English as a Second Language (ESL), Bedrock of Integration
English as a Second Language (ESL)
Bedrock of Integration
Choose Level You Want To Teach
Background: English acquisition is the building block for successful international newcomer integration. Goal Based Instruction (GBI) is focused on teaching adult international newcomers those topical basic vocabulary & dialogues that will provide newcomers “communication survival skills”. Most Interlinkt resettlement tasks will have a part 2 that will highlight English key vocabulary/dialogue that allows the newcomer to practice with the assistance of the newcomer volunteer and individually. GBI is like Content Based Instruction (CBI) that school aged children receive minus the focus on grammar needed by children in academic writing.
Successful refugee integration into any local U.S. Community requires an ever-expanding command of the English language. During the first 30 days after arrival, the honeymoon period of arriving in the United States begins to quickly fade for the refugee as the myriad of integration tasks are tied to the understanding of English language forms and interviews in English.
For adults, standard ESL classes are developed using various curriculums/books. However, an approach focused on resettlement tasks is a more relevant method for refugee adults within their 1st 30 days. GBI is based on Stephen Krashen’s Comprehensible Input which is a key factor in learning another language. Krashen further suggests that input should not only be comprehensible but also compelling. That means it should be interesting to the learner.
Krashen argues that exposure to comprehensible input is important, but if the learner isn’t interested in that input, they won’t pay attention to it. Attention is an essential component of the learning process.
Focusing on resettlement tasks within a short period of time meets the “compelling” criteria for most newcomers. ESL lessons start with newcomer/volunteer interactions and can be expanded to family interactions and small groups.
As a starting point several ESL aids are provided within this section.
Appendix A is Paul Nation’s Survival Syllabus. Initially designed for foreign travelers, the Survival Syllabus can be used as a starting point for ESL Conversation learning. The Survival Syllabus has been divided into eight sections based on information obtained from Nation’s study. Each section was ranked and numbered according to usefulness. So, the section Greetings and being polite was the most useful one. Items which occur in more than one section are indicated by numbers in brackets. So, I want … in Section 2 also occurs in Sections 5 and 6. The slash (/) indicates alternatives. Also see https://www.wgtn.ac.nz/lals/resources/paul-nations-resources/vocabulary-lists/survival-vocabulary-lists/survival-english-syllabus.pdf
Appendix B is a sample Job training Class. (For a classroom environment)
Tab B.1 Master Job Application. (Suitable for one-on-one instruction)
Tab B.2 Job vocabulary. (Suitable for one-on-one instruction)
Tab B.3 Job Interview questions. (Suitable for one-on-one instruction)
Lesson Topic: Job/Employment Class (this format is designed for a larger class setting. It may not be
appropriate for one-on-one interactions. Refer instead to the job vocabulary/dialog list at Tab B.2)
Grade/Proficiency level:
a. Men and women with previous work experience with a high school equivalent, some college
experience and other professional adults. Limited or NO English language ability.
b. Note: Teachers are prepared to engage in a multi-tiered class with various ESL abilities.
Language Objectives:
a. Beginners – Students will:
1. Listen/Speaking – participate in greetings and introductions, pronounce job vocabulary
2. Reading/Writing – Understand and fill out intake form,
b. Intermediate – Students will:
1. Listen/Speaking – participate in greetings and introductions, job interview dialog with notes
2. Reading/Writing – Fill out intake form, read job vocabulary and sample sentences.
c. Advanced – Students will:
1. Listen/Speaking – participate in greetings and introductions, job interview dialog without
notes (extended version).
2. Reading/Writing – Fill out job vocabulary, and fill out Survival Syllabus
Content Objectives:
a. Beginners – Students will:
1. Listening/Speaking – Greetings and Introductions.
2. Reading/Writing – Open Google Translate on their phones, fill out intake form, identify key job application vocabulary in English and their native language.
b. Intermediate – Students will:
1. Listening/Speaking – Greetings, introductions and be able to pronounce needed job
application vocabulary in simple job interview dialog.
2. Reading/Writing- fill out intake form, fill out job vocabulary sheet
c. Advanced- Students will:
1. Listening/Speaking – Greetings, introductions, and be able to pronounce needed job
application vocabulary in simple job interview dialog and participate in an extended job skill interview.
2. Reading/Writing – Fill out intake form, fill out Master Application for Employment, online work application.
Prior knowledge and Skills needed:
a. Students will be literate in their own language.
b. Students will have previous job experience in their countries (use of Transfer theory)
c. Students will have received the Employment Orientation class from refugee Case workers prior to class attendance (Scaffolding/Background Knowledge).
Materials Needed: (as Available)
a. Classroom
b. White board with Markers
c. Internet access and at least one computer
d. Employment Orientation class handouts
e. Student English Folders, paper, pencils
f. ESL – Job Employment Dialog Sheets
g. ESL – Job Employment Vocabulary
h. Name tags
i. Hand sanitizer
Key Vocabulary: See Job Application Vocabulary
Anticipatory Set: Short job interview skit.
Instructional Strategies/Direct Teach – Setting the purpose.
Activity 1: (10 minutes) Introductions. Take attendance, pass out folders and go over handouts, (allow
for a late start). Teacher and Aid will model and American Introduction (Modeling). Students will
introduce themselves to the teacher and introduce themselves to each other (Pair Work).
Activity 2: (5 minutes) Warm up exercise: Interview Skit – Teacher and Aid (Modeling). Pass out
interview dialog. Have students practice reading it (Student A, Student B)
Activity 3: (15 minutes) Guided practice: Modified pair work/fluency exercise. Tables will be adjusted into
a square with space for 3 students/teachers in the middle.
a. Students will practice dialog for 3 minutes.
b. Students will rotate to the next station and repeat the dialog.
c. Students will repeat the interview dialog at least three times (plus with teacher) Note: This exercise resembles a speed dating rotation.
Activity 4: (10 Minutes) Independent Practice: Students will fill out master job application asking
questions from teacher or assistants) as needed.
Activity 5: (10 minutes) Check for Understanding: Without notes, each student will do a job interview
with Teacher and Assistant.
Activity 6: (10 minutes) HOMEWORK, Students will complete their job applications and fill in the job
vocabulary worksheet (see attached). Students will bring their resume for next class.
Job website links:
Colorado, Official State Web Portal https://www.colorado.gov/employment
Colorado Department of Labor and Employment https://cdle.colorado.gov/
Colorado Essential Skills,
https://www.cde.state.co.us/standardsandinstruction/revisedcoloradoessentialskills
Appendix C is a sample ESL/US Citizenship Class (for use with newcomers who have a more advanced
understanding of English)
Note: Every resettlement task will have a Part 2 that highlights key vocabulary/dialog. Use these sections to augment the ESL classes that the resettlement agency will provide for incoming newcomers.
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