Becoming agents in their vocational learning: English language learners’ self-reflection throughout a workplace training course Dana Taylor

Outline Introduction Context and purpose of the study Needs analysis Training and assessment Conclusion

Introduction A Level 5 workplace training course for tertiary students (domestic and international) studying tourism at a private institution* in New Zealand. Needs analysis purpose: To determine how English language learners (ELLs) can develop transferable, technical, and reflective learning skills during their placement to become ‘agents in their own learning’ (Riley, 2012, p. 53) * Identifying details have been changed.

Context and purpose of the study TO-500 Tourism Work Placement within the Level 5 Tourism Management programme, leading to the New Zealand Diploma of Tourism and Travel Studies (Level 5) Aim of the paper: Students will engage in a tourism work placement where they can develop their communication skills while applying their knowledge of operating a tourism or hospitality business.

Context and purpose of the study Graduate Profile Outcome statements (GPOs): GPO1. Apply effective verbal and written communication skills in order to communicate with diverse audiences in the tourism industry, to proactively support the visitor experience. GPO2. Manage workplace practices required of a tourism workplace including: self-management, effective time and task management, and compliance with relevant Acts and legislation. GPO3. Analyse and evaluate local, national and international tourism operating environments in order to support decision-making in the tourism industry. GPO4. Develop, analyse and critique tourism business systems and processes that enable the delivery of a quality visitor experience and contribute to overall business effectiveness.

Needs analysis TO-500 Tourism Work Placement: Situated learning in the workplace to enhance language proficiency, employability, and technical skills ELLs face linguistic, interactional, cognitive, instructional, and organisational challenges.

Linguistic needs Do ELLs have basic interpersonal communication skills to engage in workplace interactions? Key challenge: Helping ELLs obtain functional vocabulary and pronunciation to understand and produce informal and formal workplace language

Interactional needs ELLs need communicative competence in the workplace (Cummins, 2008). Analysing workplace culture, symbols, and behaviours helps ELLs convey meaning clearly (Myles, 2009; Olajoke, 2013). Key challenge: Obtaining sociolinguistic capability and sociopragmatic confidence

Cognitive needs Weddel and Van Duzer (1997): If ELLs don’t consider their internship duties relevant, they will stop attending work. Placements must meet ELLs’ interests, knowledge, and communication goals. Key challenge: Guiding ELLs into Gibbons’s (2010) learning and engagement zone

Instructional needs TO.500 learning outcomes and tutorials focus on ELLs’ vocational needs. Tutorials include peer-supported employability training (e.g., CV and cover letter writing skills, interview skills). Key challenge: Helping ELLs develop self-directed learning skills for the workplace

Organisational needs Employers want interns to possess humanistic knowledge (e.g., job skills) and metaknowledge (e.g., critical thinking). Key challenges: Tutorials focus on work-ready skills, like learning and goal-setting tools, negotiation, and self-reflection. Host employers may need training, too!

Outcomes of needs analysis ELLs need to: Understand and use contextual grammar, vocabulary, and pronunciation for effective professional communication. Transfer language-learning strategies from the classroom into the workplace. Acquire critical self-reflection skills.

Outcomes of needs analysis Principal need: Minimising demotivating effects of experiencing workplace culture shock (Oesch & Bower, 2009) or belief they are ‘deficient communicators’ (Firth & Wagner, 2007, p. 757) Scaffolded tutorials to enhance cultural awareness, fluency, and self-efficacy

Training and assessment Seven students in TO.500: three New Zealanders and four international ELLs Seven assessments (= 100%, 15 credits): Targeted CV and cover letter Role-play job interview Weekly reports Internship portfolio Exit interview Internship provider’s report Letter of thanks

Content of tutorials Self-evaluation: Recognise own personal characteristics and transferable skills. Identify learning styles and strategies. Set career goals. Career communication: Write a targeted CV and cover letter. Learn interview skills to promote achievements. Practise professional language. Workplace communication: Learn interactional skills and strategies within kiwi workplaces.

Weekly one-hour tutorials Recognising personal characteristics Classifying job skills and achievements Using interview and storytelling techniques Identifying learning styles at work Setting SMART goals for job success Learning about New Zealand workplaces Using professional language in the workplace

Action research question To what extent do international students’ identities as capable, confident, and communicative job-seekers / interns transform over their 70-hour internship?

Pre-internship survey Pre-placement questionnaire completed in class with questions on whiteboard: 1 =  2 3 =  4 5 =  How do you feel about yourself as a CAPABLE job seeker / intern? How do you feel about yourself as a CONFIDENT job seeker / intern? How do you feel about yourself as a COMMUNICATIVE job seeker / intern?

Results of pre-internship survey Four international students: 3 | 4 | 5 | 5 = 4.25 / 5 Capable 3 | 5 | 5 | 5 = 4.5 / 5 Confident 3 | 4 | 4 | 4 = 3.75 Communicative ELLs were generally positive about themselves as capable, confident, and communicative job seekers / interns.

Results of during-internship survey Four international students: 4 | 4 | 4 | 5 = 4.25 / 5 Capable 4 | 4 | 5 | 5 = 4.5 / 5 Confident 4 | 4 | 4 | 4 = 4 / 5 Communicative ELLs felt more positive about themselves as communicative job seekers / interns. ELLs felt just as capable and confident.

International students’ comments A challenge to learn about [clients’] culture and slang. I can develop verbal communication and body language skills through communicating with [clients]. I always try to be polite and gentle while I’m managing and supporting [clients]. I developed skills of leading groups [and have become] confident to lead […and] organize [clients].

Weekly report reflection questions What specific tasks did you perform this week? What communication and leadership skills did you develop this week? What new operations management and client relations skills did you develop this week? What problems did you face and how did you overcome them? How do you feel about the organisation’s human resource / staff support?

Weekly report reflection questions Rate your specific job performance (out of 5): Communication skills Employability skills Leadership and peer mentoring skills Operations management skills Client relations skills Understanding workplace safety Completing tasks

Where to from here? Post-internship survey Analysis of weekly report self-ratings ELLs’ final report as part of internship portfolio Exit interview: How are you feeling about yourself as a capable, confident, and communicative job seeker now? Examples? Internship provider’s report

Conclusion Analysis of ELLs’ linguistic, interactional, cognitive, instructional, and organisational needs indicated that a series of weekly tutorials would boost their cultural awareness, fluency, and self-efficacy. ELLs’ communicative competence increasing as their internships progress. Post-internship analysis needed of feelings of capability and confidence.

Conclusion At the end of this action research project for TO-500 Tourism Work Placement, I will: Evaluate its strengths, weaknesses, and challenges. Make recommendations to enhance tutorial content. Modify weekly report and internship portfolio assignments to ensure ELLs are specifically assessed on cultural awareness, fluency, and self-efficacy.

References Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.), Volume 2: Literacy (pp. 71-83). New York, NY: Springer Science + Business Media LLC. Firth, A. & Wagner, J. (2007). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 91(5), 757-772. Myles, J. (2009, June). Oral competency of ESL technical students in workplace internships. TESL-EJ, 13(1), 1-24. Oesch, M. & Bower, C. (2009). Integrating career awareness into the ABE and ESOL classroom. Retrieved from www.collegetransition.org/docs/ICAcurriculumguide.pdf Olajoke, A. S. (2013). Students' perception on the use of humor in the teaching of English as a Second Language in Nigeria. International Education Research, 1(2), 65-73. Adult Basic Education Riley, C. E. (2012). Learning from the learners: A student centered syllabus in preparation for the real world. Quality Assurance Review for Higher Education, 4(1), 50-60. Weddel, K. S. & Van Duzer, C. (1997). Needs assessment for adult ESL learners. Retrieved August 3, 2015, from http://www.cal.org/caela/esl_resources/digests/Needas.html

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