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    100 - Teaching English As Foreign Language

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    seu kid
    This document discusses teaching English for vocational purposes and in the workplace. It describes how workplace English instruction can teach workers vocabulary and phrases specific to their jobs, like terms used in hotel housekeeping. While logistical challenges exist, benefits include improved employee self-efficacy and customer service skills. Vocational English as a Second Language (VESL) aims to teach the language needed for job training programs and performance. Different VESL models are outlined, including ESL, vocational, work experience, and workplace approaches. Key considerations for developing VESL programs include finances, administration, curriculum, needs assessment, and cross-cultural training.

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    100 - Teaching English As Foreign Language

    Uploaded by

    seu kid
    43 views4 pages
    This document discusses teaching English for vocational purposes and in the workplace. It describes how workplace English instruction can teach workers vocabulary and phrases specific to their jobs, like terms used in hotel housekeeping. While logistical challenges exist, benefits include improved employee self-efficacy and customer service skills. Vocational English as a Second Language (VESL) aims to teach the language needed for job training programs and performance. Different VESL models are outlined, including ESL, vocational, work experience, and workplace approaches. Key considerations for developing VESL programs include finances, administration, curriculum, needs assessment, and cross-cultural training.

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    This document discusses teaching English for vocational purposes and in the workplace. It describes how workplace English instruction can teach workers vocabulary and phrases specific to their jobs, like terms used in hotel housekeeping. While logistical challenges exist, benefits include improved employee self-efficacy and customer service skills. Vocational English as a Second Language (VESL) aims to teach the language needed for job training programs and performance. Different VESL models are outlined, including ESL, vocational, work experience, and workplace approaches. Key considerations for developing VESL programs include finances, administration, curriculum, needs assessment, and cross-cultural training.

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    Download as docx, pdf, or txt
    43 views4 pages

    100 - Teaching English As Foreign Language

    Uploaded by

    seu kid
    This document discusses teaching English for vocational purposes and in the workplace. It describes how workplace English instruction can teach workers vocabulary and phrases specific to their jobs, like terms used in hotel housekeeping. While logistical challenges exist, benefits include improved employee self-efficacy and customer service skills. Vocational English as a Second Language (VESL) aims to teach the language needed for job training programs and performance. Different VESL models are outlined, including ESL, vocational, work experience, and workplace approaches. Key considerations for developing VESL programs include finances, administration, curriculum, needs assessment, and cross-cultural training.

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    of 4

    Teaching English as Foreign Language

    (TEFL)
    “Workplace and Vocational L2 Instruction”
    LECTURER
    Emma Rosana Febriyanti, M.Pd

    By :
    Nanda Safitri (1610117320025)
    Ria Dhaturahimah (1610117320030)

    Semester V Program Studi Pendidikan Bahasa Inggris


    Fakultas Keguruan & Ilmu Pendidikan
    Universitas Lambung Mangkurat
    Tahun 2018/2019
    PREFACE

    Assalamu'alaikum Wr. Wb.


    Alhamdulillahirabbil’alamiin. We are grateful for the presence of Allah SWT who has given
    us His grace and blessings so that we can complete this task on time. Prayers accompanied by
    greetings may always be poured out on the Messenger of Allah and all his family and friends,
    may we be among those who will receive blessings from the end of the day. Amiin.
    We would like to thank all those who helped complete the preparation of this paper on time,
    including to Ms. Emma Rosana Febriyanti, M.Pd, as an English lecturer as a Foreign
    Language Teaching (TEFL) course and my friend who helped.
    In the preparation of this paper, we realized that there might still be many mistakes because
    humans are never perfect. Therefore, we expect criticism and suggestions from readers. We
    apologize if there is a mistake in writing a word or sentence and to God we apologize. Thank
    you for your attention.
    Wassalamu'alaikum Wr. Wb.

    Banjarmasin, September 18, 2018

    AUTHOR
    TABLE OF CONTENT
    DISCUSSION

    Workplace and Vocational L2 Instruction


    The last couple of decades of the twentieth century saw a surge of interest in language
    instruction within the context of the workplace: factories, restaurants, hotels, retail stores, and
    offices, to name a few examples. Workplace L2 instruction offers distinct advantages by
    tailoring language to the specific linguistics needs of carrying out one’s duties “on the job”.
    Workers engaged in housekeeping services in hotels, for example, can in an hour or two a week
    of classroom instruction larn to comprehend basic vocabulary (e.g., towel, sheet, pillow), useful
    phrases (“ I need an extra towel”), produce an appropriate responses (“I’ll bring an extra
    pillow”), and even read simple messages left by hotel guests (“please repair the air
    conditioning”) (Holloway, 2013)

    Administrative challenges are sometimes an obstacle in that businesses are asked to


    provide instruction as part of the paid contract of a worker. Employees themselves may need
    to be convinced of the benefits of going to classes. And of course, instructors ned to be paid
    and classroom space provided at the job site. Offsetting such potential obstacle are the ultimate
    “soft skills” (“etiquette, customer relations) acquired by workers, which has been shown to
    raise self-efficacy of employees as well as the company’s reputation for service (John and
    Price, 2014).

    Vocational English as a Second Language (VESL)


    VESL refers to the language needed to interact with English speaking customers or employees, to fill
    out job applications, or to use manual or catalogues, and its goal is to teach the language required for
    successful participation in training programs and for job performance. Several different program models
    have evolved to meet the different skills, education levels, and vocational goals of students. These
    models include: (1) the ESL approach; (2) the vocational approach; (3) the work experience approach;
    and (4) the workplace approach. Another model that should be mentioned is the bilingual vocational
    training model. The following should be considered when designing a VESL program: finances;
    administration and staff development; curriculum development; needs assessment; support services;
    and cross-cultural training.

    1. The ESL approach......


    2. The vacational approach.....
    3. The work experience approach.....
    4. The workplace approach.....

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