Title
A Holistic Approach Involving the Cooperation Between
Workers and Community College Instructors
Author(s)
Ohyama, Nakakatsu
Citation
沖縄短大論叢 = OKINAWA TANDAI RONSO, 8(1): 55-77
Issue Date
1994-03-01
URL
http://hdl.handle.net/20.500.12001/10642
A Holistic Approach Involving the Cooperation
Between Workers and Community College Instructors
N akakatsu Ohyama
I . Introduction
II. Theoretical Background
1 . Vocational English as a Second Language 2 . English for Specific Purposes
3 . A Holistic Model
III. A Holistic Approach for Developing English for the Workplace Program 1. English for the Workplace Program
2 . Strategies for Developing Materials IV. Conclusion
Recommendation for Future Research Appendix A: Document of an Interview Appendix B: Document of an Observed Memo Appendix C: Document of Written Sample Bibliography
ABSTRACT
This paper presents the problems of limited English proficient adults, the need of improving English instruction for the workplace and the possi-bility of involving a community college with local businesses. Analyzing an appropriate solution for limited English proficient adults, this paper presents three models; 1) vocational English as a second language; 2) English for specific purposes; and 3) a holistic approach. With the respect of a content-oriented approach integrating language into context, a holistic approach is chosen for developing an English program.
This paper, furthermore, proposes the development of English for the workplace program based upon a holistic approach and it discusses the method for establishing this program.
I . Introduction
This paper analyzes the problems of limited English proficient adults, the need of improving English instruction for the workplace (EWP), and the possibility of involving Rio Salado Community College with local busi-nesses.
Micheal Murphy (1985) indicates that twenty percent of Arizona's adults are having problems in communicating with English speakers. According to him, more than 245,000 of them live within the Phoenix area and the majority of them speak English as a second language (ESL). Many limited English proficient (LEP) adults are severely limited due to their inability to communicate with co-workers and managers at the workplace. They are virtually incapable of reading instruction manuals and other job related documents.
This inability to communicate is a result of these individuals being unprepared to use English language skills proficiently and therefore serious
problems arise. "Those people ... are doomed to failure and unem-ployability in later life," states Owen B. Butler (1985:2), chairman of Procter
& Gamble Co. These LEP adults, because of their deficiency in the English language and the barrier which it causes, are unable to receive the benefits from a structured educational system. In short, the educational systems have failed to provide these people with the necessary job related language skills.
It is essential to improve the English instruction that is available for LEP workers and begin to establish language teaching methods aimed at providing them with the necessary job related language skills. Administra-tors and instrucAdministra-tors in community colleges must recognize the fact that at the present time there is still a demand for a program that provides for the language needs of the LEP workers in Arizona. It is necessary to investi-gate the means that can achieve the goal of providing the LEP workers with the necessary language skills needed to function effectively in the work force. It may be necessary for a dean of instruction to utilize merit pay or institute a sabbatical program for instructors.
This may motivate the English instructors to improve the methods of their instruction at the community college level. This English program should be directly related to the LEP workers' interest and immediate needs. It should be flexible and capable of reaching out to provide assist-ance to the workers at their homes and workplace. The program should be focused on specific, short, and long term goals; 1) short term goals: to improve the basic skills including listening, reading, speaking, and writing abilities; 2) long term goals: to improve thinking skills in English and the learning capability of the students.
This program needs to introduce various advantages which may help the LEP workers use extensive language functions at their workplace. Pope (1993) presents the following concept for communication ability:
Future workers must be able to communicate by using language effectively in a variety of context; that is, having determined the audience and the purpose of the situation, they will respond appropri-ately, whether in written or oral form. Workers should be able to listen, negotiate, and compromise in language selected carefully to fit a variety of situations and a variety of audiences. They need to be able to function in teams to create, develop, and refine ideas, solutions, and products. Strong communication skills will make this interaction possible (p. 38).
In order to help the LEP workers develop these communication skills, a long peiod of time is necessary. A study was conducted over a one year period to develop and examine the EWP training program. During that time frame, the research was divided into five phases:
la) Selecting an intercultural company and contacting the key personnel frequently
lb) Researching the language needs and collecting data at the workplace by: arranging initial observation through company tours, structured surveys, interviews, additional observation and a collection of written samples
2) Analyzing the collected data using computers
3 ) Designing a pilot curriculum of instruction based on the data collected from the workplace
4) Evaluating the EWP program by the key personnel and the LEP workers
5 ) Advertising the EWP program throughout the various divisions of the company
These five phases for establishing the EWP program will be presented further in section III.
Through these formulated detailed research activities, the EWP pro-gram is beneficial to the LEP workers. Considering the research results in terms of who, what, and where to communicate, a naturalistic approach for collecting the data was selected (Garfinkel, 1967; Bogdan & Taylor, 1975; Spradley, 1979; Agar, 1980; Guba & Lincoln, 1981; Dobert, 1982; Lincoln & Guba, 1985). This program, based on a naturalistic approach, is helpful for the LEP workers in communicating effectively with native English-speakers at the workplace.
It is essential to implement the EWP program throughout the local community colleges due to the following objectives: !)"adaptability to change"; 2)"awareness of community needs"; 3)"continuing lifelong learn-ing"; 4)"extended educational opportunities"; 5)"priority for tho~e unserved by traditional education"; and 6)"nexus of community resources" (Mesa Community College, 1980; Mohave Community College, 1984; Pima County Community College District, 1983: Rio Salado Community College, 1980).
II. Theoretical Background
The purpose of this section is to evaluate methods beneficial for LEP workers to improve their English language skills. The section shall focus on three models: 1) vocational English as a second language; 2) English for specific purposes; and 3) a holistic model. These three models shall be examined in an attempt to find a suitable means of preparing LEP workers for better English language skills.
1. Vocational English as a Second Language
Many scholars have investigated vocational English as a second lan-guage (VESL) including Jupp et al. (1975) and Fox et al. (1982) to help
adult learners meet the basic standards of English as a job language. For example, Jupp et al. (1975), in their book Industrial English: An example of themy and practice in functional language teaching, have present-ed the VESL as a teaching method. According to Jupp et al., the VESL has advantages which are: 1) it focuses on the job language skills that need developing; and 2) it motivates adult learners to use English as a functional language due to the fact that through the usage of the language the profi-ciency will increase.
2. English for Specific Purposes
English for specific purposes (ESP) has been studied by various researchers including Mackay (1978), Blackie (1979), and Blanton (1992). In contrast to VESL, it is specifically directed toward English for carreers and disciplined specialities. It has advantages if it considers the implementa-tion of the "ESL/specific subject matter curriculums."
(The example) has likely been in technical, vocational, or professional schools where teachers have been able to implement ESL/specific subject matter curriculums, such as 'ESL for engineering' or 'ESL for medicine'(Blanton, 1992: 287).
3. A Holistic Model
Blanton (1992) indicates the limitations of the skills model in the VESL and ESP programs .
.. .it deprives students of the linguistic and intellectual immersion neces-sary for language acquisition and cognitive development to take place, and it particularly hampers refugee and immigrant students --- whose secondary, English-medium schooling may have been poor --- from
developing the deep literacy on which their academic success depends
(p. 287).
Upon these dissatisfactions, she suggests 'a whole language approach' integrating language into context. She emphasizes the following points.
As a minimum, students need to work with complete exercises; as a minimum, these texts need to be thematically or topically connected, so that knowledge of something is built up as the course progress. As knowledge expands, along with the words and linguistic forms to go with it, the depth and sophistication of the academic and cognitive operations that can be performed within the content can, in turn, expand (p. 287).
In addition, Sakash (cited by Blanton, 1992) makes the following six statements:
1 . Language is for making meaning, for accomplishing purposes. 2 . What is true for language in general is true for written language. 3 . Phonology, orthography, morphology, syntax, semantics and
prag-matics are always simultaneously present and interacting in every instance of language.
4 . Language use always occurs in a situation. 5 . Situations are critical to meaning-making.
6 . Language acquisition occurs through actual use (p. 287).
Upon review of the literature relevant to the topic of this paper, a holistic approach is selected for developing the EWP program.
III. A Holistic Approach for Developing English for the Workplace Program The purpose of this section is to describe English for the workplace (EWP) program and indicate strategies for developing EWP materials based upon the holistic approach.
1 . English for the Workplace Program
Within the EWP program three specific objectives were addressed:!) through the observance of employees in the working field to collect the data;2) through the use of this information to make an EWP program for the LEP workers; and 3) through the experimental program to test the results of the program. In order to complete these three objectives, this program was divided into five subparts by Arizona State University ] ob Language Project members, including the author.
Through phase one (1-2 months) data was collected. As an initial observation, the key personnel scheduled a tour of the site for the researcher throughout the various divisions. Throughout the tour, the LEP workers displayed their daily job routines to the researchers while explain-ing their interaction with co-workers, group leaders, and managers. In order to observe their interaction throughly, a variety of methods; such as interviews, observations, and document analysis were utilized. [See Ohyama (1989) for more detailed information]
First, the interview guidelines included the following four points:
a) Asking questions about interviewee's daily routine
b) Asking questions about interviewee's background, including English educational and professional experience
c ) Asking questions about perceptions in communicating with co-workers d) Asking questions about effective intercultural communicative strategies (See Appendix A: Document of an Interview)
Secondly, the observational guidelines included the following six points:
a ) The observation of the frequency and interaction of LEP workers' communication with Americans
b ) The observation of the receivers of the LEP workers' communication c) The observation of the purpose of the LEP workers' communication
with Americans
d ) The observation of the methods of the LEP workers' communication with Americans
e ) The observation of the style of the LEP workers' communication with Americans
f) The observation of the ways of expression of the LEP workers' feelings towards Americans
(See Appendix B: Document of an Observed Memo)
Thirdly, an analysis of written documents included the following six points:
a ) Analyzing the frequency of the LEP workers' written documents b) Analyzing the receivers of the LEP workers' written documents c ) Analyzing the purpose of the LEP workers' written documents d) Analyzing the organization and structure of the LEP workers' written
documents
e) Analyzing the style of the LEP workers' written documents
f ) Analyzing the intercultural communication problems of the LEP workers' written documents
Through the analysis of data, phase two (5-6 months) was established. In order to examine if the proper usage of the English language by the LEP workers was used, the written material was analyzed.
Through the collected data, a pilot curriculum of instruction was established, which was phase three (2-3 months). Through this pilot curric-ulum, lesson plans and teaching guides were created.
Through the personnel evaluation from the managers to the co-workers, an evaluation of the EWP program was completed, which was phase four (1-2 months).
A consensus was established with the EWP program after an analysis of the old work time results was compared with the new work time results, which was phase five (1-2 months).
Research Timeline
Phase Period Activities
Phase one {1-2 months) Collection of data
Initial observation through the company tours Structured surveys
Interviews
Additional observation
Collecting written samples such as instruction sheets, manuals, notices, and momos
Phase two (5-6 months) Analysis of collected data
Phase three (2-3 months) Design of a pilot curriculum of instruction Phase four (1-2 months) Evaluating the EWP program
2 • Strategies for Developing Materials
Strategies for developing materials involved all of the results through structured surveys, interviews, observation, and document analysis. In other words, one must utilize "field-based research" so that one can develop materials as Maxwell (1979) declares that, " .. .field-based research could make a significant contribution to the improvement of instruction (p. 240)." This is the major point emphasized by a holistic approach for the EWP program.
It is necessary to integrate language functions within workplace situa-tions. Major language functions based on the data collected at the work-place are identified:
1) initiating and terminating interaction between LEP workers and Amer-ican workers
2 ) seeking and asking for information between LEP workers and American workers
3 ) acknowledging LEP workers' comprehension and responding to information
4 ) giving and receiving opinions between LEP workers and American workers
5 ) evaluating performance between LEP workers and American workers (See Appendix B: Document of an Observed Memo)
For example, according to the data collected, seeking/asking for informa-tion and acknowledging/responding to informainforma-tion are important factors to consider. In seeking and asking for information, the LEP workers tend to avoid interaction with their supervisors because they feel inadequate with their language ability. The data collected at the workplace indicates as follows:
Some limited English proficient (LEP) workers are asking questions to their American co-workers who are sitting next to them. Most of them tend to ask questions to LEP and American co-workers before asking questions to their group leaders (See Appendix B: Document of an Observed Memo).
In acknowledging and responding to information, the American workers tend to have difficulties in realizing if the LEP workers understand them. One of American workers commented the following:
Interviewer: Are there any specific kinds of communication problems that you have had?
Interviewee: He is a really good worker. Sometimes I cannot understand what he is saying or sometimes I do not know if he under-stands me. It is hard for me to tell if he underunder-stands me but I have not had really that much trouble with him. He is very smart. He has a photographic memory.
Interviewer: How is his English? Interviewee: Not very good.
Interviewer: What kinds of communication problems does he have? Interviewee: Maybe I am the one with the problem. I cannot understand
him.
Interviewer: Pronounciation etc.? Can you be more specific? For exam-ple you mentioned he does not let you know if he understands or not.
Interviewee: Well, I keep asking him, "Do you understand me?" Because I want to make sure he understands what I am saying. (See Appendix A: Document of an Interview)
Based on the data collected, the LEP workers tend to use topics related to their workplace. Major topics are job bags, problem cause removal forms, wire, co-workers, group leaders, and managers (See Appendix B: Document of an Observed Memo)
It is essential to keep a balance between the formal and informal materials of the English language, depending upon the LEP workers' needs and goals. The majority of LEP workers studied the formal English language and therefore, it was preferred over the informal English lan-guage.
One must develop EWP materials by incorporating the following seven points:
1 ) adequate objectives related to the workplace
2 ) various communicative activities based on objectives 3 ) comprehensive language functions based on the data 4) extensive language notions collected from the workplace 5 ) basic steps for operations at the workplace
6) pictures from the workplace situation 7) concrete work-related examples
Furthermore, it is important to emphasize the significance of phonetic exercises and nonverbal expressions. The phonetic exercises include the study of pronunciation such as rhythm, pitch, intonation, stress and loud-ness. Nonverbal expressions include gestures, body language, facial expressions, and eye contact. According to the results of the data col-lected, these two areas were considered to be the most important. With respect of pronunciation, one of group leaders commented the following:
Interviewee: So far he has not had any trouble reading English. He is very bright. Sometimes it is hard for me to understand him. He has a strong accent.
Interviewer: So mostly it's pronounciation that is the problem?
Interviewee: No, also he is very shy. You have to move closer to him in order to hear what he is saying. That is a big problem. (See Appendix A: Document of an Interview)
Regarding nonverbal expressions, the data indicates the following:
Most American workers tend to use various types of jokes with nonver-bal expressions for starting their conversations such as "My pen has legs. I do not know where it went." There are various ways to joke at the workplace. This type of joking promotes close relationships among workers, group leaders, and managers. It helps them work more friendly together. However, LEP workers seem to have diffi-culty understanding American workers' jokes. So what they do is to smile even though they do not understand the joke or to keep on working pretending that they did not hear what was said.
Compared with most American workers, the LEP workers tend to use fewer jokes, gestures, and facial expressions. They seem to be very careful in using jokes and nonverbal expressions. They seem to avoid using them and concentrate on working (See Appendix B: Docu-ment of an Observed Memo).
Based on a holistic model, one must integrate the English language usage into applicable situations. The resulting combination is a compre-hensive communication framework for a functional practice in language teaching. The following is a functional approach based on a holistic
model.
Function: Reporting a problem
General notions: Necessity, time, and location
Specific notions: The machine for cutting wire, technician, by hand, employee, and supervisor
Grammar point: Conditional auxilary (should, could, would, might) Example:
Interviewer: What would you do if the machine for cutting wire broke down?
Interviewee: The machine over there is broken down now. We have not fixed it. But it has not been operating for several days. Interviewer: So how do you cut the wire?
Interviewee: We do the cutting by hand.
Interviewer: So, how will you get the wire cutter repaired?
Interviewee: We will report the problem to the technician of the company.
This example can be applied to many other situations such as supervisor and employee interaction.
Activity: Listening/learning how to report a problem to a supervisor Students listen to a conversation between employee and supervisor. Employee is reporting a problem.
Employee: The machine for cutting Wire has been broken down for several days. Do you think we should report the problem to the technician of the company?
Supervisor: Oh! I should have told you about this. Employee: What happened?
Supervisor: I have already reported the problem to him.
Activity: Role playing
Students play a role in a situation in which an employee has to report a problem with equipement to a supervisor. In more advanced activities, students will practice reporting a problem directly to a technician of the company.
IV. Conclusion
A majority of the LEP workers have not been adequately taught the English language. Analyzing the problems of the LEP workers, this paper emphasizes there is still a demand for a program that develops English instruction for the workplace. The EWP program, based on a naturalistic approach for collecting data, is an effective means for integrating English language into actual context. This program has various advantages in-cluding:
1) developing a means of English language functions needed at the work-place
2 ) designing instruction specifically for workplace situations
3 ) integrating the usage of English language into applicable situations 4 ) involving the cooperation of the American co-workers and supervisors 5) facilitating the LEP workers to apply their knowledge to the specific
workplace situation
6 ) motivating the LEP workers to improve their English communication skills due to the fact that the teaching materials are specifically related to the workplace situations
between workers, supervisors, and community college instructors. There-fore, it is suggested that English instructors of Rio Salado Community College should develop the EWP program for integrating English language into specific work situations. Rio Salado Community College is a suitable institution for EWP education in the Phoenix area due to its extensive service in community education (Rio Salado Community College: 1984). Within the framework of the holistic model, it is recommended that the ESL instructors at Rio Salado Community College should understand the need of the workplace. The instructors must develop a curriculum and materials for the workplace to teach English specifically, effectively, and efficiently. This EWP program will facilitate the LEP workers in developing their communication ability and eliminate any fears or possible misunderstand-ings that may occur when communicating with American co-workers and supervisors. Thus, through the cooperation between the community col-lege and local businesses, Maricopa Community Colcol-lege District will attract more LEP workers, thus leading to an increase in its enrollment.
Recommendation for Future Research
The EWP program, based on a naturalistic approach, would involve the cooperation of American co-workers and supervisors. The EWP program deals with many individuals from various countries. It should be focused differently depending upon which country they come from and what types of intercultural companies they are working for. Therefore, recommenda· tion for future research includes:
1) An examination of Japanese workers who hold various positions; such as supervisors and the presidents of companies
2 ) Research in different types of intercultural companies; such as car factories, computer factories, banks, furniture stores, shoe stores, and hospitals.
Appendix A: Document of an Interview
Interviewer: You have one person working for you from Nigeria. Who is it?
Interviewee: His name is Van.
Interviewer: Are there any specific kinds of communication problems that you have had?
Interviewee: He is a really good worker. Sometimes I cannot understand what he is saying or sometimes I do not know if he understands me. It is hard for me to tell if he understands me but I have not had really that much trouble with him. He is very smart. He has a photographic memory.
Interviewer: How is his English? Interviewee: Not very good.
Interviewer: What kinds of communication problems does he have? Interviewee: Maybe I am the one with the problem. I cannot understand
him.
Interviewer: Pronounciation etc.? Can you be more specific? For exam-ple you mentioned he does not let you know if he understands or not.
Interviewee: Well, I keep asking him, "Do you understand me?" Because I want to make sure he understands what I am saying.
Interviewer: Does he understand your oral instructions when you tell him? Interviewee: Yes.
Interviewer: What about reading the planning packs?
Interviewee: So far he has not had any trouble reading English. He is very bright. Sometimes it is hard for me to understand him. He has a strong accent.
Interviewee: No, also he is very shy. You have to move closer to him in order to hear what he is saying. That is a big problem. Interviewer: How does he interact with the other workers?
Interviewee: He stays by himself. When he eats lunch with us, he does not speak the whole time.
(~n Intervie~
by One of Job Language Project Member) Appendix B: Document of an Observed MemoWorkers are working hard in a large space. It is hard to listen to all of the conversation due to the fact that there are many workers in the working area and various machines are operating simultaneously. Some limited English proficient (LEP) workers are asking questions to their American co-workers who are sitting next to them. Most of them tend to ask questions to LEP and American co-workers before asking questions to their group leaders.
In this situation there are various usages to use language:
1 ) initiating and terminating interaction between LEP workers and Amer-ican workers
2 ) seeking and asking for information between LEP workers and Amer-ican workers
3 ) acknowledging LEP workers' comprehension and responding to information
4 ) giving and receiving opinions between LEP workers and American workers
5 ) evaluating performance between LEP workers and American workers [See Ohyama (1989) for more detailed information]
Workers tend to use topics related to concrete objects such as job bags, problem cause removal forms, wire, co-workers, group leaders, and man-agers. Another interesting instance was observed. The job language was used differently depending upon the place and time in the workplace. For example, when workers are busy, they are more inclined to use telegraphic words.
Most American workers tend to use various types of jokes with nonver-bal expressions for starting their conversations such as "My pen has legs. I do not know where it went." There are various ways to joke at the workplace. This type of joking promotes close relationships among workers, group leaders, and managers. It helps them work more friendly together. However, LEP workers seem to have difficulty understanding American workers' jokes. So what they do is to smile even though they do not understand the joke or to keep on working pretending that they did not hear what was said.
Compared with most American workers, the LEP workers tend to use fewer jokes, gestures, and facial expressions. They seem to be very careful in using jokes and nonverbal expressions. They seem to avoid using them and concentrate on working.
Appendix C: Document of Written Sample
Workers need to write problem cause removal forms to solve their problems in the workplace. They also need to write other reports to communicate with people at the same company. It is especially important for them to be able to read written instructions for finishing their work and identifying and solving their problems.
Besides written document for instruction, there are a lot of written memos such as announcements for international exchange programs, music
recitals, a club's schedule of activities, rooms for rent, houses for sale, houses for rent, moterbikes for sale, and cars for sale.
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