ABSTRACT
I am observing a low intermediate adult ESL evening class in California. The class members have mixed ethnic and educational backgrounds, but the majority is Hispanic. Kate is teaching a unit on preparing learners for work, both the language they will need and the behaviors expected of them in the U.S. In the previous lesson, they had learned how to shake hands, make eye contact, and greet at an interview. In tonight’s lesson, she is teaching them personal and job qualifi cations. Kate writes two headings on the chalkboard: personal qualities and job qualities. She asks learners what qualities would impress a potential employer, what would make the employer want to hire them. As learners volunteer different answers, such as “good worker,” “many experience,” “presentation,” “diplomat”, and “respect,” she asks them whether each is a personal or job qualifi cation. If the learners make the correct categorization, she writes it on the chalkboard under the appropriate heading. If they choose the incorrect categorization, she queries them about the nature of the category until they correctly identify whether it is job or personal. She also prompts them for ideas they have not themselves volunteered, such as “loyalty” and “dependability,” explaining the meaning with examples. The adult program uses a competency-based curriculum, based on learner needs and the CASAS Life Skills Test (Comprehensive Adult Student Assessment System, 1996) for its assessment. The competencies related to tonight’s lesson are: Follow procedures for applying for a job, including interpreting and completing job applications, résumés, and letters of application, and identify appropriate behavior and attitudes for getting a job. [Murray, research notes]
Task: Refl ect
1. How does this lesson excerpt help learners achieve the CASAS competencies?
