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Workplace English for adult ESL learners

Workplace English for adult ESL learners. Needs analysis Developing corpus based materials Discussion. Directions:

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Workplace English for adult ESL learners

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  1. Workplace English for adult ESL learners Needs analysis Developing corpus based materials Discussion

  2. Directions: Doofer roast in a large pan until meat is tender and removes from the bone easily. (You can also use gladden frab, or frabhuttertrakle)Brown frab in the pot with the talt and krub before adding the rest of the lamy. Hutter cooked frab into bite size pieces. Process 1/2 of the green sluppies until smooth. In the same large pan, melt the gan or afygrease. Add talt and krub ; booly until tender but not brown. Stir flour into the talt, krub and fat until flourflutle the oil or fat. Add glup or water. Cook and stir until mixture comes to boil and is slightly troople.

  3. Directions: Simmerroast in a large pan until meat is tender and removes from the bone easily. (You can also use diced pork, or porkcubesteaks) Brown porkin the pot with the onion and garlic before adding the rest of the ingredients. Cube cooked pork into bite size pieces. Process 1/2 of the green chilies until smooth. In the same large pan, melt the lard or bacon grease Add onions and garlic; sauté until tender but not brown. Stir flour into the onion, garlic and fat until flour absorbs the oil or fat. Add broth or water. Cook and stir until mixture comes to boil and is slightly thickened.

  4. Needs Analysis Interviews & observations

  5. Interviews What do you think is the most difficult language skill for NNS to use at work? Please rate the following in order of difficulty (1 most difficult- 4 least difficult) Listening, Speaking, Reading, and Writing. What materials do ELLs need to be able to read that are only available in English? Why are you living and working in Fort Collins? Have you ever worked in a kitchen before?

  6. Observations 1. The station and the kitchen duties as a whole • Food items, charts with station procedures, recipes, equipment 2. With co-workers • Small talk 3. With customers • Ordering/serving • Questions

  7. Digital Recipes from CSU • Huge number of words (500,000) • Contains specific vocabulary items • Ingredients, procedures, equipment, etc.

  8. Developing Corpus Based materials

  9. Developing Corpus Based materials • Lextutor to find most frequent vocabulary in recipes • Lextutor to analyze which frequent words are off list words (i.e. kitchen specific)

  10. Developing Corpus Based materials http://www.lextutor.ca/

  11. Developing Corpus Based materials • Kitchen specific words with more than 500 occurrences in the corpus • How are these words used in the corpus? (i.e. collocations, part of speech, etc.) • Example - pan • Pan – half pan, perforated pan, pizza pan, pan up, pan and serve

  12. Developing Corpus Based materials Digital corpus Most frequent words http://www.lextutor.ca/ Most frequent words that are off list (related to your specific purpose) How are these words used in your corpus?

  13. Developing Corpus Based materials • How do you organize valuable vocabulary to make it user friendly for ELLs? • Picture dictionary • Categories • General kitchen • Food and ingredients • Equipment • Times/Temperatures/Weights • Holding/Serving/Storing • Cooking and preparation

  14. Developing Corpus Based materials • Feedback from international ELLs at CSU • Pictures and layout made it easy to follow • Many words that were used frequently at work • Appreciated the use of the IPA • Could contain more ingredients and equipment • Missing information on clean up duties • Would be helpful during new student training

  15. Limitations If you just hand someone a book, without showing them the value, will they read it? Lacks any spoken language information Too broad (all of CSU’s kitchens)

  16. Applications Vocabulary component to a larger WE curriculum On the job training that incorporates language Specific to each individual kitchen Job aides

  17. Discussion What type of needs analysis would be appropriate in different settings? How could this process be valuable in different workplace settings? What type of digital corpora are available to us as teachers? Feedback for me? What am I missing?

  18. Andy Fuller Andrew.fuller@colostate.edu

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