MARIA BETANCOURT DANA MIHO MOUNT SAN ANTONIO COLLEGE AEBG SPRING CONFERENCE APRIL 20, 2016 Contextualized ESL Instruction

Problem Many non-native speakers of English take vocational classes in order to earn certificates, but many of them struggle continuously with the contextualized vocabulary that they need to learn and lack communicative English skills. The Welding Program at Mount San Antonio College expressed a dire need for ESL teachers to collaborate with them to develop a class that bridges both welding and English so that struggling students can be successful in their personal and professional goals.

Agenda The presenters will share with you 7 tips that you can incorporate in your own classes.  Inter-departmental relationship  Curriculum development and materials  Class Promotion  English skills in context  Realia and pictures  Schema knowledge  Technology use

1. Inter-department Relationship Contacted by Welding department. Met several times to discuss both departments’ needs and goals. Developed and schedule a once a week supplemental English intensive welding course. Discussed with counselors to share with students pathway information regarding the welding program.

2. Curriculum Development Aligned curriculum with the welding course. Developed SLOs for the ESL course. Selected supplemental materials. Selected a bilingual instructor (English and Spanish). Concurrently offered the ESL course with the introductory Welding course. Open to ESL non-credit (advanced level) and welding students.

3. Class Promotion Flyers Registration Promotion Class Announcements

4.English Skills in Context No text was required for the course. Contextualized skills that the class focused on were the following:  vocabulary  Learned and applied welding vocabulary.  listening  Listened to several discussions and videos.  note-taking  Took notes on several welding videos and lectures.  reading  Read several different topics pertaining to the history of welding.  speaking  Discussed a variety of topics that pertained to welding.

5. Realia and Pictures It is crucial to have realia in the classroom. Students are able to connect with the vocabulary themselves. The location of the classroom was in the welding department. There were many materials available in the classroom that I could use. The laboratory component allowed students to also connect with the vocabulary with the actual object.

6. Schema Knowledge Teachers should always consider what their students know. Student-lead vocabulary development. Student-lead discussions on a welding processes. Teacher facilitated and monitored discussions.

7. Technology Use Created an online website (Pbworks.com).  weldingmtsac.pbworks.com  Provides students with supplemental practice. Created a Quizlet account.  Provided Supplemental practice with welding vocabulary.  Located on class website.  Learned vocabulary in an interactive way. Used YouTube videos.  Used to focus on listening skills.  Used to provide realia for students.  Used to practice note-taking skills.

Pass Rates (Winter 2015)

Student Feedback “Vocabulary exercise and practice both helped me to understand the things like electricity, process, etc. The practice helped me to get better at welding.” “Specially the vocabulary and learning different types of welding. This type of speaking is challenging because it is very different from ESL, but it was a very good course.” “Everything was great! Leaning welding vocabulary, types of machines, and to have the opportunity to weld.” “It was awesome. Teacher Raul and Teacher Maria helped us a lot, and they were so patient with us. Of course, we did our best in the welding shop. At first I was scared, and I still feel nervous today, but I really like it.” “I will continue to take welding classes!”

Group Discussion What other ideas or strategies can be used in a contextualized classroom?

Questions?

Contact Information Maria Betancourt Mount San Antonio College Dana Miho Mount San Antonio College