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A guide to program planning and administration of instruction in EWP (English as a second language (ESL) in the workplace combined with varying degrees of general ESL/orientation information) is intended for management and union representatives, EWP coordinators, and ESL administrators as well as teachers. Its primary purposes are to bring together issues, ideas, and work of importance in EWP in the form of descriptions of recent Canadian EWP programs and valuable work from other countries, to present specific classroom practice ideas, and to emphasize the importance of coordination and cooperation among the partners in EWP. The first three chapters discuss the participants in the process of developing and implementing EWP programs (learners, company, union, educational institution, and teachers), program negotiation between sponsor and provider, and educational need analysis. The subsequent chapters on curriculum development discuss designing a syllabus, developing materials, classroom sequences, and assessment and evaluation. A concluding chapter outlines questions and issues for further research. Lists of additional resources are appended. (MSE)

This guide, which is intended for individuals responsible for designing and/or delivering workplace basic skills programs, explains the principles and procedures of curriculum development in the workplace. Discussed in chapter 1 is the importance of focusing on basic skills in workplace education and examining existing practices. Chapter 2 examines the cycle and principles of workplace curriculum development (collaborative practices and principles of good practice and adult education). Outlined in chapter 3 are the basic principles of conducting workplace needs assessments (including literacy task analyses and individual needs assessments). Chapter 4 details the steps in program design (developing and integrating curricula and setting objectives), and chapter 5 considers various aspects of the process of developing and using materials for the workplace (developing authentic materials and situations, structuring learning activities, developing integrated and content-based programs, formulating content-based models, and designing materials for multilevel groups. Checklists are included throughout the guide along with case studies on such topics as the following: integrated upgrading and training; study skills; coordination of workplace services in rural areas; performance-based training for new technologies; participatory curriculum design; and basic skills training for small businesses. Concluding the guide is a list of 74 suggested readings. (MN)

This book is written primarily for English-as-a-Second-Language (ESL) teachers who are preparing to meet the challenge of teaching ESL in the workplace. The book focuses on the role these teachers play in establishing and implementing workplace language programs. The aim of the book is to provide ESL teachers with a basic orientation to the workplace program. Topics covered include: "Reflections on Teaching English in the Workplace" (Virginia Sauve); "English in the Workplace: The Participants"; "Conducting Negotiations"; "Conducting a Needs Analysis"; "Designing a Syllabus"; "Developing Materials for Classroom Use"; "Sequences from Workplace Classrooms"; "Assessment and Evaluation"; "Conducting an Organizational Needs Assessment" (Sue (Waugh) Folinsbee); "Responding to Racism in Workplace ESL" (Kathleen Flanagan); "The Study at Work Trailer: An Interview" (Mary Ellen Belfiore and Christina Pikios); "Clear Language Documents for the Workplace" (Corinna Frattini); and "Evaluation: The Experience of One Hospital" (Angela Gillis). An extensive bibliography is included. (CK)