“I like everything about my ESL classes. They come straight to my work to teach me English. I have learned that if you try, with dedication, and you apply what you learn, you can reach your goals. I learned a little, but I want to learn more and more. Thanks to my ESL teachers.”
- Isabel Vasquez
Luis Campo
“I have always wanted to complete my GED for many years, and now at the age of 28, I have. It was easier than I thought. My teachers were great and very helpful. The classroom was right here at my work, so it was easy and convenient. I feel better about myself now that I have completed something just for personal satisfaction.”
- Luis Campo
Lidia Morelos
“Hello my name is Lidia. I have one year living in United States. I began studying English when I came here. The name of my teacher is Jenny, she teaches me English at work! This is convenient and easier, because I have a little baby that is two years old, but I want to learn English. One time my teacher asked me, “Lidia do you dream in English?” I told her, “never teacher.” I forgot because one night I was speaking with other people, I don’t know what I was speaking in English, but I remember speaking in English. The other day I dreamed again that I was talking to my Aunt Ramona in English. Well, I think I am learning something because recently at my job, I got promoted.”
-Lidia Morelos
Sandi Kaur
“I came from India 8 years ago looking for a better education to inspire my future. I feel very fortunate to have vocational ESL classes, which is leading me to my future in becoming an LVN.”
-Sandi Kaur
Manny Kumar
“My real name is Manoj Kumar. I am learning the English ESL class for over one year. My classes are here at work, I learn things that I can use at work. First time I come to the class I don’t understand the English and speaking. But now I understand well, the English and speaking.
On October 26, 2009, The Paragon Inn was an unsuccessful hotel that Larry Whitten bought, hoping to turn it around. He thought that in order to improve things, he needed to create some “new rules,” for his majority Hispanic service staff.
Research has proven that by offering English as a Second Language ESL classes/ training, your company will improve, customer service, communication, retention, safety, and morale. http://www.englishsolutions.biz
Among the key elements of a work force development system, the Workforce Investment Act (WIA) recognizes the need for, “basic literacy as a key element of contribution in the labor force and national life, especially in view of the large number of non-English-speaking adults in the workforce.” (Kaufmann and Wills 1999)
The purpose of WIA is to recognize the need for basic literacy. The training provided must be related to labor market needs and combines literacy education with occupational training (ibid.).
In summary, the WIA suggests employer investment in services designed specifically for work force development that would coincidentally meet the English-language instruction and literacy needs of the LEP population.
In return for employer investment is a better educated workforce, improvement of overall communication, customer service, retention, morale, and safety.
Learn how you can support these programs, and in return improve your business.
There are 30 states in the United States that have chosen English as the official language either in their state constitutions or by adopting a law. None of those states, prohibits the state government involved from using other languages for common sense, non-official reasons that serve the public interest. Typically those reasons are to protect public health and public safety, promote tourism, teach foreign languages, administer justice, handle emergencies, and similar needs. In fact, there are 53 nations that have made English their official languages, and none of them can accurately be described as “English-only” in the sense that their laws would make it illegal to use other languages under any or all circumstances.
In today’s world, it is plainly an asset and sometimes a necessity to speak a second language, and it is strongly recommended that people learn another language if they can. It is also very important for people who are struggling to preserve their native language and traditions. But to promote the use of English to allow communication, understanding, and empathy between different groups of people who share a common citizenship and territory is not anti-anything. It is false to pretend otherwise.
So why do opponents of official English continue to use “English-only”? Because it is a loaded term that conveys exclusivity and an implied feeling of linguistic superiority. For that reason it is divisive and can be upsetting to people whose native language is not English. Its misuse is intended to provoke an emotional reaction and subtly demonize anyone who favors making English our official language, as well as those who simply want to protect its role as the common language of the United States.
So, if all this is true what does the term “official English” mean? It means that a government has decided that in order for its actions, laws, and business to be considered authoritative, they must be communicated in the English language. It means that there can be no disagreement about which language is the controlling one for discerning the meaning that government intends. And it means that absent a broad, public interest reason for using another language, the default language of government operations is English.
Official English also has a symbolic meaning, which is very important. It sends a message to all those who want to participate as citizens in this great nation, that there are responsibilities as well as benefits for being here. And one of those responsibilities is learning to speak the language of our country–English. There is no reason why our expectations for non-English speaking immigrants today should be less than our expectations for the generations of immigrants that preceded them.
Research has proven that by offering English as a Second Language ESL classes/ training, your company will improve, customer service, communication, retention, safety, and morale. http://www.englishsolutions.biz
Though ESL teachers are perceived mainly as educators and linguists, they are also service providers. ESL teachers have a number of fundamental roles in common with front-line customer service trainers in a range of service industries, namely
participant/co-communicator, organiser/manager, controller and resource/ consultant adviser.
They also share a number of essential communicative, interpersonal and reflective/analytical skills. An ESL teacher work is therefore seen to fit comfortably within the dimensions of classical services theory and practice. ESL teachers as service providers are largely responsible for the generation of functional quality and, create considerable competitive advantage for their firms. The implications are that ESL teacher training and professional development should not be confined to such subjects as pedagogy alone but should also include elements of services theory and practice.
Studies have shown; that customer satisfaction improves as service employee communication skill levels increase.
Among the key skills found to be necessary are active listening and a non-threatening communicationstyle as a key skill for service providers. Further, companies that have established abilities of interpreting nonverbal cues from their customers have the highest levels of sales. Non verbal cues include eye contact, gesture, facial expression and posture, proactive dialogue, as well as active listening and the use of silence, are also commonlycited as useful teacher communication strategies.
Research has proven that by offering English as a Second Language ESL classes/ training, your company will improve, customer service, communication, retention, safety, and morale. http://www.englishsolutions.biz
What does ESL stand for? ESL stands for English as a Second Language.
Describing an ESL Training program and what it provides:
A teacher/ trainer evaluates all employees and determines their level of English proficiency.
Conducts a needs assessment
Provides appropriate educational/ training programs, services, and resources.
ESL training sessions are given year round.
ESL trainings provide: individual tutoring, computer learning centers, translation services, training programs , and take home digital media
A combination of knowledge based with skills based approach to teaching and learning.
Which employees need ESL services?
All employees who speak a language other than English as their first language or are classified as an LEP.
What does LEP stand for?
The term “Limited English Proficient,” is defined by the United States Department of Education (USDE):
A person who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency.
A person who is migratory and whose native language is other than English and who comes from an environment where a language other than English is dominant.
A person born in another country whose native language is not English.
Executive Officer of the Bureau of Refugee Services, Vivian Montgomery, explains how her agency, wanted not only to improve job placement for her clients, but also to contribute to an economic benefit for employers. After meeting with over 65 different employers of our immigrant and refugee clients, we understood their number one issue was the employees’ lack of English skills, especially skills that related to the workplace. Realizing the magnitude of listening to our employers, we prepared for them workforce ESL classes. These classes have proven to be well worth the time, effort and money spent. One of our employers specializing in welding, Lambark Industries, had previously received no responses to job postings seeking skilled welders. Using a creative, and innovative strategy, Lambark officials combined industry-specific English training while simultaneously providing on-the-job welding training in an intensive, daily program over the course of five months.
As a result of this unusual willingness to meet the needs of the hard-working, but non-English speaking and inexpert potential workers, Lambark was able buy an existing vacant building, and increase their workforce by 15 workers.
Aiming to meet the needs of employers and to expand the state’s economy, the Bureau has partnered with select businesses to provide funding for English and job training classes. Two instructors were hired to teach at Lambark Industries. The class was focused on highlighting terms, equipment, accurate measurement, print reading, etc.
A professional welding instructor was hired to complement the daily ESL classes with hands-on welding demonstrations and coursework throughout the day intended to prepare students for a welding certification exam. The welding instructor and I collaborated to support each other’s content. Lambark provided an on-site classroom with materials for the students. A number of factors contributed to the success of this dual class. Most importantly, the participants were willing and the management was supportive.
In addition, we accommodated the welders’ schedules by starting classes at 7:30 a.m. rather than at the end of the work day. This allowed parents of young children to offer afternoon childcare while their spouses worked a different shift. Humor and an accepting environment in the classes proved critical to the participation and success of all students. The class was rooted into the normal work hours so that workers were actually paid for time spent in training. This incentive inspired exceptional attendance and individual participation. In five months of daily classes, participants’ total absence rate was lower than 1%. Having succeeded in getting the new plant running and generating income with a workforce of resettled refugees, Lambark Industries earned the Governor’s Innovative Training Award for its service to the state of California in 2001. The Lambark example demonstrates that creative thinking and investing in people can overcome seemingly impossible human resource obstacles. It also opens the doors for ESL teachers to gain similar opportunities.
Research has proven that by offering English as a Second Language ESL classes/ training, your company will improve, customer service, communication, retention, safety, and morale. http://www.englishsolutions.biz
Much of the research has been obtained from,”Immigrant Families and Workers: Facts and Perspectives” and the nonpartisan Urban Institute
The nonpartisan Urban Institute has found the following astonishing statistics in regards to immigrant labor in the US.
KEY FINDINGS:
• Immigrants make up an increasingly large share of the U.S. labor force and a growing share of low-wage workers.
Immigrants are more than 11 percent of all U.S. residents, but 14 percent of all workers and 20 percent of low-wage
workers.
• Immigrants’ hourly wages are lower on average than those for citizens, and nearly half earn less than 200 percent of the
minimum wage versus one-third of native workers.
• Immigrant workers are much more likely than natives to drop out of high school, more than thirty percent have dropped
out or not finished high school, more than eighteen percent have less than a ninth-grade
• Seventy five percent of all U.S. workers with less than a ninth-grade education are immigrants.
• Nearly two-thirds of low-wage immigrant workers do not speak English proficiently, and most of these workers have had
little education.
• Forty percent of immigrant workers are undocumented. Labor force participation is higher among undocumented men than
among men who are legal immigrants or U.S. citizens.
• Female immigrant workers are better educated and more likely to be in the United States legally than male.
• Foreign-born women earn lower wages than either foreign-born men or native women.
During the last 20 years more than 50% of the workforce has been filled by immigrant workers. While many immigrants speak English well and enter the United States with strong academic credentials and skills, most others do not. Like other low-skilled workers, few of these immigrants enjoy the benefits of employer-provided ESL training programs, most of which are geared to managers or highly skilled workers. Low-wage immigrant workers have also been outside the reach of government-sponsored job training programs that concentrate on getting welfare recipients into the labor market and have often underserved persons with limited English skills.
In 2009, the nation’s workforce development and training policies have changed due to the economic downturn. Though, government findings have proven that employee education and ESL training programs are helpful for businesses and the economy, they have had to cut many of these programs.
More specifically, employers have found that through implementing ESL training programs they have considerably improved company retention, customer service, safety, and morale. Many of them are now turning to privately run trainers and training institutions.
Research has proven that by offering English as a Second Language ESL classes/ training, your company will improve, customer service, communication, retention, safety, and morale. http://www.englishsolutions.biz
For more information on this matter, please email wyatt@englishsolutions.biz
Ozzie Guillen, White Sox manager says, “We bring a Japanese player and they are very good and they bring all these privileges to them. We bring a Dominican kid … go to the minor leagues, good luck.”
Ozzie Guillen, long time manager of the White Socks has made some very controversial remarks recently about the treatment of Latino Baseball players. He made some comments regarding how Asian players get preferential treatment, like being given translators who accompany them without limitation, while Latinos struggle with the language and are not offered the same assistance. The question is, does this in any way reflect Ozzie Guillen’s prejudices towards Asian baseball players?
His rational for the comment is that many Asian Baseball players are given a lot of cash to join the Major Leagues. Usually it is the top- ranked players who are drafted from Asia and since teams are so heavily invested in Asian players, they provide them with more services. On the other hand, since Central America is geographically closer, recruiters can visit countries like the Haiti, Cuba, and the Dominican Republic and draft prospects at all levels. The Latino countries present many young players who are assimilated into the American baseball system at young ages, providing them with a full immersion experience where they can either sink or swim.
What Mr. Guillen did not consider is that there are creative approaches to handling these inequities by creating a cultural bridge for ball players of all ethnicities. Since English is the international business language of the world, and language offered through the mainstream multimedia, and not to mention 90% of the content on the World Wide Web, they could offer ESL trainings. These trainings are empowering and enriching for all businesses that are culturally and linguistically diverse.
There are several different modalities that they could implement. The first is to offer written material high in pictorial content that can be used as a visual guide for learning and implementing the English Language. They need to involve there ballplayers in ESL role play. Real life practice is a way of using all learning styles to digest the English language. Most importantly, they need a training facilitator, who can offer other resources like multimedia, and who can engage them in discussions relating to developing better English skills for interviews, discussing important work phrases with their fellow team mates. Most importantly, they will learn a language as a team, and that, in the long run will help them play better as a team.
Research has proven that by offering English as a Second Language ESL classes/ training, your company will improve, customer service, communication, retention, safety, and morale. http://www.englishsolutions.biz
Play Ball!
August 2nd, 2010Ozzie Guillen, White Sox manager says, “We bring a Japanese player and they are very good and they bring all these privileges to them. We bring a Dominican kid … go to the minor leagues, good luck.”
Ozzie Guillen, long time manager of the White Socks has made some very controversial remarks recently about the treatment of Latino Baseball players. He made some comments regarding how Asian players get preferential treatment, like being given translators who accompany them without limitation, while Latinos struggle with the language and are not offered the same assistance. The question is, does this in any way reflect Ozzie Guillen’s prejudices towards Asian baseball players?
His rational for the comment is that many Asian Baseball players are given a lot of cash to join the Major Leagues. Usually it is the top- ranked players who are drafted from Asia and since teams are so heavily invested in Asian players, they provide them with more services. On the other hand, since Central America is geographically closer, recruiters can visit countries like the Haiti, Cuba, and the Dominican Republic and draft prospects at all levels. The Latino countries present many young players who are assimilated into the American baseball system at young ages, providing them with a full immersion experience where they can either sink or swim.
What Mr. Guillen did not consider is that there are creative approaches to handling these inequities by creating a cultural bridge for ball players of all ethnicities. Since English is the international business language of the world, and language offered through the mainstream multimedia, and not to mention 90% of the content on the World Wide Web, they could offer ESL trainings. These trainings are empowering and enriching for all businesses that are culturally and linguistically diverse.
There are several different modalities that they could implement. The first is to offer written material high in pictorial content that can be used as a visual guide for learning and implementing the English Language. They need to involve there ballplayers in ESL role play. Real life practice is a way of using all learning styles to digest the English language. Most importantly, they need a training facilitator, who can offer other resources like multimedia, and who can engage them in discussions relating to developing better English skills for interviews, discussing important work phrases with their fellow team mates. Most importantly, they will learn a language as a team, and that, in the long run will help them play better as a team.
Research has proven that by offering English as a Second Language ESL classes/ training, your company will improve, customer service, communication, retention, safety, and morale. http://www.englishsolutions.biz
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