ERIC Number: ED225360
Record Type: Non-Journal
Publication Date: 1982
Effective Use of the Native Language with English in Vocational Education for Limited English Proficiency Students.
Menges, Patricia A.; Kelly, Michael G.
Vocational education for limited English proficiency (LEP) students at Waubonsee Community College, Illinois, which includes a vocational English as a second language (VESL) course, is described, with examples from the tool training program. With state funding, the Waubonsee's LEP project for vocational education offers short-term, part-time training designed to develop skills for entry-level employment, job upgrading, and/or further education. The project provides data for statewide/local planning and implementation of vocational programs for LEP students, based on two instructional models--bilingual and nonbilingual--and also a comparative evaluation of each model's adoptability. Both models rely on English as the primary language of instruction and use vocational materials in English as their core. In the bilingual instructional model, however, the instructors and certain materials are bilingual (English-Spanish/Lao/Vietnamese). The strengths of bilingual vocational education for LEP students include: (1) promoting student comprehension; (2) clarifying subtechnical vocabulary; (3) assisting instructors' evaluation of student's skills acquisition; and (4) boosting students' self-confidence. Weaknesses of this approach include: The possibility that use of native language(s) will hinder students' improvement of their job-related and general purpose English skills; the variety of students' native language proficiency levels; and the double difficulty for students if the new technical vocabulary is taught bilingually. The linguistic complexity and the formats of traditional vocabulary textbooks as well as vocational materials developed for LEP students are discussed. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A