine Shop Fundamentals: Part IStudent Workbook -

0

Continued oi next page

5

2 3 6

ANNOUNCEMENTS

Continued born imgr

Technical Vocabulary for each ks'sonStudy Questions for each lessonReview Questions for each lessonWorksheets for most lessons

Nlachine Shop nmdamcntak: Putt IVocational Instructor's Manual

Comprehensive notes and suggested teach-ing strakgies

Student native language supplements Of Ma-chine Shop Fundamentals: Part I inSpanish, I.ao, and Vietnamese for each

\lessonA *If-Test for each lesson\Mac liinc Shop Fundamentals: Part ITechnierEnglish Instruonr's ManualComprehensive notes and suggoted teni41.

ing technh nesVisuals for ea ,. t lessonSenti-Tcchnical 7ocabulary for each lessonTechnical English Worksheets for each le%:

son

A review of tradition:II machine tool voca.Ronal materials and techtes showed thatthey presmipose high Im gouge and aca-

.dende skills which the majority of LEI' stu-dents do not possess.. Even Ibe\few existingomterials targeted for LEP ststits havelittle usefulness -because most of 17 aredesigned for the small minority wbo lossosadvanced English skills.

In a vocational progiam aimed at train-ing LEP stmknts for employment in the\United States, appropriate English voea,tinnal materials are the key to the students'

%nece%s in traMing and ultimatt 1) on dujnb. A. ilemon%tiatecl by Mal lane Shoprunilam, hid I. the IICt kl ;Id :piation% of !mina( and urgani/atii III II, (111(and the neccssmy langnagi. ipl.fit Amu(..truetmes and voyabulat.s ) hr Itmit,

without diluting the technical contentThe Lingim,mje and at .tdclui, %kat. pit

MI11110%111 Ii Ilada111111.11 b Stir.ksIO('M ut %11111111 11,111111% 10 1.1 OWL la% Allitto 00111 srt'llai IlVett% S1116111,, 1.11.1.

%tut"( als.. main ili,aikanta,,a and handi-capped %Indents hase Mu nth in nailingand u%mg %In h baditional It itttk hePoncet belic st.s that I:lick!, sc,calninal

%CC

1

tt m,al n Inch appoipliate tor LEP Mu-dunk Au I. Indy uldwrd

adhol %rtt 1.11 iii ii. Hid, HI%

The tut-my-loin conspetein y ba%cal lessun% of Marina,. Sim)) I undamentals; PartI may, be med a% .1 mam tecthook, Os 0-,npplementary te%thook, or a% the basis ft»

pleV11( naming coinw iii bilmgnaland min bilmenal Ii onto,. poimani%.le,.%on% ale diviikd mho Ow fonciwing Units,UNIT I NI:whine rool Technology

2 Safety III the Maelime Shopt !NIT 3 Intro:Inchon 10 Machine 'Fools

and Maehine Opt tallow,Conti:used Oil »ext page

ANNOUNCEMENTS

Continued from page 8' (INIT cI Measurement

ONIT 5 Blueprint ReadingUNIT (3 LayoutUNIT 7 Bench Tools

Aladritle Shop Fundamentals: Part I willhe avail, iile. in the Spring of IIM2.further Lroiloafion contact: MichaelKelly, Project Direetor, Wanhonsec Commu-nity College, Itonk. 47 at Ilaiter Road,Sugar Croste,, II. 00554, (:312) 406,1811.Ext. 320.

VOC ED FOR tEP4.4 part of its effort to matt the community's employmentraining -neerie, Waubonsee Community College has developed

And fieldtested a vocational education program for LimitedSap Proficient (LEP) students in Machine Tool ind SecretarialMkt% with corresponding Vocational Eng lisp as a Second.anguage (VESL) courses. Funded by the Illinois State Board ofEducation/ Department, of Adult, Vocational and Technical Ed-:cation, the Waubonsee LEP Project for Vocational Educationlas offered short-term, parttime training programs faimed atgraviding students with skills for entry-level employment, job3Pgrading andlor further education.1- The project is based on the premise that LEP students can be. aught the same vocational content and skills as native English.;peilters, but-that in order to accomplish this, vocational meter .als mustsbe adapted in format 'and language, and corresRonding'ocational ESL Courses must be offered. (Suring 1981, a- com-

.

3rehensive "set of vocational materials entitled Machine Shop-tindamentals was developed, i.e.,

Machine Shop Fundamentals: Part ITwenty-four competency based lessonsFlexible sequence

- Abundance of technical illustrationsMachine Shop Fundamentals: Part IStudent Workbook

Technicahvocabulary for each lessonStudy questions for each lessonReview questions for each lessonWorksheets for most lessons

Machine Shop Fundamentali: Part IVocational Instructor's Manual

Comprehensive notes and suggested teaching strategiesStudent native language supplements of Machine ShopFundamentals: Part I in Spanish, Lao, and Vietnamesefor each lessonA self-test for eackleisón

. 'Machine ShOp Fundamentals:. Part Itechnical'English Inttructor's Manual

Comprehensive notes and suggested teaching techniquesVisuatifor each lessonSemi-Technical vocabulary for each lessonTechnical English worksheets for each le;son

A reviewbf traditional machine tool vocational materials and.echniques ,showed that they presuppose high language and3cademic skills which the majority -of LEP s,tudents do not.)ossess. Even the few existing materials targeted for LE('students have little uSefulness because most of them are designed for the small minority who possess advanced English

In a vocational program aimed _al training, LEP students foramployment in the United States, appropriate Engiish vocationalraterials are the key to the students' success in training andultimately on the job. As demonstrated by Machine Shop Fondarentals. Part I, the necessary adaptations of format and organ.tation of concepts, and the necessary language simplification,structures and vocabulary) can be done without diluting theteamical content.

The high language.and academic skins presupposed by tradi-tional vocational textbooks present similar barriers to LEP

nts and to other,special needs students. Like LEP students,-disadvantaged and handicapped'students have difficulty

,in-ieading and using such traditional textbooks. The projectbelleves.that Enghsh vocattonal materials which are appropriate,for LEP studenta can also be effectively utihzed by, these othersledsl needs students.

.TE.SoL/ rt.t1,1.e. teqe,2,,

The twenty-four competency based lessons of Machine ShopFundamentals: Part I may be used as a main textbook, as asupplementary textbook, or as the basis for a pre-vocationaltraining bourse in bilingu'al and non-bilingual training programs.These lessons are dwided into the following units:

UNfT 1 Machine Tool TechnologyUNIT 2 Safety in the Machine ShopUNIT 3 Introduction to Machine Tools and Machine OperationsUNIT 4 MeasurementUNIT 5 Blueprint Reading,UNIT 6 LayoutUNIT 7 Bench Tools

MachThe5hFunthëjjf1 Part 1 win be available in .thespring of 1982. For further information contact:

Michael G. Kelly, Project DirectorWaubonsee Community CollegeRoute 47 at Harter RoadSugar'Grove, IL 60554-(312) 466.4811, Ext. 320

immossmitotloosomistimemsluiloilumItarsotesseto

PUBLISHERS' SCHOLARSHIPS.1982 TESOL SUMMER INSTITUTENational Textbook dompany and Regents Publishing Company

will be providing scholarships for participants in the 1982 TESOLSummer Institute. National will pay the tuition for one course foran individual; Regents is offering tuition for two courses for an

As always Illinois TESOLIBE appreciates this kind of supportand cooperation drom publishers, in the field of ESL.111 11111

"You Mean I Have tb Talk to Them Tool"Speaker: Linda SchinkeLlano

The speaker reported on her research into teacher-studentinteraction m the classroom. She has found that teachers addrassLEP speakers significantly less frequently- than they do nativeEnglish speakers and that the naIute of those interactions issignificantly different in that the majohty of those to LEP speakersfall into a category of "managerial"' talk rather than "instructional.'"She said that in a private interaction between the teacher andtwo students, one of whom was an LEP student, the teachergave more detailed mstructions to the latterostudent.

Possible reasons for this teacher behavior,were given, such as,.uar of taking up other students: time, fear of causing embar-rassment to the LEP student, and an exoectation that the leaLherwould not understand the student. The speaker stressed the factthat she was not critical of teachers, but wanted them to be

nsaware of potential damage to the chddren s sell esteem andthus performance.

A number of possible remedies 'for the problems were suggested. Among these were. checking frequently on studentplogressdady if possible, interacting as much as possible withthe students, using numerous visual aids and gestures, andpausing to give LEP speakers a chance to respond.

Submitted by: Beth Smith

, IllinoisState Board ofEducation

100 North First Street

, Springfield, Illinois 62777

Edward CopelandChannan

D'on6ld G. Gill

State SUperintendentof Education

Ps

,

Ts.

Staff resumes were removed to preserve confidentiality.

23