Toeic oriented curriculum guidelines for english training in tourism vocational training in vietnam vietnam human resources development in tourism project part 1

TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam The English Language Proficiency Curriculum Guidelines for English Training in Tourism Vocational Traini

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VIETNAM HUMAN RESOURCES DEVELOPMENT IN TOURISM PROJECT

No VNM/B7-301/IB/97/0234 funded by the EU Vietnam National Administration of Tourism

in partnership with the European Commission

CURRICULUM GUIDELINES

for English Training

in Tourism Vocational Training

in Vietnam Vietnam Human Resources Development in Tourism Project

Hanoi, 2009

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VIETNAM HUMAN RESOURCES DEVELOPMENT IN TOURISM PROJECT

No VNM/B7-301/IB/97/0234 funded by the EU

Vietnam National Administration of Tourism

in partnership with the European Commission

CURRICULUM GUIDELINES

for English Training

in Tourism Vocational Training

in Vietnam

Vietnam Human Resources Development in Tourism Project

Hanoi, 2009

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TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam

The English Language Proficiency Curriculum Guidelines for English Training in Tourism Vocational Training in Vietnam was developed by IIG Vietnam JSC, Hanoi, Vietnam for Vietnam Human Resources Development in Tourism Project

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Executive Summary

Bearing the burden of improving the quality of the current workforce and providing a large quantity of internationally qualified employees, Vietnam National Administration of Tourism (VNAT) has had its own strategies of enhancing training quality The organization has conducted a project known as the Vietnam Tourism Human Resources Development project (VTHRD) to have the benchmarks for 13 occupations built up Apart from this, a TOEIC oriented English Proficiency benchmark has also been established for standardizing the English proficiency levels of the workforce

To create further conditions for training institutions within the sector, the project has also decided to have a TOEIC oriented English language training curriculum designed toward the set benchmark That is also the purpose of this assignment, TOEIC oriented Curriculum Guidelines for Tourism Vocational Training in Vietnam \t is expected to pave the way for teachers at training institutes to help their students reach the set benchmark; therefore, meeting the training requirements of Vietnam National Administration of Tourism

The curriculum guide is organized into seven chapters The first chapter, /ntroduction,

provides background information of the project, including the context of the tourism industry

in Vietnam, the rationale for the English benchmark and the necessity for the curriculum

guidelines The next six chapters discuss issues centred to curriculum design Chapter 2, Curriculum Design Requirements, highlights guiding principles in the development of this curriculum, taking into consideration the matter of vocational literacy Chapter 3, Vocational Literacy Modules, is a brief overview of how many modules there are in the curriculum guide for vocational training An important part of this chapter which can serve as a good guide in the design of vocational training syllabus is that on scheduling, i.e., how many hours of training should be provided to students at a certain level of proficiency, based on the TOEIC scores Curriculum and Assessment Guide is the focus of chapter 4, which briefly mentions the learning outcomes and content guidelines of the curriculum Also in this part, it is strongly recommended that TOEIC be used as a placement and exit test before and after each training module Chapter 5 describes Trainer Requirements in terms of qualifications, training delivery resources, training methodology and methods Chapter 6, Assessment, is an important chapter which presents two types of classroom assessment known as summative and formative assessment For a better result that can thoroughly reflect teaching and learning performance, a combination of these two types of assessment in the classroom is of great importance The last chapter and also the most important is Skill Level Charts Detailed descriptions on the performance expected at each level of proficiency are provided under the four skills of the English language: Listening, Speaking, Reading, and Writing The

performance on these skills is further described in terms of functions, content/context, and

accuracy Last but not least is a reference for curriculum guidelines users in which linguistics glossary, list of frequently used English words sorted by the six occupations in tourism, and a sample teaching guide are presented

It is hoped that these materials would be useful for Vietnam National Administration of Tourism in assisting its training institutes, which, in its turn, is of value for the upgrading of standard and quality of human resources in the tourist sector Based on the curriculum guidelines, training institutes are expected to develop their own curricular and/or syllabus to make the most of their own advantages and to gain the highest result in meeting the demands of the tourist industry

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Rationale for the Development of the English Proficiency Benchmarks

The English Proficiency Benchmarks for Six Occupations

in the Tourism Sector

e Benefits of the Benchmarks and Curriculum Guidelines

o Scheduling Extra-Curricular Acti ities in Englis!

Chapter 4: Curriculum and Assessment Guide

e Learning Outcomes

e Content Guidelines

e Recommended Delivery Hours

e Learner Entry Requirements

Chapter 5: Trainer Requirements ccccsccccsssccssesssssssssseecsesessecesees

se Supplementary Assessment Approaches 16

» _ Examples of Self-Assessment Tools 16

e Examples of Assessment of Real Life Experiences 16

e Examples of Collaborative Tools for Instructors and Learners 16

» _ Summative Evaluation -ccccscccc AT

Chapter 7: Skill Levels Charts .00.cccccccccccscssssssseessssessecesccssensaeceesssessuse 18

« Skill Level Descriptors aati in Soiecbi lbpGSrYSSG.OASS1 2E 18

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e Levels 1-3 Proficiency Standard

Levels 1 & 2 General Description

Level 1 Content and Accuracy Indicators

Levels 3 General Description

Module 2

e Level 4 —7 Proficiency Standards

Level 4 — 5 General Description

Level 6 — 7 General Description

Levels 4 — 7 Key Grammatical Structures

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e Level 8 & 9 Proficiency Standards

Level 8 & 9 General Description

Levels 8 & 9 Key Grammatical Structures

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e Level 10 & 11 Proficiency Standards

e Level 10 & 11 General Description

e Level 10 Content and Accuracy Indicators

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in general and on training institutions in particular

To better the performance of the current employees and enhance the quality of training, VNAT (Vietnam National Administration of Tourism) in partnership with the European Commission has successfully conducted a project namely the HRDT Project (Human Resources Development in Tourism Project) The major activity of the project is developing and applying the Vietnam Tourism Occupational Skill Standard System (known as VTOS) which are the minimum skills required by a worker for effective performance at entry level in the workplace VTOS standards constitute the benchmark for measuring the performance of workers for 13 occupations in the tourism industry

Apart from occupational skills, English skills are crucial to one’s performance at work; and therefore, receive main focus of the project Given the reality that building up sufficient English proficiency for students in vocational colleges and schools requires long-term training and huge efforts from training institutions, VNAT has noted the importance of not only the benchmarks for the English language performance of the occupations but also the curriculum guidelines to help students reach these benchmarks

As a result of this project, TOEIC oriented English language benchmarks have been established for six occupations (among 13 mentioned above) in the tourism sector This benchmarking is a tool for the professionals in the field of English as a Second Language (ESL) to compare their performance with others in the region in order to improve the quality

of their performance and services The ultimate aim is to raise the English language performances of employees in the tourist sector in Vietnam to internationally recognized standards

To create favorable conditions for teachers and students to reach these TOEIC oriented benchmarks, VNAT has decided to have a TOEIC oriented curriculum guide for English training in Tourism Vocational Training designed, basing on the set benchmarks And that is also the rationale for this document

Project Objectives

This project is conducted with an ultimate goal to improve English language proficiency levels of employees in the tourism industry

Project Purposes

The purposes of this project are as follow:

Purpose 1: To design a TOEIC oriented English language curriculum guideline for use at tourist vocational institutions in Vietnam

Purpose 2: To raise the awareness of tourist vocational institutions of the appropriateness of

their English training programs to the set English Language benchmarks; and to assist the

institution in adapting their English training programs to the benchmarks as well as to the specific needs of tourism industry in Vietnam

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Project Results

Result 1: A curriculum guideline of English training programs, oriented towards the industry's set English Language Benchmarks

Result 2: Recommendations on curriculum design and training materials development

Rationale for the Development of the English Proficiency Benchmarks

Statistics show that over the past ten years Vietnam has seen an extraordinary growth in

tourist numbers - a 286% rise since 1998, and in recent years growth has been as 20%

compared to the previous year (data by vietnamtravel.org) Also from this source, visitor numbers for 2008 are predicted to reach up to 4,350,000 - a 3.5-4% growth compared to last

year Among this, international visitors to Vietnam in December estimated 375,995 arrivals Totally, international visitors in 12 months of year 2008 reached 4,253,740 arrivals, 0.6%

higher than those in year 2007 (data by Vietnam National Administration of Tourism - VNAT)

Given such rapid growth, the demand for a workforce with good professional qualifications and adequate English proficiency levels is higher than ever Meanwhile, the percent of labor that can meet such requirements is relatively low (Vietnam's Economy in the Year 2003) VNAT has, therefore, noted the need for provision of proper training for capacity building and development, upgrading the workforce to an internationally standardized level in terms of both professional and English language skills

As for professional skills, the project has successfully developed the Vietnam Tourism Occupational Skill Standard System (known as VTOS) VTOS standards are the minimum skills required by a worker for effective performance at entry level in the workplace They constitute the benchmark for measuring the performance of workers in the tourism industry and are comparable to international standards

With regard to the English language, in order to make it ‘international’ for Vietnamese employees in the tourism sector, again, a benchmark is needed for the measurement of and directions for improvements in English proficiency levels Realizing the significance of an English proficiency benchmarking tool, the Project has decided to have this benchmark designed The Test of English for International Communication (TOEIC®) has been chosen

to build the benchmark against since it is “the only international standardized scores that can

be referenced to the Interagency Language Roundtable (ILR), the American Council on the Teaching of Foreign Languages (ACTFL), and the Common European Framework (CEF) descriptive scales for Listening, Speaking, Reading and Writing” (Vietnam Tourism Human Resource Development Project, 2008)

The English Proficiency Benchmarks for Six Occupations in the Tourism Sector

The established English Language Standards for the six occupations in tourism have been separated into low and high by hotel level for each of the six positions under review to allow the individual organizations to adopt the standard that is most applicable to their needs at

present

The standards are referenced to TOEIC scores (Listening/ Reading/ Total scores) as well as the three other major international language scales in use today — the Interagency Language

Roundtable (ILR, also referred to as the American scale, or the Foreign Service scale); the

American Council for Teachers of Foreign Languages (ACTFL) scale, and the Common European Framework (CEF) These scales have been selected to provide the broadest

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Low Standard 475 550 625 High Standard 650 675 700 Room Attendant 3 Star 4 Star 5 Star

Low Standard 275 300 375 High Standard 425 450 550 Security Officer 3 Star 4 Star 5 Star

Low Standard 275 300 375 High Standard 425 450 525 Tour Guide

Low Standard 625 High Standard 700 Tour Desk Agent

Low Standard 500 High Standard 675

Benefits of the benchmarks and curriculum guidelines

For training institutions, the established benchmarks and curriculum guidelines help provide

a useful reference to adapt existing language teaching programs to the specific needs of the tourism sector As the standards are recognized in the hotel and tourism industry, training

institutions, such as vocational schools, can integrate the standards into their education

systems by designating them as measurable goals Should the benchmarks be Officially introduced as compulsory standards for graduation, students would graduate being language-qualified and able to enter the workforce without the need of additional English- language training

For EFL teachers, the benchmarks and curriculum guidelines help them define a certain level

of proficiency to target at, given the type of occupations they are to train their students For example, if a teacher is to deliver an English training course for vocational students who want

to be a tour guide, the teacher is supposed to aim his/her teaching at a level of English proficiency equivalent to a range of TOEIC scores covering from 625 to 700

Also, the curriculum serves as a yardstick against which teachers can evaluate the effectiveness of their training courses and make proper adjustments Indeed, results yielded upon conducting formative and/or summative assessments during and/or at the end of a course can tell whether students’ English proficiency is up to a targeted level or not Teachers can therefore make proper adjustments to their training programs so that their students can improve their language performance to meet the standard requirements and standards for different disciplines in the tourism sector

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CHAPTER 2: CURRICULUM DESIGN REQUIREMENTS

The guiding principle in the development of this curriculum has been to cater to the specific needs of the Vietnamese students and reflect the reality of the vocational educational system

in Vietnam Therefore, unlike traditional English language programs, the resulting curriculum

is based on actual levels of English language proficiency, rather than on student class or grade levels

Integral to the curriculum is a system of periodic assessment geared towards individualized measurement of English language proficiency development This represents the curriculum’s foundation of assessment informed instruction

The curriculum presents an integrated approach of the four language skills: listening, speaking, reading, and writing The development of language skills and processes are designed to help prepare students for academic and national assessments, as well as for entry into future vocational area workplace

Specifically designed to enable students to develop proficiency in the English language, the design of the curriculum was based on the following underlying principles:

Instructional design and implementation must be based on actual learning needs Assessment informed instruction is essential throughout the learning process

Language is functional and is best acquired through meaningful use and interaction Language learning is culture-based hence the teaching of culture must include the values, norms, and beliefs appropriate to the language

Language learning is an on-going process

¢ Language acquisition and progress tend to be individualized and is dependent on the background of each student

se Language processes (listening, speaking, reading, and writing) develop interdependently

e Students need learning environments that provide opportunities to practice and develop these skills

Recommended Methodology

The consultants recommend that the following activities be undertaken on an on-going basis

to ensure that teaching programs meet the needs of all learners

The assessment of English language needs for each related vocational study area;

The assessment of existing English language proficiency levels of students;

The assessment of English language proficiency levels of existing teaching cadre;

The assessment of preferred student learning styles;

Survey of readily available teaching materials; and

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6 Survey of "authentic" learning materials

Standards-Based Instruction, Competencies and Content Standards

The resulting curriculum represents a structured and systematic program of instruction based

on the internationally recognized standard measures of language proficiency When dealing with language proficiency, or communicative competence, student achievement is assessed and measured in terms of what the learner can do with the knowledge acquired as opposed

to passive knowledge

The consultants have developed basic skills content standards to facilitate the integration of basic skills content standards and functional competencies in instruction The resulting basic skills content standards are indicated using measurable statements or content standards Vocational Literacy

The fact that an individual may be skilled and technically competent in given vocational areas does not mean that he or she will possess the same competency with all the listening, speaking, reading, and writing demands of the workplace The need to integrate literacy training applies to all further training programs as participants at any level may experience difficulties with some of the literacy requirements of their course Writing, handwriting, Spelling, computer difficulties can, for example, lead to learning difficulties unrelated to their technical capabilities

Effective literacy programs, tailored to meet the needs of the learners and the language levels required in the workplace, are considered a critical element in development programs Literacy skills are best developed in the context of meaningful and relevant activities Undergoing an effective and purposeful literacy program activity, will enable individuals with needs for literacy and numeracy development to successfully gain the need skills required for increased employability

Literacy Defined

Literacy, as defined in the development of the TOEIC oriented Curriculum Guidelines includes the skills of Listening, Speaking, Reading and Writing in the English language The four learning areas addressed in the modules look at the ability to:

speak and be understood in personal and work environments;

listen and understand in personal and work environments;

read and understand in personal and work environments; and write and be understood in personal and work environments Literacy contributes to the ability of individuals and encompasses aspects of personal development, confidence building and added self-esteem

To ensure that programs are successful, the needs of individuals with literacy difficulties must be recognized and addressed Integration of literacy support and development into all training programs will increase the effectiveness of skills training; enable successful progression through the various modules and increase retention

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CHAPTER 3: VOCATIONAL LITERACY MODULES

Description

The Vocational Literacy program is separated into four main modules, each of which covers

a broad range of language and literacy skills, from no functional ability in English, through an advance level of proficiency

The Modules are further sub-divided into levels defined by specific TOEIC Total Score

Ranges

Levels of Progression

The levels of progression indicate specific competencies, knowledge, abilities and skills that students are expected to achieve These competencies form the main body of the curriculum and specify in observable and measurable terms, the performance indicators required at each progressive level Prior to progression to each subsequent level, it is assumed that

students will have mastered the benchmarks of lower levels It should be noted, however,

that students should not be expected to progress and reach each level at the same time and that teachers need to be able to address the learning needs of each respective student Assessment based language instruction is therefore a key element in the implementation of this curriculum

Scheduling

General scheduling

The training of students at different levels of English proficiency should be scheduled as follows

Students with TOEIC Total Scores Below 250

(Listening and Reading Part Scores Generally Balanced)

This level is out of the benchmark range (TOEIC scores from 275 to 700); however, it is

included because it is a common fact that the levels of the majority of Vietnamese students are within this score range (10 — below 250) (data collected by IIG Vietnam, December, 2008) There is a strong possibility that students need training at this level A view on the learners’ proficiency is a must for planning what should be included in the training program to get them to reach the required benchmarks For the reason above, the suggestions for the learning schedule and the description of the ability of students with TOEIC total score below

250 are presented hereunder and in the part of Skill Level Chart as well

These students have serious language deficiencies and lack any real ability to understand spoken English and to read English The initial stages of their program of study should begin from this point These students need a long-term program of study designed to move them through the basic literacy skills including character recognition and formation, sound recognition, word formation and basic vocabulary At this stage of the program these students would benefit from an instructor who can respond to questions and to provide needed explanations in the examinee’s native language The instructor should also be experienced in teaching and training adults

Students in this score range studying intensively (with in-class sessions taking place AT LEAST 2-3 times per week for periods of approximately 2-3 hours per class session for a total of approximately 100-120 hours within a 3-4 month period) can expect to see

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TOEIC oriented Curriculum Guidelines for Tourism Vocational Training ín Vietnam

development in their overall English proficiency level Within that period of time a re-test should demonstrate a positive improvement of approximately 100 Total Score points

If the course of study is not intensive (as described above) after a period of NOT LESS than

1 year, with in-class sessions taking place AT LEAST 2-3 times per week for periods of approximately 2-3 hours per class session, the students should be reevaluated for placement into future programs

Students with TOEIC Total Scores Between 250 to 395

These examinee scores, when balanced between their Listening and Reading Part scores, are still BELOW what would generally be considered a Minimum Job Functional language level for most organizations

In order to develop their language to a Job Functional level they will need to participate in a long-term program of language instruction over several distinct stages The first stage of the program should be designed to improve the candidate's language ability into a Minimum Job Functional level of language represented by a TOEIC Total Score range of 500 plus The program will need to focus on developing the candidate's ability to consistently use English in complete sentence length structures, as well as developing consistent control of simple basic grammar including simple time references All four of the language skill areas of listening, reading, speaking and writing need to be developed simultaneously At this stage of the program the students would benefit from an instructor fluent in the native language, and proficient in English language teaching techniques

Students in this score range studying intensively (with in-class sessions taking place AT LEAST 2-3 times per week for periods of approximately 2-3 hours per class session for a total of approximately 100-120 hours within a 3-4 month period) can expect to see development in their overall English proficiency level Within that period of time a re-test should demonstrate a positive improvement of approximately 100 Total Score points

If the course of study is not intensive (as described above) the students should be reevaluated for placement into future programs after a period of NOT LESS THAN 6 months, with in-class sessions taking place AT LEAST 2-3 times per week for periods of approximately 2-3 hours per class session

These students scores, with balanced between their Listening and Reading Part scores,

have reached what would generally be considered a Minimum Job Functional language level for most organizations

In order to develop their language to the next generally accepted English proficiency these students need to participate in a program of directed learning that provides them with an Opportunity to practice using the language knowledge already available At these score levels the students need to develop the ability to consistently use English in complete paragraph length structures, as well as demonstrating general control of basic grammar (including modifiers and connectors) and all three simple time references The program should also introduce the development of verbal descriptions in paragraph length form and the ability to

provide oral and written instructions All four language-skill areas need to be developed simultaneously The students would benefit from an instructor fluent in the native language,

and proficient in English language teaching techniques

Students in this score range studying intensively (with in-class sessions taking place AT

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LEAST 2-3 times per week for periods of approximately 2-3 hours per class session for a total of approximately 100-120 hours within a 3-4 month period) can expect to see development in their overall English proficiency level Within that period of time a re-test should demonstrate a positive improvement of approximately 100 Total Score points

If the course of study is not intensive (as described above) the students should be reevaluated for placement into future programs after a period of NOT LESS THAN 6 months, with in-class sessions taking place AT LEAST 2-3 times per week for periods of approximately 2-3 hours per class session

These students scores, with balanced between their Listening and Reading Part scores, have reached what would generally be considered a Job Functional language level for most organizations

These scores indicate a need for these students to participate is a course of study emphasizing fluency and accuracy in concert In order to improve this level of language the candidate must develop a routine of making continuing use of all four language skills on a regular basis At this level of language the greatest weakness is in overall accuracy and consistency of use

To develop their language ability further, the students need a two-stage program of study that provides them with an opportunity to develop the ability to consistently use English in complete paragraph length structures; to develop consistent control of basic grammar (including modifiers, connectors and articles); and to develop use of all three time references

in more than simple form The program should also emphasize consistent production and comprehension of verbal descriptions in paragraph length form and the ability to consistently provide oral and written instructions All four language-skill areas need to be developed simultaneously The candidate would benefit from an instructor fluent in the native language, and proficient in English language teaching techniques

Students in this score range studying intensively (with in-class sessions taking place AT LEAST 2-3 times per week for periods of approximately 2-3 hours per class session for a total of approximately 100-120 hours within a 3-4 month period) can expect to see development in their overall English proficiency level Within that period of time a re-test should demonstrate a positive improvement of approximately 70-100 Total Score points

If the course of study is not intensive (as described above) the students should be reevaluated after a period of NOT LESS THAN 6 months, with in-class sessions taking place

AT LEAST 2-3 times per week for periods of approximately 2-3 hours per class session In order to benefit from this program of instruction the students should also be urged to develop

an on-going habit of self-development and practice, outside of the classroom

Hours for Remedial Instruction

In addition to regular class time, study hours should be allocated for remedial instruction for pupils who have difficulties learning English, taught by specially trained English teachers Given that assessment forms an integral and on-going part of this curriculum, teachers should be conducting formative assessment throughout the learning process to determine how well each student has been able to meet the performance criteria as set by the

performance indicators or performance standards

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Staff Meetings

English department staff meetings should be regularly scheduled in the timetable throughout the school year If possible, weekly meetings should be held with all teaching staff regardless of level taught to determine the progression of classes and student progress Scheduling Extra-Curricular Activities in English

Extra-curricular activities in English should be encouraged to allow students to use their English language in simulated or real life settings Examples of activities include

s _ “Toastmaster-like” groups, that would allow students to develop presentation skills and gain out-of-class speaking practice;

e English special interest groups that focus on vocational subject areas This would allow students to practice using their language in work life settings which would

benefit them after their graduation from school;

¢ English technical journal groups where students could get together and read texts, manuals or articles about their vocational interest areas, or even develop English language technical journals in their fields of study

e Field trips or study tours to actual vocational work environments where English is used on the job to provide students with exposure to real life settings This allows them to see that English is indeed important to their professions and would therefore serve as indirect study motivation

e Special English language guest speakers who could meet with the students to speak

on topics of interest Speakers for example, could be invited from related industries,

entertainment fields, or NGO offices depending on the students’ interest

CHAPTER 4: CURRICULUM AND ASSESSMENT GUIDE

Learning Outcomes

e See individual module sections

Content Guidelines

¢ See individual module sections

Recommended Delivery Hours

Each of the Vocational Literacy Levels is progressive Each level as defined by the TOEIC Total Score Range should require an average of 30 — 40 contact hours, over a period of not more than 4 — 6 weeks

Learner Entry Requirements

All learners will take the Test of English for International Communication (TOEIC©)

e TOEIC scores will be used to determine their Module Level and class placement

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Throughout each module level learners should be tracked using performance-based assessments, or checklists to determine the degree to which they meet the requirements of each level

At the completion of each module learners should take a TOEIC Post-test to determine their eligibility for progress into the next functional module segment

CHAPTER 5: TRAINER REQUIREMENTS

Trainer Qualifications

Trainers are expected to hold a minimum educational level of a Bachelor’s Degree, or the equivalent as measured by previous teaching experience Although not required, trainers would benefit from having obtained a Teacher of a Foreign Language (TEFL) Certificate

It is encouraged that all trainers also complete formal Implementation Training and Curriculum-based Train-the-Trainer workshops

Training Delivery Resources

The following resources are encouraged to support the delivery methods recommended:

e Trainer's Guide: To be developed for presentation at the “Train-the-Trainers”

Workshop

e Facilities and Equipment: Where possible the classrooms should minimally be organized into small work groups As much realia as possible should be available to support the contextual aspects of each module

Books and References

Contextualised trainer-developed handouts and worksheets will likely form the core of the material used in training

Training Methodology

Teachers need to be aware of the characteristics of their learners and develop lessons that address both the STRENGTHS and the NEEDS of their individual students While some learners may have little formal education, but a great command of basic spoken English, others may have an excellent grasp of formal grammar but be unable to understand native English speakers in real life situations If teachers are aware of the differences within their classes, they can develop lessons that build on individual strengths and address individual needs

In order for teachers to plan classes that meet the needs of individual learners, careful

assessment needs to be done, both when students enter the program and as they progress Once students are placed in classes, methods and materials should be chosen based on the

students’ learning styles and needs with attention to differences in formal education, age, cultural background, interest, and life experiences It is important for teachers to use a wide

variety of teaching strategies in order to help all students progress

Training Delivery Methods

Literacy skills are best developed in the context of meaningful activity Individuals with

literacy difficulties progress with greater ease when they participate in programs that are

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interesting and relevant to their perceived needs

The modules in the Vocational Literacy component of this program are progressive Individual learners need to demonstrate through intake testing that they possess the minimum level of proficiency of a preceding level, before being entered into any next level of instruction As modules are separated according to proficiency levels, mixed ability classes are not recommended Proficiency training requires a broad range of delivery methods including:

e Lecture e Listening exercises

e Structured Discussion e Class Projects

e Role play e Simulations

e Pair work, small group and e In situ training activities

large group work e Activity-based exercises

e Dialogues e etc

A minimum amount of lecture-based instruction should be used in the delivery of any proficiency-based curriculum

CHAPTER 6: ASSESSMENT

Performance Criteria and Assessment Methods

Assessment is an ongoing process that takes into account learner progress in relationship to learner goals and backgrounds It is a complex, collaborative process between learners and instructors, and involves critical thinking, problem solving and reflection on learners’ life situations

Assessment provides information on how well an individual can perform a certain skill at a

given point in time It identifies, describes and demonstrates evidence of learning In addition,

learners need to feel accomplishment They need to know that they have reached a certain learning goal based on pre-determined criteria A common assessment framework allows

the instructors and the trainees to “speak the same language” For trainers, assessment

allows trainers to plan according to the needs of each individual learner

While assessment serves a variety of purposes, it is particularly important as a tool to help learners see their progress, as they are often acutely aware of all that they don’t know and can't do in English environments Assessment needs to show incremental progress (gradual movement from doing something with difficulty to slightly more ease or in a wider range of contexts or situations) For low-level literacy students, in particular, measuring or identifying progress may be challenging

When trying to assess any of the standards, it is important to make sure that the assessment tools are appropriate for what is being assessed If the focus is on creating communication and fluency (the oral and written communication strand), the assessment tool should not just test for accuracy (language, structure and mechanics) Some standards will lend themselves more easily to assessment than others

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and systematic language development from Low-Beginning to Intermediate High Formative Assessment is critical in any proficiency based training program As learners progress through the various competency levels, trainers need to ensure that the learners are indeed able to meet the required criteria for each given level

Supplementary Assessment Approaches

There are many different types of assessment approaches Wherever possible learner assessment should strive to include:

1) learner self-assessment;

2) teacher and learner collaborative assessment; and

3) assessment in (simulations of) real-life situations in which learners may need to communicate

These three types of assessments together can provide a more complex and individualized view of what learners can do and know Learners are often capable of doing more than expected (or allowed) if their motivation is high and the peer and teacher support is adequate

Assessment tools need to be critiqued according to how much they show what learners can

do independently and allow learners to demonstrate what they can do with different degrees

of support

Attitudinal standards, in particular, may require alternative tools to assess how much one can

do within a given standard Assessment of any of the non-literacy based skills might include role plays or setting up controlled tasks over the phone or in the surrounding environment that require learners to experience and reflect on the process what was difficult, easy and why

Examples of Self-assessment Tools

s Daily/Weekly Logs learners reflect on learning and comment on_ their

progress

e Self-Assessment Forms learners comment on their progress in specific

competencies or skills

e Goals Checklists learners re-examine learning goals that were set at the beginning

to see which ones have been reached and to identify those that still need to be met Examples of Assessment of Real Life Experiences

e Can-do lists learners assess the ease and difficulty they have in different areas of their day-to-day life (work, community, navigating systems)

¢ Role-plays/Simulations learners act out scenarios in class focusing on different standards

e Videos and Audio Recordings learners tape their experience doing tasks in situations outside class and reflect on their strengths, weaknesses and difficulties

» Field trips allow learners to use language and skills that they have learned

Examples of Collaborative Tools for Instructors and Learners

¢ Dialog Journals learners keep a journal about their learning and the teacher

responds to the entries to offer encouragement and/or suggestions

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s Conferences the teacher meets with each learner to discuss the learner's

progress and identify areas for further study

s Portfolios the teacher and the learner decide together what should be

included in order to document progress

e Oral Feedback the teacher and class discuss what has been studied in a

given time period, how they feel about their progress, and what needs review

or further study

Summative Evaluation

This curriculum is linked directly to the Test of English for International Communication (TOEIC©) developed and produced by the Educational testing Service, Princeton, New Jersey, USA As part of any summative evaluation of Listening and Reading skills learners should sit for a Post-test using the TOEIC

At the lower levels (1 — 5) additional summative evaluation of Speaking and Writing skills would be of little evaluative value

At the upper levels (6 — 10) learners might benefit from additional standardized testing of both Speaking and Writing skills

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CHAPTER 7: SKILL LEVEL CHARTS

Skills Level Descriptors

uncomplicated, social situations in face-to-face

and non face-to-face conversations Can deal

Can read, interpret longer

documents (narration of

events, routine announcements, and

with simple unexpected * i Can satisfy routine social

situations Generally use penottintsinative language demands and limited work

and respond to wh- English Be Kạn to get main requirements Can usually

40 questions and statements dene ng eeate joutne communicate effectively on -

svance | comprehension and interests and special fields Low 1 | immediate needs Likely to VU make errors in more _ complex patterns of speech in toy ics of ie {moesting PlEr) 05a re TRỢ Trị W _ narrate but may lose this of competence, ey) speak with confidence and can

rsuasive talks Can deal | @bilityunder pressure -

"Often has problems with certain sounds in certain Arno 6710195 HA nE -

| 2h tables Can resent

positions Hesitate and |_| informative data th T

loa gian: ve intended meaning

Can read and interpret

Can understand most simplified and some factual information and _ authentic material on

9 related discussions While familiar subjects Is able to

Intermediate | more comfortable with High 2 familiar topics, can also separate main ideas from text body At this level,

derive meaning from eneral context and clues Treading vocabulary tends to_| Can handle jobs and/or

be extensive Can write training sessions that

monstrates developing multiple-page documents involve following basic oral spontaneity in language production, expandec that retain and communicate | and written instructions Still

intended meaning Can has difficulty understanding vocabulary base and ascertain meaning from and interpreting graphs and accuracy fevel Can listen writing rather than from diagrams

8 to and understand with words alone Can read

Intermediate | greater facility face-to-face words and numbers on

High 1 as well as non face-to-face | simple charts; interpret a

communication - basic payroll stub; and Demonstrates beginning complete a simple order

ability to circumlocute form

Can go beyond being able

to satisfy basic survival and £

Tư immediate needs and Can read and interpret

k limited social demands simplified and some

lid2- spontaneity in language miliar subj Can write |, i

roduction as evidenced by | messages or notes related _ _Ganhendle jabs an op

_breadth of vocabulary and to basic needs Can fill out involve following basic oral

grammar usage Can listen | basic medical forms, factual and written instructions Still |

to and understand with information on job have difficulty understanding

reater facility face-to-face application forms and check | 2nd interpreting graphs and

ut still has difficulty information Can read words | gi imetpreting oi

6 understanding non face-to- | and numbers on simple a 2 Intermediate | face communication charts; interpret a basic

Mid 1 Understands learned and payroll stub; and complete a

new phrases with greater simple order form

facility containing familiar

vocabulary

Satisfies basic survival it needs and general routine Can ead and poterpret

8 socal demands Can, ask epee tex on tarlier ean nh

and answer simple 10"; htoddi ụ an handle entry-level jobs

Intermediate | Ãynat" xwnen" and “where" Low 2 HN ecnedl wittes, | thatinvolve some simple

types questions using leamed vocabulary and wie te thanh hoài oral and written

USO communication but in which

rammar and vocabulary At structures While still this level, writing is usual tasks can also be

demonstrating influence in the present ine Tynes of | demonstrated and/or

from the native language, | Writing include routine forme | Clatified orally In the

4 they can communicate with requiring basic personal workplace, they can read

information and short, simple notes and messages

based on familiar situations and contexts simple fax messages,

simple forms and standard

office memos

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3 more ond chor: rudimentary literacy in repetitive oral or written

150-245 High rot discrete sentences Areas of rag " English communication in English Tasks handled tend to be

Beginning | communication tend to be limited to areas of limited to that which is easily

immediate need and directly ca

to simple job tasks

No functional ability to Should be able to handle

100-145 s Beginning inni ~ 2 eainmunicate, in English through gestures and a few isolated words Areas of 'ommunicates primari Mey ot De literate in any i i routine Sanimuncatony in English lo not require oral or written On biết

sanguage: Tasks handled tend to be

4 romp nication tend tobe | limited ie Aue Thi is easly

LH imited to areas oí lemon: Employment

010-095 pein a immediate need _ a oe gues would be extremely

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[uae een a Uses verbs in the interrogative, affirmative ae

and negative forms of present, past and

Provides detailed information related to | future tense

special areas of interest and familiar Uses various verbs and modal auxiliaries topics such as can, may, would like -

40 elementary vocabulary and basic se Uses modifiers - 600-695 Advances Đo: _ structures ° Uses simple punctuation (comma,

ow 1 Give simple and multiple-step directions instructions of more complicated punctuation (colon,

semicolon, hyphen) and instructions ¢ Makes few to no mistakes with word order

« Express minimum courtesy, travel and in simple constructs

safety requirements ¢ Aware of and little developing control of

collocation on occasion

s_Uses of simple proverbs and idioms

e Uses verbs in the interrogative, affirmative

: * Provides detailed personal information HN forms of present, past and

(textual and numerical) not only about eri acts

550-595 | Intermediate | _self but third parties as well High 2 | Demonstrates ability to use descriptive | „ De Hf 2 tea Fibs, Binh vith cUBiSe vex SE ereus Maree ane rosa alrallevieg

words for both tangibles and non- agreannery Ooh I OCENS

° Felton raitols tsp directions such as | ° ee) chprepantions and articles still faulty work instructions and directions ¥ + # ý

8 Expresses preferences such as for food | ° Đa Pe eo Hi

500-545 | Intermediate | items, goods and colors * Makes few to no mistakes with word order

¢ Uses incorrect word choice on occasion

Uses verbs in the interrogative, affirmative

and negative forms of present tense

400-495 | Intermediate |* Provides simple details on personal forms other than present simple tense

Mid 2 information (textual and numerical) not | s Applies native language type time

only about self but third parties as well references in place of verb tenses

¢ Demonstrates developing ability to use | « Intersperses various verbs and modal

descriptive words for both tangibles and auxiliaries such as can, may, would like

non-tangibles e Uses object and subject pronouns

Follows simple multiple-step directions |e Uses basic color, quality, shape and size

such as work instructions and adjectives to describe objects and people

6 directions Uses selected articles, adverbs,

350-395 | Intermediate | * Expresses preferences such as for food prepositions of time and place through rote

Mid 1 items, goods and colors application (e.g., after, in front of) rather

300-345 | Intermediate Low2 ¢ Follows single-step directions (e.g maps) objects, places, feds and people ig Anh and Bbitsb line) Sâu Đa * Applies memorized use of subject pronouns ¢ Recognizes capitalization rules (such as

* Asks and answers basic “wh” questions names of people, streets, days of the week,

4 s Can get through a basic survival months) 250-295 | Intermediate | situation

Low 1

F7;

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inning Bese * Provides personal information such as:

Personal and place names, age,

telephone numbers, basic family and work

related information Not Applicable at this level due to heavy reliance

* Handles basic social courtesies ‘on memorized proficiency

* Follows routine instructions

400-145 7) * Uses numbers for routine tasks such as

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