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These guidelines serve as an introduction to a set of eight course curricula in the VESL (Vocational English as a Second Language) program. This document introduces the reader to the VESL concept; multi-cultural, competency-based materials of VESL (sequential modules, translated lexicons, grammatical structure for modules, punctuation and vocabulary, technical idioms, translated introductions); and how VESL can be used in prevocational and/or vocational classroom/shop programs. Discussed are sound and writing systems of Southeast Asian languages, Spanish, and English; literacy vs. illiteracy; VESL needs of the students; basic mathematical skills; basic U.S. monetary system; metric and U.S. systems of weights and measures; regional and personal dialects of English; VESL support materials and activities; slide shows for orientation; ongoing visual aids; industrial visits; general guidelines for successful teaching in a VESL program; teaching styles; and overview of concurrent VESL and vocational training. Appended materials include a listing of phonemes of English, a punctuation style list, and a bibliography. (CT)

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on maintenance mechanics. This program is designed to run 40 weeks and cover 5 instructional areas: basic electricity (14 weeks); maintenance and repair of heating (4 weeks); maintenance and repair of air conditioning (12 weeks); maintenance plumbing (3 weeks); and maintenance carpentry (7 weeks). A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the residential air conditioning section, a student should be able to (1) add oil to a hermetic system; (2) add refrigerant to a hermetic system; and (3) install a filter-drier. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks to be covered. In section 2, the introduction and duty-task index is repeated in English, Spanish, and Laotian. In section 3, a listing of technical terms concerning maintenance mechanics are listed in English, Spanish, and Laotian. (CT)

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on machine trades. This program is designed to run 36 weeks and cover 6 instructional areas: use of measuring tools; benchwork/tool bit grinding; lathe work; milling work; precision grinding; and combination machine work. A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the milling and precision grinding section, a student should be able to (1) machine an edge finder; (2) machine a V-block; (3) machine a V-block yoke; (4) machine 1-2-3 blocks; and (5) machine an angle plate. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks to be covered. In section 2, the introduction and duty-task index is repeated in English, Spanish, and Laotian. Section 3 lists technical terms concerning machine trades in English, Spanish, and Laotian. (CT)

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on food service. This program is designed to run 24 weeks and cover 15 instructional areas: orientation, sanitation, management/planning, preparing food for cooking, preparing beverages, cooking eggs, cooking meat, cooking vegetables, preparing food for serving, salad, sandwiches, breakfast, soups and sauces, baking, and dining area and kitchen maintenance. A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the preparing food for cooking section, a student should be able to (1) season and bread meats, seafood, and fowl for baking, roasting, broiling or frying; (2) trim, cut, or shred fruits and vegetables; and (3) wrap foods for baking. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks to be covered. In section 2, the introduction and duty-task index is repeated in English, Spanish, and Laotian. In section 3, a listing of technical terms concerning food service are listed in English, Spanish, and Laotian. (CT)

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on fiberglass technician. This program covers 12 instructional areas: orientation, safety, introduction to fiberglass-reinforced plastics, hand lay-up, introduction to equipment operation, chopper operation, gel-coat equipment, finish and repair, mold-making, quality control, woodworking, and industrial relations. A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the hand lay-up section, a student should be able to (1) identify and explain the use of lamination tools and materials, (2) prepare a mold, and (3) laminate the mold. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks to be covered. In section 2, the introduction and duty-task index is repeated in English, Spanish, and Laotian. Section 3 lists technical terms concerning fiberglass technology in English, Spanish, and Laotian. (CT)

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on combination welding. This program is designed to run 28 weeks and cover 11 instructional areas: operation of oxyacetylene equipment, oxyacetylene track torch, related equipment, Beverly shears for strip steel, portable welding equipment, tungsten inert gas welding equipment, m.i.g. welding equipment, metallic arc-welding equipment, and performing guided bend tests. A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the oxyacetylene track torch operation section, a student should be able to (1) make straight-line cuts using a track torch, and (2) make bevel cuts of a 30 degree angle using a track torch. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks to be covered. In section 2, the introduction and duty-task index is repeated in English, Spanish, and Laotian. Section 3 lists technical terms concerning combination welding in English, Spanish, and Laotian. (CT)

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on auto body repair. This program is designed to run 40 weeks and cover 7 instructional areas: use of basic repair tools; metal bumping (theory and practice); metal refinishing (theory and practice); panel replacement; glass work; spot welding; and basic frame straightening. A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the glass work section, a student should be able to (1) adjust or align windows in doors; (2) remove damaged glass and install replacement; and (3) seal leaks around the windshield and rear window. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks to be covered. In section 2, the introduction and duty-task index is repeated in English, Spanish, and Laotian. Section 3 lists technical terms concerning auto body repair in English, Spanish, and Laotian. (CT)

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on clerical occupations. This program is designed to run 36 weeks and cover 10 instructional areas: beginning typing, typing I, typing II, duplicating, receptionist activities, general office procedures, operation of electronic calculator, business math, accounting, and business English. A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the duplicating section, a student should be able to (1) prepare the master for fluid duplicator, (2) operate a fluid duplicator, (3) type a stencil, (4) duplicate copies on a stencil duplicator, (5) produce a master copy from the thermo-fax for the fluid duplicator, and (6) produce a master copy for the stencil machine. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks to be covered. In section 2, the introduction and duty-task index is repeated in English, Spanish, and Laotian. Section 3 lists technical terms concerning clerical occupations in English, Spanish, and Laotian. (CT)

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on automotive mechanics. This program is designed to run 36 weeks and cover 10 instructional areas: the engine; drive trains--rear ends/drive shafts/manual transmission; carburetor; emission; ignition/tune-up; charging and starting; alignment; automatic transmission; brakes; and air conditioning and heating. A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the standard and power steering section, a student should be able to (1) check manual steering gear fluid level, and (2) replace belts and adjust tension. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks to be covered. In section 2, the introduction and duty-task index is repeated in English, Spanish, and Laotian. Section 3 lists technical terms concerning automotive mechanics in English, Spanish, and Laotian. (CT)