Reproductions supplied by EDRS are the best that can be ... fileMM. FLORIDA HUNAN. RESOURCES....

17
DOCUMENT RESUME ED 435 206 FL 801 335 TITLE Crossroads Cafe English Learning Program: Reflecting a New Approach to Teaching English. INSTITUTION Florida Human Resources Development, Inc., Gainesville. PUB DATE 1997-12-00 NOTE 15p. PUB TYPE Collected Works Serials (022) Reports Descriptive (141) JOURNAL CIT At Work; Dec 1997 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Adolescents; Course Content; Educational Strategies; Educational Trends; *English (Second Language); *Instructional Materials; *Labor Force Development; Multimedia Instruction; Professional Development; Program Descriptions; Program Design; Second Language Instruction; Teaching Methods; Videotape Recordings IDENTIFIERS Florida ABSTRACT This issue of a newsletter designed to promote human resources development among adolescents and adults in Florida is devoted to a description and assessment of "Crossroads Cafe," a series of multimedia materials for English-as-a-Second-Language (ESL) instruction. Trends in language teaching methodology since the 1960s are first reviewed, and principles underlying current trends are examined. Insights gained from research in adult education are also discussed briefly. Ways in which the "Crossroads Cafe" program reflects this newer knowledge, and ways in which the "Crossroads Cafe" approach addresses workforce readiness skills, are summarized. Workshops for teachers on the use of the materials are described. (Contains 15 references.) (Adjunct ERIC Clearinghouse on Literacy Education) (MSE) Reproductions supplied by EDRS are the best that can be made from the original document.

Transcript of Reproductions supplied by EDRS are the best that can be ... fileMM. FLORIDA HUNAN. RESOURCES....

DOCUMENT RESUME

ED 435 206 FL 801 335

TITLE Crossroads Cafe English Learning Program: Reflecting a NewApproach to Teaching English.

INSTITUTION Florida Human Resources Development, Inc., Gainesville.PUB DATE 1997-12-00NOTE 15p.

PUB TYPE Collected Works Serials (022) Reports Descriptive(141)

JOURNAL CIT At Work; Dec 1997EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Adolescents; Course Content; Educational Strategies;

Educational Trends; *English (Second Language);*Instructional Materials; *Labor Force Development;Multimedia Instruction; Professional Development; ProgramDescriptions; Program Design; Second Language Instruction;Teaching Methods; Videotape Recordings

IDENTIFIERS Florida

ABSTRACTThis issue of a newsletter designed to promote human

resources development among adolescents and adults in Florida is devoted to adescription and assessment of "Crossroads Cafe," a series of multimediamaterials for English-as-a-Second-Language (ESL) instruction. Trends inlanguage teaching methodology since the 1960s are first reviewed, andprinciples underlying current trends are examined. Insights gained fromresearch in adult education are also discussed briefly. Ways in which the"Crossroads Cafe" program reflects this newer knowledge, and ways in whichthe "Crossroads Cafe" approach addresses workforce readiness skills, aresummarized. Workshops for teachers on the use of the materials are described.(Contains 15 references.) (Adjunct ERIC Clearinghouse on Literacy Education)(MSE)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

OJ

ROSSROADS, CAFÉ ENGLISHLEARNING RPGRA

REFLECTING A NEVI% APPROACH`TEACHING ENGLISH

BEST COPY AVAILABLE

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asceived from the person or organization

originating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy. 2

1

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

MM.

FLORIDA HUNANRESOURCES

DEVELOPMENTNON-PROF/T CORPORA 110N

ome English as a Second Language

(ESL) Practitioners have seen the

Crossroads Cafe English Learning

Program and wonder why it is receiving so

much press, and why it has been so success-

ful in the state of Florida. The Florida

Department of Education and Florida

Human Resources Development, Inc. rec-

ognize that Crossroads Café reflects evolu-

tionary progress in English teaching

methodology, and that the innovative

product requires active inservice training

to reach its potential as a teaching tool. In

an effort to help ESL practitioners under-

stand the changes that have taken place in

language teaching, and consequently the

need for inservice training, this publica-

tion addresses the following topics:

How does Crossroads Café'English Learning Program: reflect anew approach to teaching English?

How does Crossroads Café gobeyond language learning to meet themany needs of adult ESL learners?

How does Crossroads Café cor-relate to workforce readiness skills(SCANS)?

What are the implications fromthe Crossroads Café FloridaImplementation Evaluation?

What workshops are currentlyoffered by Florida Human ResourcesDevelopment, Inc.?

DECEMBER 1997

rAiSrArfoioliff"HELPING PEOPLE DOA BETTER JOB WITH PEOPLE"

CROSSROADS CAFE ENGLISHLEARNING PROGRAM:

REFLECTING A NEW APPROACHTO TEACHING ENGLISH

How HAS TEACHING METHODOLOGY CHANGED?

In the late 60's and 70's Audio-Lingual Methodology was therage. ALM was revolutionary in that it brought a much-neededshift from teaching with an emphasis on written language, toteaching with a focus on oral language. It seems obvious now thatone studies a language in order to SPEAK it, but before ALMemerged, most language instruction was based on written grammarexercises and text translation. This method of teaching was calledGrammar - Translation. (Brown, 1994). In many other countries,English is still being taught as a foreign language in this'way. Thinkof students who can read and write in English far better than theycan converse. They are products of Grammar-Translation teachingmethodology. Grammar-Translation and ALM were similar in thatthey both kept grammar at the center of instruction.

ALM comes from the behaviorist's theory which emphasizesforming habits and practicing grammar structures in isolation(Lightbrown & Spada, 1993). Instruction relies heavily on drillsand memorizing dialogues. One of the ideas behind drills andmemorization is that students can transfer the information in par-roted phrases from one context to another; for example, a teacherdrills the sentence "A wig is very practical on the beach." The stu-dents reproduce this sentence with native-like fluency.- In theory,the students are now able to use to-be verbs in the present tensewhen they attempt to create new language. Unfortunately, this isnot the case. When sentences are not relevant to real life experi-ence, students are not able to transfer the information into sen-tences of their own creation. Although ALM had some strongpoints, such as native-like pronunciation and lower speaking anxi-ety, it did not serve the initial purpose of oral communication aswell as originally hoped. In other' words, students could notexchange thoughts and ideas in the new language. Herein lie theroots of current trends in English teaching methodology..

In contrast to ALM, the Communicative Approach is firmlyembedded in innatist and interactionist theories of language learn-ing (Lightbrown, Spada, 1993). The Communicative Approach is

3

based on more natural or authentic interaction inthe target language. Think of it as the way inwhich students order. in a restaurant when they donot know the language. They. use limited vocabu-lary in combination with body gestures to com-municate. The waiter does much the same untilthe two come to some agreement. The success orfailure of the interaction is determined by whatcomes out of the kitchen. Either way, studentscome away from the restaurant with new vocabu-,lary (learned in context) and perhaps new lan-guage structures, "I want...," or " May I have?"This interaction is called negotiating meaning.The ability to use language and convey messagesin spite of grammatical accuracy is calledCommunicative Competence (Lightbrown &Spada). The Communicative Approach presuppos-es that because the interaction is meaningful, lan-guage structures and vocabulary are acquiredrather than consciously learned. It is also believedtht *developmentally appropriate grammar con-cepts are assimilated innately by an internal lan-guage mechanism. Examine the example of a con-versation between mother and child. A 14-month-old child points at .a bottle and says "ba-ba" Themother says: "Yes, this is your bottle. Do you wantyour bottle?" The baby smiles or nods and repeats"Ba-ba." The child happily receives the bottle.

CROSSROADS CAFE

IMPLEMENTATION FLORIDA TEAM

Olivia Fernandez

Rachel Porcelli

Jose Alvarino

Judy Langelier

Maria KoonceWilliam KoonceJudd ButlerTeri McleanMary B. PuleoTony Lagos

Hillsborough CountyDade CountyDade CountyPalm Beach County

Broward CountyBroward. County

North Florida CountiesNorth Florida CountiesSaras' ota*County

Orange County

14t WORK)

Baby and mother have just negotiated meaning ina natural acquisition setting. She did not have todrill the baby on the word "bottle" during thechild's infancy for the interaction to be meaning-ful. The mother simply expanded the child's lan-guage and modeled correct sentence structure.This modeling is sometimes called mother-ese,caretaker-ese, or teacher-ese.

The aforementioned illustration introducesanother fundamental concept underlying innatistsecond language learning philosophythe notionof natural stages in language acquisition. In otherwords, educators realize that ESL learners passthrough general developmental stages commonacross all _second language learners (Krashen,1977.) Therefore adults acquire second languagestructures in a similar order as do children learningtheir'first language structures: Consider a 2 year-old child named Scott who says, "Scott go-ed toschool today." His father replies; "Oh, you went toschool today." Even though the father models thestructure correctly and negotiates meaning in con-text, Scott will probably NOT learn the irregularform of the verb to-go for two more years.However, he may substitute the pronoun I forScott in the next few months. Scott is passingthrough natural stages of first language acquisi-tion. A second language learner.will pass through

A t WORK is produced by FloridaHuman Resources Development, Inc.The Executive Director, Ron Froman, found-ed this non-profit organization to promote_the development of human resources amongyouth and adults relative to economic devel-opment in Florida, and to collaborativelydeliver programs and activities appropriate tothe enhancement of the state's workforcedevelopment system.

alt WORK Production TeamWriter/Editor: Teri McLeanDesigner: KD Kinsley-Momberger

For more information regardingFlorida Human Resources Development, Inc.contact Ron Froman at (407) 699-9622

the same stages in more or less the same order.Research has also determined that the rate andsequence of second language acquisition, likefirst language acquisition, varies from learner tolearner. Researchers also relate that the process isnot linear. Mastery is an up and down,process andpractitioners should develop patience and respectfor the process. Practitioners must realize that for-mal teaching does not speed up the process. Thesestages are marked by certain grammar structures;for instance, regular verbs are acquired beforeirregular verbs and subject pronouns before pos-sessive pronouns, etc. (Krashen, 1977.) So, whatdoes it all mean? It means that if instructors pre-sent grammar structures that are toocomplex for their students, thosestudents will have difficulty applyingthe new language structures. Inother words, they may learn thestructure on paper or in an oral drill,but they will not be able to use theinformation in another context.

In summary, ALM was importantbecause it placed a new emphasis on

`oral language. In the classroom,teaching techniques included repeti-tive oral drills and memorization; les-.son planning was primarily grammar

development are significant. In addition, implicitinstruction such as" teacher-ese" is preferred toexplicit grammar instruction, unless patternederrors are observed by the instructor or the studentrequests formalized grammar instruction.

PRINCIPALS UNDERLYING THE CURRENT TRENDS IN

LANGUAGE TEACHING

Second Language Acquisition is a complexprocess with many parallels to first LanguageAcquisition (Berko Gleason, 1993; Collier, 1992;Harley, Allen, Cummins & Swain, 1990;McLaughlin, 1985).

Error patterns reflect natural

The goal of the

Communicative

Approach is learn-

ing English through

interaction and

conversation.

based. In contrast, the goal of the CommunicativeApproach is learning English through interactionand conversation, or social language. Social lan-guage differs from. academic language becausesocial language provides non-verbal communica-tion and context clues to meaning (Collier,1995). Social language and academic languageseem to develop on a continuum where academiclanguage can be seen as an extension of social lan-guage. The Communicative Approach attempts torecreate natural acquisition settings in an instruc-tional atmosphere by using relevant vocabularypresented in context and planning lessons aroundcommunication tasks. The instructor encouragescommunicative. competence by placing impor-tance on meaning over grammar, and grammar isseen as a developmental process; thus, only thestructures appropriate to the individual's stage of

5

developmental processes in secondlanguage acquisition. Patternederrors are predictable regardless ofnative language and/or formalinstruction. (Brown, 1994;Ellis,1985; Hakuta, 1987; Larson-Freeman & Long, 1991).

ESL learners pass through gen-eral developmental stages and theirprogress is not linear`((Brown, 1994;Ellis,1985; Hakuta, 1987; Larson-Freeman & Long, 1991):

Acquisition of a language struc-ture does not occur simply by formally teachinggrammatical structure, but rather acquisitionoccurs through repetitive exposure to, correct lan-guage structure over time and in a context-that is

_meaningful to the learner (Collier, 1995).Second language acquisition is best devel-

oped through meaningful activities in context thatfocus on language use (Collier, 1995;Brown,1994).

The language practitioner is most effectivewhen she facilitates communicative, learner-cen-tered activities and focuses on language formwhen it is developmentally appropriate to the stu-dent (Collier, 1995; Brown,1994).

Language in context provides an advantageto learners by providing non-verbal clues to mean-ing (Collier, 1995).

Social language and academic language exist .

in a continuum with social language developing in2-3 yr. and academic language development devel-oping in 7-10 years (Collier, 1995).

GENERAL ADULT EDUCATIONAL INSIGHTS FROM

CURRENT RESEARCH

Affective Factors-affec-tive factors such as motiva-tion, enthusiasm, self-praiseand lower anxiety stronglyinfluence learning (Edge,1993; Santopeitro-Weddel &Peyton, 1991).

Sense, of Community-research concurs that provid-ing a social context for literacyand. ESL training has a posi-tive impact on language learn-ing (Wrigley, 1993).

Use of Technology -video applications show greatpromise in literacy education.By providing a visual contextfor ideas, video communicatesideas independent of print(Wrigley, 1993).

Learning through hands-on Experience -Hands-on,activity based approach tolearning offer a strong advan-tage for developing literacy aswell as workplace readinessskills (Wrigley, 1993).

Non-traditional settingsLearners over the age of 25

continue to express interest inliteracy and language educa-

t4t WORK/

learner-centered, functional, and relevant to every-day life (Santopietro- Weddel, 1991; Wrigley,1991).

How DOES THE CROSSROADS CAFÉENGLISH LEARNING PROGRAM

REFLECT CURRENT

"Theory is very important.

Teachers have to experience a para-

digm shift from seeing language

in parts (Grammar-Translation

and Audio-Lingual methods) to

seeing language as a whole and

focusing on communicating mean-

ing (Communicative Approach). ,If

teachers don't make this shift, they

lose adult students because adult

learners have immediate needs for

language. They don't have time to

learn grammar rules for two years

before they can mail a package at

the post office!"

Maria Koonce, Ph.D.

Broward County

FHRD Trainer

tion, but are far less likely toattend or fit-into traditional educational settings(NHES, 1995).

Relevance to need literacy and languagelearning is most effective when instruction is

0

TRENDS IN TEACHINGENGLISH?

It stands to reason, ifteaching methodologychanges, teaching curriculummust evolve to be consistentwith the current methodology;and therefore, teachers mustacquire new skills in order toutilize curriculum effectively.Teaching in a way that isinconsistent with the theorybehind the curriculum is afrustrating experience for boththe teacher and the student.More importantly, if teachingtechniques differs from thecurriculum methodology,learners may not progress asquickly as they could, or thepractitioners may not accurate-ly perceive the progress theirlearners are making.Instructors end up doing oneof two things; either, they dis-regard the or theymodify the curriculum toaccommodate the teachingtechniques with which they aremost comfortable. Both of

these options cheat the learners out of a valuablelearning opportunities. The following chart corre-lates the Crossroads Cafe English LearningProgram to current, trends in teaching English.

HOW DOES THE CROSSROADS CAFÉ ENGLISH LEARNING PROGRAM REFLECT

THE CURRENT SHIFT IN LANGUAGE TEACHING METHODOLOGY?

METHODOLOGY CURRENT TRENDS TRADITIONAL

IMPLICATIONS FOR

TEACHING FROM RESEARCHCROSSROADS CAFE TRADITIONAL MATERIALS AND

TEACHING STYLE

Instruction should parallel first Yes, Worktext and Photo Stories No, learners are required tolanguage acquisition (i.e. allow are organized in a multi-level format respond on command. There is usu-

for silent period, foster mean- so that beginning learners may ally no opportunity for a silent peri-ingful exchange respond non-verbally or with short od. Communication is valued on

answer until they are comfortable grammatical accuracy. Teacher is inproducing more language. charge of correcting the student'sCommunicative peer activities aredesigned to encourage languageinteraction at the learner's level.

language immediately.

Facilitators believe error pat- Yes, predictable errors are consid- No, grammar exercises or drills areterns reflect the natural develop- ered part of the developmental expected to yield mastery of themental process learning process. Therefore it is concepts covered by the teacher.

considered progress when learners Therefore errors reflect the learn-stop making certain errors andbegin making new types of errors.

er's lack of proficiency.

Worktext includes self checks andanswer keys so that studenst cancorrect themselves.

Instructional activities focus on Yes,suggestions for interactive and No, drills and exercises are gram-meaning over grammatical collaborative learning activities are mar based and teacher is responsi-accuracy. provided with the goal of meaningful ble for immediate correction.

oral communication. Worktext and Therefore, grammatical accuracyPhoto Stories contain answer keys takes precedence over meaningfulso that learners can correct theirown work and bring questions to apartner or facilitator.

communication.

Facilitators help develop Ian- . Yes, reproducible black-line masters No, drills and memorized dialoguesguage learning through commu- of communicative activities focus on rarely if ever allow time for negotia-nicative activities that focus on information gathering and exchange. tion of meaning or creative languagenegotiating meaning. The pirtner guide contains prompts

for natural discussions.expression.

Facilitators and materials pro- Yes, repetitive viewing of videos and Yes, repetitive exposure to correctvide repetitive exposure to cor- discussion with a partner or facilitator English was at the heart of ALM, butrect English. provides ample exposure to correct the language was not always authen-

English. tic, nor functional.

Facilitators focus on language Yes, The star system allows learners No, traditional language classesforms that are developmentally to have some control of the struc- design instructional time around aappropriate and context tures they learn. language syllabus that may be neitherembedded. . developmentally appropriate, nor

7 context embedded.

At: WORK/

CURRENT SHIFT IN LANGUAGE TEACHING METHODOLOGY, CONTINUEDMETHODOLOGY CURRENT TRENDS TRADITIONAL TEACHING

IMPLICATIONS FO

TEACHING FROM RESEARCHCROSSROADS CAFE MATERIALS AND STYLE

There are opportunities for Yes, the video story is the basis of language No, traditional Language teach-both social language and aca- exposure. Situations and language used in ing focused primarily on acade-demic language with social the videos are common in the daily lives of mic English which the learnerlanguage having primary most second language learners. The charac- may or may not find outside ofemphasis ters speak naturally - their speech is not

artificially slow. Likewise, some charactersthe instructional setting,depending on the learner's use

have accents. Word Play and Worktextexercises offer academic uses of language.

of the language.

Facilitators may choose to expand this por-tion of the curriculum if their studentsrequest it.

Affective factors are Yes, photo Stories provide low stress, high (?), whether affective factorsconsidered. success activities for the beginning learners. are considered in the classroom

The star system serves the same purpose in largely teacher dependent -when intermediate and advanced learners. not built into most traditionalanswer one or two star questions to gainconfidence. An engaging story line keeps thelearners enthusiastic about learning. Learnerscan get so caught up in the topic that theyforget they are speaking English! The video isindependent of the facilitator. Some qualitycontrol.

curricula.

A sense of community is fos- Yes, learners identify with the Crossroads (?), rarely is the curriculum spe-tered within the instructionalsetting

Café "family", and Crossroads Cafébecomes part of their community. The In

cific to the learner's community,nor is it inevitable that a class

Your Community section expands on this will create a sense of communityconcept. within the classroom.

. Yes, video provides the content independent (?), depends on the program, notUse of Technology of print Print is then used to reinforce the

video.a constant

Learning through hands-on,

The Teacher Resource Book provides

.

(?), traditional language learningexperience. reproducible masters that provide interac- is typically book centered, not

tive activities for learners. activity-centered.. _

Non-traditional setting and The three implementation models available No, traditional classroom settingschedules available for non- for use with Crossroads Cafe make is accessi- that is class schedule driven andtraditional learners ble to a variety of programs using both non-

traditional and traditional settings. The verynature of distance learning implies that learn-ers can be in charge of when they learn.

teacher dependent.

Language learned is relevant Yes, language that is important to learners is (?), language taught is usuallyto need determined by the situations in which they determined by a language syl-

will use the language. In producing thisseries, the developers first identified situa-tions in which adult learners might need

labus- grammar based.

E EST COPY AVAILABLE English, and from these they produced thevideo story lines.

74t WORK/

CORRELATION TO SCANS FOUNDATION OF SKILLS AND PERSONAL QUALITIES INHERENT

SCANSFOUNDATION

CROSSROADS CAFEPRODUCT

WORKTEXT PHOTO STORIES

READING READ AND WRITEDevelops reading skills and encour-ages determining meaning fromcontext. Develops writing skills.YOUR NEW LANGUAGEFocuses on language structure andfunction - related to Word Play onthe video.

PARTNER GUIDE*

PICTURE STORIESComic book style pictures and text!from the story; Develops reading I

skills and encourages determiningmeaning-from context.

ILO_ AMR

JOURNALDICTATE SENTENCESWRITE LANGUAGE EXPERIENCEStoriesREAD AND Discuss CURRENT EVENTIN MAGAZINES/NEWSPAPERS

QUANTITATIVEOPERATIONS

ACTIVE LISTENING

IN YOUR COMMUNITYDevelops reading skills using readingmaterials from the community e.g.,loan applications, utility bills, etc.WHAT DO YOU THINK?Encourages discussionDISCOURSE EXERCISEenables learners to see flow of language

COMMUNITY RESEARCH

ROLE-PLAY ACTIVITIES DISCUSSIONQUESTIONS ON ALL SECTIONS OFWORKTEXT

ORAL COMMUNICATION DISCOURSE EXERCISESWHAT Do You THINK?YOUR NEW LANGUAGE based onlanguage function and structureCULTURE CuPDiscussion Questions

RoLE- PLAYDISCOURSE EXERCISES

DISCUSSION QUESTIONS ON ALLSECTIONS OF WORKTEXTWHAT Do You THINKYOUR NEW LANGUAGE

INTERPRETING BEFORE You WATCHereview/predictFOCUS FOR WATCHINGprovides focusAFTER YOU WATCH checks com-prehension / prediction

TITLE PAGE WITH QUESTIONS ONTHE FIRST PAGE OF EACH CHAPTER.PICTURE STORIESSEARCHcomprehension questions

BEFORE You WATCH preview/predictFOCUS FOR WATCHINGprovides focusAFTER YOU WATCH checkcomprehension / predictionReview Worktext

ORGANIZINGINFORMATION AND IDEAS

BEFORE You WATCHpreview /predictFOCUS FOR WATCHINGprovides focusAFTER YOU WATCHchecks comprehension I predictionCULTURE CUP - discussion

TELL THE STORYAfter the learners watch theysequence pictures to tell the storyand then are encouraged to tell thestory.SEARCHPICTURE DICTIONARY

See Worktext

ABILITY TO LEARN ANDREASON

WAYS TO LEARNFocuses on metacognitive skillsCHECK YOUR ENGUSHDemonstrates new material masteryCULTURE CUPrecalls information for Culture Clip

TITLE PAGE WITH QUESTIONS ONTHE FIRST PAGE OF EACH CHAPTER.CHECK YOURSELFquestions comprehension through-out story.

See Worktext

CULTURE CUP

VI THINK CREATIVELY

wz2 MAKE DECISIONS

WHAT 00 You THINK?Express and support opinions

SEARCH WHAT DO You THINK?Express and support opinions

WHAT Do YOU THINK?

PROBLEM SOLVING

euRESPONSIBILITY

SOCIABILITY

SELF-MANAGEMENT

INTEGRITY

HONESTY

SELF-ESTEEM

WHAT Do YOU THINK?

video discussion

BEST COPY

SEARCHSTORY PICTUREComprehension questions

WHAT Do YOU THINK?

PROBLEM POSING TITLE PAGE

video discussion

AVAILABLE

WHAT Do YOU THINK?

video discussion

* PARTNER GUIDE IS A SUPPLEMENT TO THE WORKTEXT AND/OR PHOTO STORIES MATERIALS.** TEACHER RESOURCE BOOK IS A SUPPLEMENT TO THE WORKTEXT, PHOTO STORIES AND/ OR PARTNER GUIDE MATERIALS.*** VIDEOS ARE THE BASIS FOR ALL PRINT MATERIALS.

0

BEYOND LANGUAGE LEARNING

The training philosophy behind FloridaHuman Resources Development, Inc. Traininggoes beyond the scope of traditional ESL instruc-tion. Florida Human Resources Development,Inc. recognizes that adult ESL learners oftenrequire service beyond English instruction; theirneeds may also include workplace readiness, func-tional literacy, interpersonal communication andalternative educational models that reach non-tra-ditional students. The executive director ofFlorida Human Resources Development, Inc.seeks to prepare ESL practitioners to recognize as

many different needs of adult learners as possibleand to encourage the use of the content-richCrossroads Café program to address as many ofthose needs as possible. In addition, FloridaHuman Resources Development, Inc. sees thepotential to interface the Crossroads Café curricu-lum with other populations of adult learners whoshare similar needs. -The following Venn diagramillustrates the overlap of educational needsbetween Adult ESL learners and low-skill leveladult clients.

CROSSROADS CAFÉ CORRELATIONTO WORKFORCE READINESS SKILLS

Recent legislation encourages programs toascertain accountability as measured in terms ofemployment preparation. The Secretary'sCommission on Achieving Necessary Skills report(SCANS, 1991) determined a framewoik thatidentified important employment-related skillsthat are widely accepted by both business and edu-cation. Practitioners are encouraged to incorpo-rate the SCANS foundation skills and competen-cies into their content areas. Florida HumanResources Development, Inc. believes the designof the Crossroads Café curricular components andthe themes underlying the videos and print mate-rials lend themselves quite naturally to lessons thatsupport the SCANS recommendations. The non-profit corporation has developed an easy five7stepprocess practitioners can use to develop lessons inthe ESL and Adult Basic Education (ABE) settingthat incorporate employability skills. The follow-ing chart correlates the components of theCrossroads Café English Learning Program to theSCANS report.

/ BASIC SKILLS/ THINKING:SKILLS

PERSONAL.QUALITIESRESOURCE.

MANAGEMENT'

INTERPERSONAL

:SKILLS: .INFORMATIONMANAGEMENT

TECHNOLOGY

NON- TRADITIONALSCHEDULES

CHILDCARE

ESL ADULTLEARNERS

IN C OSSROADS CAFE DESIGN CORRELATION TO SCANS COMPETENCIES ADDRESSED 131t EPISODE*

TEACHER RESOURCE BOOK"

ONE-PAGE-SummariesJOURNALDICTATE SENTENCESWRITE LANGUAGEEXPERIENCESTORIESREAD AND Descuss CURRENT EVENT INMAGAZims / NEWSPAPERS

COMMUNITY RESEARCH

VIDEOS***

STORY CUPSvideo scenes selected to be replayedthat highlight the language focusHANDouTs- interaction activities

N/A

HANoours - interaction activitiesEXTENSION ACTIVMESEPISODE WRAP-UP

N/A

FOCUSED LISTENINGFOR MEANING

See Worktext

EPISODE WRAP-UP

EXTENSION ACTIVITIES

See Worktext

EPISODE WRAP-UP

EXTENSION ACTIVMES

N/A

Learners interpretmeaning of new lan-guage in context

SCANSMPETENCIES

EPISODES

RESOURCE INTERPERSONAL INFORMATION SYSTEMS

MANAGEMENT SKILLS MANAGEMENT MANAGEMENT

Opening Day, Episode I

Growing Pains, Episode 2

Worlds Apart, Episode 3Who's the Boss,Episode 4

Lost and Found,Episode 5

Time is Money, Episode 6

Fish Out of WaterEpisode 7

Family Matters, Episode 8

Rush to Judgment

Episode 9

Let the Buyer BewareEpisode 10

No Vacancy, Episode 11 ;

Turning PointsEpisode 12

Trading Places

Episode 13

Life Goes OnEpisode 14

Henry and Sara

Episode 15

PRoGRESS Teacher specific -Assessment

PadcageSTUDENT CHECKLISTWAYS TO LEARN CHEOUJSTencourages learners to keep track of andadd to their learning strategies.

WHAT DO You THINK?Express and support opinionsEXTENSION ACTIVMES

WHAT Do YOU THINK?EXTENSION ACTIVITIES

-I WHAT Do YOU THINK?COOPERATIVE LEARNINGSTRUCTURES

N/A

N/A

N/A

N/A

N/A

COOPERATIVE LEARNINGSTRUCTURES

Modeled in CrossroadsCafe Characters andthe situations theyexperience

BEST COPY AVAILABLE

The Bottom LineEpisode 16United We StandEpisode 17

Opportunity KnocksEpisode 18

The Peoples' ChoiceEpisode 19Outside Looking InEpisode 20

Walls and BridgesEpisode 21

Helping Hands, Episode 22 I

The Gift, Episode 23All's Well that Ends WellEpisode 24

Comings and GoingsEpisode 25

Winds of Change,Episode 26

* DESCRIPTION OF SCANS COMPETENCIES GROUPINGSResource Management organizing, planning, allocating time money materials

and staffInterpersonal Skills working on teams, teaching others, serving customers,

leading, negotiating, working effectively within a culturally diverse settingInformation Management acquiring and evaluating facts and data, organizing

and maintaining information, interpreting and communicating information,using computers

Systems Management understanding social organization and technologicalsystems, monitoring and correcting performance, improving existing systems,designing new systems

Technology Not ApplicableNote: Many of the 26 episodei could be listed in multiple categories.

xi

IMPLICATIONS FROM THE CROSSROADS CAFE FLORIDAIMPLEMENTATION EVALUATION

4t- WORK

The Crossroads .Café Implementation FloridaEvaluation revealed the Crossroads Café EnglishLearning Program to be an innovative and effec-tive approach to ESLinstruction, and thereis strong evidence thatthis instructional pro-gram can be used tomeet the diverse needsof adult learners whenoffered by trainedpractitioners througha variety of settingsincluding classroom,distance learning andhybrid learning mod-els. The evaluatorsfound through exten-sive interviewing andprogram observation that when practitioners usedCrossroads Café in a way which was consistentwithtraining, they exert a direct and positiveimpact on the educational setting, and hence onthe way adults learn. Observation of ineffectivepractices using the materials made it possible forthe evaluators to see the negative impact untrainededucators have on learners, even when using oth-erwise superior materials. Therefore the evaluationresults clearly indicate that on-going inservicetraining and follow-up support are essential toensure that ESL practitioners are effectiveproviders and that Crossroads Café is used to itspotential.

When practitioners used

Crossroads Café in a way

which was consistent

with training, they exert

a ,direct and positive

impact on the education-

al setting, and hence on

the way alults learn.

WHAT CONDITIONS ARE NECESSARYFOR PRACTITIONERS TO DEVELOPNEW SKILLS?

Inservice training on Crossroads CaféCurriculum seems to be key for successful imple-mentation. In most cases, if practitioners are notfamiliar with the communicative approach, train-

ing is not just fine-tuning teaching techniques thatESL practitioners currently use, but rather traininginvolves redirection of teaching style. Masteringnew teaching strategies and learning to put alter-native curriculums in place is a complex goal andrequires more intensive training. To master a newapproach to teaching, practitioners must under-.stand the rationale behind the new methodologyand spend time exploring and practicing newstrategies and content. According' to ImprovingInservice Training: The message of Research (Joyceand Showers, 1980) -in order for practitioners togain new skills, inservice training must containfive major components: (1) presentation .of theo-ry; (2) modeling or demonstration of skills; (3)practice in a simulated setting; (4) structured andunstructured feedback about performance; and (5)coaching for application. "If theory of a new

approadi is well pre-sented, the approach isdemonstrated, prac-tice is provided, feed- -

back is consistent andthat practice is fol-lowed by practicalapplication with addi-tional coaching forfurther application, itis likely that the vastmajority of teacherscan increase theirrepertoire to the pointwhere they can utilizenew approaches toteaching and curricu-.lum" (Joyce and

Showers, 1980). Florida Human ResourceDevelopment, Inc. has successful used these fiveinservice training components to train over 2500

_practitioners with outstanding results. The non-profit corporation currently offers six workshopsrelated to Crossroads Café.

Inservice training 'on

Crossroads Café

Curriculum seems to be

key for successful imple-

mentation because train-

ing is not just fine-tuning

teaching techniques that

ESL practitioners cur-

rently use, but rather

training involves redirec-

tion of teaching style.

12

Crossroads Café Pilot Project

1997-1998 Crossroads Café Project

The 1997-98 Crossroads Café Florida Implementation Evaluation of pilot programs in the fivecounties of Florida with the'highest populations of English as a Second Language (ESL) adultlearners demonstrated the positive impact Crossroads Café could have on adult education in the Stateof Florida. The evaluation revealed that approximately 2,500 ESL practitioners and 27,000 adultESL learners are effectively using Crossroads Café throughout Florida. However, the potential toreach traditional and non-traditional ESL and ABE learners is much greater. Classroom, hybrid, anddistance learning implementation models make the curriculum adaptable for traditional classroom,workplace, home, and community-based organizational settings.

1998-1999 Crossroads Café Project

The 1998-99 Crossroads Caf6 project will expand existing program services through distance,individual, and hybrid learning implementation models in organizations interested in building newprogram capacity and reaching unserved adult ESL populations through non-traditional program-ming. This goal will be accomplished through six pilot sites.

What will the program look like'1

1. Learriers will work with videos and Worktexts at home2. option a: Learners will attend class for practice

option b: Learners will attend drop-in tutoring sessions for assistanceoption c: Learners will meet with an ESL tutor or conversation partner

What do we want to document?

We want to see that you used CrossroadsCafé to:effectively teach English,expand the capacity of your ESL program, andreach new populations, LEP adults who would nothave otherwise received instruction.

"TY

How will we document this?

(1) Quantifiable dataPre and post testingWriting samples (optional)Attendance recordsTime on task

(2) Case study informationSite journalRecruitment efforts and resultsPhone logs (if applicable)Support structureLearner accountability forms

13

/December /997

WORKSHOPS OFFERED BY FLORIDA HUMAN RESOURCEDEVELOPMENT, INC.

STANDARD TRAINING

This is a three hour training designed to meetthe needs of practitioners. Participants explore theCrossroads. Cafe materials, view a full 30 minuteepisode and discuss application possibilities.Participants will gain complete-understanding ofthe Crossroads Cafe concept essential for effectiveimplementation. Follow-up site visit and/or work-shops are strongly encouraged.

AWARENESS TRAINING

This is a two hour orientation to the CrossroadsCafe materials designed for program directors andothers who may want to learn more about theCrossroads Cafe English Learning Program, but donot plan to teach with the materials.

INTRODUCTION TO BASIC ESL

This two hour workshop explores the basics inESL instruction and effective practices which canbe used with the beginning, intermediate andadvanced learner. Florida Human ReSourcesDevelopment, Inc. developed this workshop inresponse to a need voiced from programs whowanted to use Crossroads Cafe, but did not cur-rently have an ESL program in place. This quickESL overview is designed to be used in combina-tion with the standard training.

TRAIN THE TRAINER

In the 3 hour Train the Trainer workshop, partici-pants learn how to provide the Standard Training work-shop. Here participants investigate more deeply iniple-mentation models, pregram tips, effective practices using

materials and the basics in presenting, thus ensuring con-

tinuous quality implementation. Participants receiveblack line masters for hand outs and transparencies. This

workshop is designed to be used with practitioners who

have attended a standard Crossroads Cafe Training ses-siOn and plan to train other practitioners.

IMPLEMENTATION MODELS -

This 3 hour workshop focuses on implemen-tation models and explores the specifics of usingthe classroom, distance learning and hybrid mod-els of implementations. Groups may also specify aparticular model and study only one model.Ready to use hand outs and promotional materi-als will be provided to participants.

LINKING CROSSROADS CAFÉ TO WORKFORCE'

READINESS SKILLS -In this three hour workshop participants

practice a five step process intended to guide theESL/ABE practitioners through the process ofintegrating workforce readiness skills (SCANSfoundation skills and competencies) into their les-son planning. This workshop is intended for prac-titioners who have already participated in a stan-dard Crossroads Cafe training.

Crossroads Café is always open on the Net!Stop in and see

WHAT'S ON THE MENU!VISIT THE. FLORIDA CROSSROADS CAFE HOMEPAGE ON THE

WORLD WIDE WEB AT. THE FOLLOWING ADDRESS:

http://www.fati.edu/divdept/coe/ideal/crossrds.htm.

THE CAFE-IS ALWAYS OPEN AND UPDATED REGULARLY

WITH TEACHING TIPS, WORKSHOP SCHEDULES AND

LOCATIONS.

14

tREFERENCES

WORK

Brown, D. (1994). Principles of Language- Learning andTeaching. Prentice Hall Regents.

Collier, V. (1995). Promoting Academic Success for ESLStudents. New Jersey Teachers of English Speakers ofOther Languages-Bilingual Educators.

Edge, Julian. (1993). Essentials of English LanguageTeaching. New York: Longman.

Freeman, Donald. (1982). Observing. Teachers: ThreeApproaches to In-service Training and DevelopmentTESOL Quarterly, Vol. 16, No. 1.

Hughes, A.(1989). Testing for Language Teachers.England:Cambridge University Press.

Joyce, Bruce and Beverly Showers. (1980). ImprovingInservice Training: The Messages of Research,Educational Leadership.

Kennedy, K.J. (1987). The professional development needsof teachers in the context of national collaborative cur-riculum development for ESL. Paper prepared for aNational Workshop on ESL CurriculumDevelopment, Australian National University 19-20.

Lightbrown- & Spada. (1993). Hoth Languages. areLearned. Oxford University Press.

Marsh, Colin. (1994). Evaluating Implementation, StudiesM Evaluation, Vol. 15, No.1.

Mclean, Teri. (1997). Crossroads Café ImplementationFlorida Evaluation. Adult Educatidn 353 Grant#536-19170-7P531.

Piper,T. (1993). And Then There Were Two; Children andSecond language Learning. Ontario: Pippin.

Santopietro, Kathleen. (1994). Evaluation: based on aworkshop developed and presented by KathleenSantopietro, T3, Training the Trainer prepared byColorado Literacy Action Colorado Dept. ofEducation.

Santopietro, Kathleen. (1991). Assessing the Literacy NeedsofAdult Learners ofESL Washington, DC: NationalClearinghouse on Literacy Education. (ERICDocument Reproduction Service. EDO-LE-91-7.

Spangenberg-Urbschatt 8c Pritchard. (1994). ChildrenCome in All Languages: Instruction for ESLStudents.Delaware:IRA.

Wrigley, H. (1993). Innovative Programs and PromisingPractices in Adult ESL Literacy. Washington, DC:National Clearinghouse on. Literacy Education. .

(ERIC Document Reproduction Service. EDO-LE-92-07.

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