ERIC Number: ED406856
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
The Vocational Classroom: A Great Place To Learn English.
This guide discusses the ways in which educators in technical and vocational education programs can maximize opportunities for limited-English-proficient students to learn English language skills. Vocational classrooms are viewed as potentially excellent environments for language learning because of the hands-on nature of the work, undertaken in pairs of small groups, using authentic materials and equipment, and requiring interpersonal communication. In addition, learners are often highly motivated. An introductory section reviews this approach and the literature supporting it. The second section looks at the role of the vocational curriculum in language teaching, including the types of language curricula (grammar-based, functional, and process-based) that can be used as referents in developing vocational-based language instruction, elements of vocational curricula that may be exploited for language learning, student need analysis and placement issues, and implications for implementation by vocational teachers, language teachers, and administrators. The third section offers more detailed suggestions for developing content-based language teaching activities, based on principles of scaffolding vocational instruction and fostering independent learning, at each of four proficiency levels from pre-speaking to high-intermediate/low-advanced. Examples of authentic activities are offered. Contains 63 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Descriptors: Curriculum Design, Difficulty Level, English (Second Language), Language Proficiency, Limited English Speaking, Literacy Education, Second Language Instruction, Secondary Education, Student Placement, Vocational Education, Vocational English (Second Language)
NCLE, 1118 22nd Street N.W., Washington, DC 20037.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Andrew W. Mellon Foundation, New York, NY.
Authoring Institution: Center for Applied Linguistics, Washington, DC.