breaking down language barriers - employability in … down langu… · breaking down language...

This resource has been produced by Langside College for the Scottish Government

Revised 03/11 1

Breaking down Language Barriers Improving Communication with ESOL

(English for Speakers of Other Languages) Learners & Addressing Employability Issues


Revised 03/11 2

Contents

Introduction ...................................................................................................................................................................... 3

Brief Overview of the Training Session ............................................................................................................................. 4

Activity 1. Introductions and description of workshop aims ............................................................................................ 5

Activity 2. Warmer – Quiz on BME, ESOL and Employability facts ................................................................................... 6

Activity 3. Analysing how we talk naturally ...................................................................................................................... 7

Activity 4. Introduction to Scottish Qualification Framework (SCFQ) and ESOL levels .................................................... 8

Activity 5. Relating ESOL levels to employability .............................................................................................................. 9

Activity 6. Discussing types of employability support which can be of benefit to ESOL learners. ................................. 10

Activity 7. Evaluation and questions ............................................................................................................................... 11

Workshop Resource 1 - Quiz Answersheet ..................................................................................................................... 12

Workshop Resource 2 – Worksheet on Analysing Natural Language ............................................................................. 14

Workshop Resource 3 – Worksheet on Getting to know Scottish Credit and Qualification (SCQF) Levels and Scottish Qualification Authority (SQA) Qualification Names .......................................................................................... 15

Workshop Resource 4 – Descriptions of SCQF and SQA Levels and Associated Reading/Writing and Speaking/Listening .......................................................................................................................................................... 16

Workshop Resource 5 – Descriptions of SCQF and SQA Levels and Associated Reading/Writing and Speaking/Listening .......................................................................................................................................................... 20

Workshop Resource 6 – Evaluation Sheet ...................................................................................................................... 24

Appendix 1: Receptionist Scripts .................................................................................................................................... 25

References ...................................................................................................................................................................... 26


Revised 03/11 3

Introduction These materials are intended to support the delivery of an ESOL and Employability Workshop. They focus on techniques which can be used to improve communication when dealing with non-native English speakers, while simultaneously identifying and meeting the employability needs of job seekers for whom English is not a main language.

The workshop materials include activities focused on analysing natural speaking patterns and the barriers this can pose to learners of English. The materials are complemented by activities aimed at improving communication with those who possess low levels of English language skills.

Tasks will be particularly relevant for public service workers, including employability advisors. The materials also provide an overview of ESOL learning programmes and qualification frameworks and link these to employability issues. This includes information on the relationship between differing levels of ESOL and how these affect the employability opportunities of individuals.

The training materials are intended to be delivered by ESOL providers to employability staff, in partnership with employability support agencies. Such a joint approach will allow ESOL providers and employability support agencies to maximise their expertise and provide opportunities for closer working arrangements.


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Brief Overview of the Training Session These training materials are intended to provide learning prompts and sources to sustain a 2 ½ hour workshop. The target audience is employability support staff who deal with clients for whom English is not their first language. This could include clients who are new arrivals to the UK and/or members of settled ethnic minority communities.

The table below details the proposed workshop schedule.

Activity number

Time Activity Description Page

number

1 5 mins Introductions and description of workshop aims 5

2 15 mins Warmer – Quiz on BME, ESOL and employability facts 6

3 45 mins Analysing natural speech patterns 7

--- BREAK ---

4 25 mins Introduction to Scottish Qualification Framework (SCFQ) and

ESOL levels 8

5 25 mins Relating ESOL levels to employability 9

6 20 mins Discussing types of employability support which can be of

benefit to ESOL learners. 10

7 10 mins Further questions and evaluation 11

This document will now describe in turn and in detail, each of the 7 activities listed above.


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Activity 1. Introductions and description of workshop aims

Activity Discussion Aim To introduce people and workshop content Preparation None Resources PowerPoint slide, “Purpose of session”. Time 5 minutes

Suggested Procedure 1. Workshop trainers and participants introduce themselves,

explaining how their work relates to ESOL learners or employability.

2. Introduce the workshop aims through the PowerPoint slide, “Purpose of session”.


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Activity 2. Warmer – Quiz on BME, ESOL and Employability facts Activity Pair/group quiz Aim To engage group in workshop content and assess prior participant knowledge Preparation Development of additional (local) questions to complement national questions provided Resources PowerPoint slides, ‘Some Questions...’ and ‘...and some answers’ Workshop Resource 1 - Quiz Answersheet Time 15 minutes

Suggested Procedure 1. Explain to participants that they are going to undertake a

short quiz based on the subject areas upon which the workshop will focus.

2. Organise the participants into small groups or pairs 3. Using the PowerPoint slides, ‘Some Questions...’ ask the

groups/pairs to discuss and agree to an answer for each of the questions.

4. Using PowerPoint slides, ‘...and some answers...’ work through the questions, eliciting group answers and discussing these. Workshop Resource 1 - Quiz Answersheet provides further information to prompt participant discussion.


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Activity 3. Analysing how we talk naturally Activity Pair/group task Aim To analyse how we talk naturally and identify the barriers this can pose to learners of English, complemented by activities aimed at improving communication with those with low levels of English. Preparation Photocopy Workshop Resource 2- Worksheet on Analysing Natural Language Resources Digital Video 1 - Receptionist (Bad Example) Digital Video 2 – Receptionist ( Good Example) Digital Video 3 - ESOL Learners discussing English difficulties at work Workshop Resource 2 – Worksheet on Analysing Natural Language Optional whiteboard/additional paper/flipcharts PowerPoint slide, “Techniques to improve understanding”. Time 45 minutes*

Suggested Procedure 1. Explain to the group that they are going to view a digital video

file showing a receptionist who is speaking to an ESOL learner. Ask group participants to think about any communication problems there could be for an ESOL learner.

2. Show the clip, Digital Video 1 - Receptionist Example 1. 3. Provide Workshop Resource 2- Worksheet on Analysing

Natural Language and ask groups to complete task 1, discussing and noting down potential communication problems an ESOL learner may encounter when dealing with this Receptionist.

4. Collate feedback from the whole class using a whiteboard/flip chart. Use the PowerPoint slide, ‘Barriers to Understanding’ to identify any further potential issues.

5. Ask groups to complete task 2 on the worksheet, re-writing the instructions so that they are easier to understand.

6. Ask groups to act out their suggested versions and discuss improvements.

7. Show Digital Video 2 - Receptionist Example 2 and discuss any differences between this example and group participant versions.

8. Discuss and review the suggested techniques in the PowerPoint slide, ‘Techniques to Improve Understanding’. Note: Digital Video 3 - ESOL Learners Discussing English Difficulties at Work could be used here as part of the summarising process.

*Note: It is suggested that a short break is taken following this activity.


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Activity 4. Introduction to Scottish Qualification Framework (SCFQ) and ESOL levels

Activity Pair/group tasks Aim To provide an overview of national, general and ESOL-specific qualification frameworks Preparation Photocopy Workshop Resource 3 - Worksheet on Getting to know Scottish Credit and Qualification (SCQF) Levels and Scottish Qualification Authority (SQA) Qualification Names Resources Workshop Resource 3 - Worksheet on Getting to know Scottish Credit and Qualification (SCQF) Levels and Scottish Qualification Authority (SQA) Qualification Names Workshop Resource 4 – Descriptions of SCQF and NQ Levels and Associated Reading/Writing and Speaking/Listening Time 25 minutes

Suggested Procedure 1. Elicit from participants, names of Scottish qualifications (e.g.

Higher, Degree). Tell participants that they are going to match names from the Scottish Qualification Authority’s (SQA) National Qualification (NQ) Framework to the Scottish Credit and Qualification (SCQF) Levels. Note: The SQA NQ Framework sits alongside other SQA qualifications such as SVQ. Also, Higher Education awards such as Degree and Masters are generally awarded by universities.

2. Organise participants into groups and ask them to complete Workshop Resource 3 - Getting to know Scottish Credit and Qualification (SCQF) Levels and Scottish Qualification Authority (SQA) Qualification Names Worksheet.

3. Collate group feedback and check answers. Note: Further information on SCQF is available from www.scqf.org.uk.

4. Inform participants that SQA ESOL qualifications are provided at Access 2 – Higher levels, but that some complete beginners can be at Access 1 (where no qualification exists). Inform participants that you will provide descriptions of writing, speaking and listening skill levels for each qualification (Access 1 – Higher) and that they will have to match these to the correct SCQF and NQ framework levels.

5. Provide participants with Workshop Resource 4 – Description of SCQF and NQ Levels and Associated Reading/Writing and Speaking /Listening. Note: A visual prompt of the completed table may be helpful prior to commencing this activity.

6. Monitor and provide support as groups undertake task. Note: Completed tables are required for the subsequent activity.


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Activity 5. Relating ESOL levels to employability Activity Pair/group tasks Aim To link job titles and descriptions to ESOL qualification frameworks Preparation Prepare Activity Materials 2: Job titles and descriptions by cutting out separate job titles and job descriptions Note: Participants should complete Activity 4. Introduction to Scottish Qualification Framework (SCFQ) and ESOL levels prior to this activity. Resources Digital Video files 4 – 8, Workshop Resource 5 – Descriptions of SCQF and SQA Levels and Associated Reading/Writing and Speaking/Listening Time 45 minutes

Suggested Procedure 1. Ask participants to review the completed table of ESOL level

descriptions and think of jobs ESOL learners could manage at each level. Elicit suggestions for each level. Note: This activity could be supported by Digital Video files 4 – 8, of learners at SCQF levels 1 – 5, describing a job they do.

2. Provide participants with the job cards (Workshop Resource 5 – Descriptions of SCQF and SQA Levels and Associated

Reading/Writing and Speaking/Listening) and ask them to match them to appropriate ESOL levels. Monitor and provide support.

3. Collate feedback from the group. Note: There are no ‘right’ answers as the exact language requirements for each job are often not clear. For example, the level of language associated with the job of seamstress would be lower if the role is solely to undertake repetitive sewing work. However, if the role involved understanding detailed instructions, a higher level of English would be required.

4. Possible extension activity: ask participants to think of additional jobs for differing ESOL levels.


Revised 03/11 10

Activity 6. Discussing types of employability support which can be of benefit to ESOL learners. Activity Pair/group task Aim To analyse natural speech patterns and identify the barriers this can pose to learners of English, complemented by activities aimed at improving communication with those who possess low levels of English language skills. Preparation Development of additional (local) questions to complement national questions provided Resources Digital video files Worksheet 1: Analysing Natural Language Whiteboard PowerPoint slides Appendix 2 worksheet Time 45 minutes

Suggested Procedure 1. Organise participants into 3 groups. Using 3 flipcharts, ask

groups to identify and list the challenges ESOL learners face in the following scenarios: Scenario Heading for Flipchart 1: Challenges Related to Finding Employment Scenario Heading for Flipchart 2: Challenges Related to Finding/Getting a Job Scenario Heading for Flipchart 3: Challenges Related to Maintaining Employment

2. Every 10 minutes rotate the groups until all participants have completed all tasks, adding to or amending the list of the previous group.

3. Collate plenary feedback and lead a discussion on any issues raised. Note: During the course of this discussion, there may be opportunities for ESOL and employment support specialists/providers to share information regarding how their services seek to address the challenges identified.


Revised 03/11 11

Activity 7. Evaluation and questions Activity Pair/group task Aim To provide participant feedback Preparation Photocopy Workshop Resource 6 - Evaluation Form Resources Workshop Resource 6 - Evaluation Form Time 10 minutes

Suggested Procedure 1. Review the aims of the session and ask participants if they

have any further questions or issues. 2. Provide the group participants with the Workshop Resource 6

- Evaluation Form.


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Workshop Resource 1 - Quiz Answersheet The following questions provide materials for a short quiz to engage workshop participants.

Context Questions

Question Answer Source Other information

1. What is the meaning of the term BME?

Black and Minority Ethnic

Participants should be encouraged to discuss to whom this category relates. Previously, it was often used to denote people from non-white backgrounds, but increasingly it is being used to denote all those from a non-UK background.

2. What is the meaning of the term ESOL?

English for Speakers of Other Languages

ESOL is also known as English Language Teaching (ELT) or in schools as English as an Additional Language (EAL).

3. In the 2001 census, what percentage of the Scottish population comes from a Black and Minority Ethnic (BME) background?

2% Scottish Executive (2004), “Analysis of Ethnicity in the 2001 Census: Summary Report”

Scottish Government statistics from 2001 suggest that just over 100,000 residents in Scotland are from a BME background. More recent local data suggests significant increases in BME numbers in certain areas (e.g. Glasgow now estimates approximately 100,000 of its residents are from a BME background)


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Question Answer Source Other information

4. Match the following top 3 UK BME groups in terms of population numbers of those of working age:

Ethnicity Working age population

Pakistani 0.7 million

Indian 0.55 million

Other 0.5 million

Ethnicity Working age population

Indian 0.7 million

Other 0.55 million

Pakistani 0.5 million

60/76 The Business Commission on

Race Equality in the Workplace, NATIONAL EMPLOYMENT PANEL (NEP), 2007

Ethnic monitoring categories are an area of dispute. In particular, the mixing of colour e.g. white/black and nationality cause confusion, particularly for those from the Middle-East or from the EU. Many people from these countries will mark themselves as ‘other’. In many areas of Scotland, the ‘other’ category is the area of largest population growth.

5. What is the gap in employment levels between BME groups and the white UK population?

16% 60/76 The Business Commission on

Race Equality in the Workplace, NATIONAL EMPLOYMENT PANEL, 2007

60% is the ethnic minority employment rate; 76% is the white employment rate.

Note: the training provider is encouraged to create questions based on local data on BME populations to complement the national questions above. Often, Local Authorities or Community Planning will hold more recent and more detailed information and colleges may also have data relating to enquiries from non-UK nationals seeking ESOL classes. For example, the following questions pertain to South-East Glasgow:

What is the % of BME residents in Glasgow? (12%-15%)

Approximately, how many different languages are spoken in South-East Glasgow? (80)

Approximately, how many students are studying ESOL in South-East Glasgow? (1,000)

Approximately, how many new ESOL enquiries are there each year in South-East Glasgow? (1,500)


Revised 03/11 14

Workshop Resource 2 – Worksheet on Analysing Natural Language

An advisor gave the following instructions to an ESOL student:

“Okay. The first thing you have to do is to head up to the first floor where the offices are, find the Funding Office and go up to the desk ask about travelling expenses, which you may be entitled to. As you’re a Job Seeker you may be asked to provide proof of your Job Seeker Allowance and if you’re on benefits, you may need to get a letter from the Benefits Office and which they’ll examine accordingly. Do you understand?”

The student did not understand the instructions.

1) What problems could there be with the language used?

2) Re-write the instructions so that they are easier to understand.


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Workshop Resource 3 – Worksheet on Getting to know Scottish Credit and Qualification (SCQF) Levels and Scottish Qualification Authority (SQA) Qualification Names

Complete the table below, filling in the appropriate Scottish Qualification Authority (SQA) Qualification names at the bottom sheet to the Scottish Credit and Qualification (SCQF) Levels.

Scottish Credit and Qualification (SCQF)

Levels

Scottish Qualification Authority (SQA) Qualification Names

12 Highest Level

Lowest Level

11

10

9

8

7

6

5

4

3

2

1

SQA Qualification Names:

Access 2 Higher Intermediate 2

Ordinary Degree Doctorate Intermediate 1

Honours Degree Access 1 Masters

Access 3 Higher National Diploma Higher National Certificate


Revised 03/11 16

Workshop Resource 4 – Descriptions of SCQF and SQA Levels and Associated Reading/Writing and Speaking/Listening (Note: for each workshop group/pair, print off and cut up one set each of pages 17 – 24 for activities 4 & 5)

SCQF Level

Level Name Speaking and Listening Description Reading and Writing Description

2 Access 1

(Beginner)

Students are able to:

• Communicate through gestures and basic words

• Ask and respond to basic phrases spoken slowly and repeated if necessary.

Students:

• May not fully recognise or use the English alphabet

• May be unable to write independently.


Revised 03/11 17

2 Access 2

(Elementary)


• Understand, request and provide short, simple spoken information in familiar and predictable personal, social, work and study contexts.


• Understand basic notices, instructions or information

• Complete basic forms,

• Write notes and short letters including times, dates

3 Access 3 (Pre-Intermediate)


• Talk to others on topics of immediate interest in personal, social, work and study contexts

• Understand instructions or public announcements.


• Read and write short, straightforward texts

• Write letters, emails or articles on predictable matters.


Revised 03/11 18

4 Intermediate 1 (Intermediate)


• Follow or give a talk on a familiar topic or keep up a conversation on a fairly wide range of topics in personal, social, work and study contexts

• Understand speakers in a range of listening situations

• Identify clearly expressed opinions and attitudes.


• Read a variety of texts to identify purpose and main points as well as clearly expressed opinions and attitudes

• Write different types of text such as emails, letters or articles in which grammar, spelling and punctuation are sufficiently accurate to convey meaning on a first read.

5 Intermediate 2

(Upper-Intermediate)


• Interact with reasonable fluency, using an adequate range of structures with an appropriate level of accuracy to communicate the message and showing knowledge of general and some specialised vocabulary in personal, social, work and study contexts

• Understand idiomatic language in familiar situations

• Explain a viewpoint on an issue.


• Understand the purpose and content of straightforward texts

• Produce structured texts in personal and social, study-related or work-related topics

• Read quickly enough to cope with an academic course

• Use an adequate range of structures with a level of accuracy appropriate to the task

• Demonstrate knowledge of general and some specialised vocabulary.


Revised 03/11 19

6 Higher (Advanced)


• Interact with fluency and spontaneity

• Recognise different registers, operating appropriately in personal and social, study or work-related contexts

• Use a range of structures with an appropriate level of accuracy to clearly communicate the message

• Demonstrate knowledge of a wide range of general and some specialised vocabulary and use this accurately and appropriately within the context of a task

• Understand complex and idiomatic language in familiar situations

• Identify opinions and attitudes.


• Understand the purpose and content of complex documents, correspondence and reports

• Identify points of information including opinions and attitudes

• Use a range of structures with a level of accuracy appropriate to the task

• Demonstrate knowledge of a range of general and specialised vocabulary

• Produce clear, detailed texts in personal and social, study or work-related contexts explaining a viewpoint on an issue and giving the values of various options.


Revised 03/11 20

Workshop Resource 5 – Descriptions of SCQF and SQA Levels and Associated Reading/Writing and Speaking/Listening

SCQF Level

Speaking and Listening Description Reading and Writing Description

1

Reference Forecourt Cleaner

Location East

Description Part-time forecourt cleaner required for petrol station. Various positions available. Experience not required as

full training will be given. Duties include cleaning pumps and toilets, filling up sand buckets and cleaning

the forecourt.

Reference Labourer Location

South Description

City-based company are looking to recruit for above post. Previous

experience not essential but is an advantage. The job involves

general labouring on residential building projects.


Revised 03/11 21

2

Reference TESCO

Location North

Description Full-time warehouse stores person

required for large supermarket. Duties include dealing with goods in the

storeroom and unloading deliveries.

Reference Waiting staff

Location City-wide

Description Events company seek part-time

waiting staff for city-wide events. Silver service experience desired.

3

Reference Waiting Staff

Location City-Centre Description

A fantastic opportunity to join an excellent team. You will have a varied

role including customer service, till work, serving, washing up, stock

rotation and dealing with deliveries. The ideal candidate will have a friendly

nature and be willing to learn.

Reference Delivery driver

Location West

Description Delivery driver required for local

engineering company. Experience of multi-drop work essential, as is full

clean driving licence. Must have good knowledge of city area.


Revised 03/11 22

4

Reference NEXT

Location Various positions

Description Part-time sales assistant positions offered. Good team-working and

communication skills essential. Duties include till work and stock

maintenance.

Reference Electrician Location

North Description

Local employer looking for experienced electrician.

5

Reference Office Junior

Location East

Description Local company seek applicant with good communication skills. Duties

include answering the telephone, filing and photocopying.

Reference Support Assistant

Location West

Description To provide day to day support to

people within care service organisation. Assist the support worker in assisting people with

everyday tasks.


Revised 03/11 23

6

Reference Call Centre Operative

Location City-Centre Description

Operatives will be responsible for dealing with inbound sales and

customer service enquiries. Suitable candidates will have excellent

interpersonal and communication skills and a good telephone manner.

Reference Nursery nurse

Location South

Description Southside company seek applicant

qualified to HNC or SVQ level 3 or the equivalent in Nursery Nursing.

Previous experience of childcare essential. Care of the children and

their needs will involve play, education and using nursery equipment to

stimulate development.


Revised 03/11 24

Workshop Resource 6 – Evaluation Sheet

[Insert trainer name(s)]

Purpose of session

Analysing how we talk naturally, and the barriers this can pose to learners of English.

Discussing techniques which can be used to improve communication when dealing with non-native English speakers.

Understanding ESOL learning programmes and qualification frameworks.

Learning about the South-East Glasgow ESOL Advice, Support and Entry (EASE) Service.

Discussing issues related to employability for those whom English is not a first language.

Evaluation questions

1. Do you feel the workshop achieved its purposes? In no, which did you fell were not achieved and why? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Would you recommend this workshop to a colleague? In no, why? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Do you have any suggestions to improve the workshop? __________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________

4. Any other comments? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Revised 03/11 25

Appendix 1: Receptionist Scripts

SCRIPT 1 – spoken quickly without gestures

Okay. The first thing you have to do is to head up to the first floor where the offices are, find the Funding Office and go up to the desk ask about travelling expenses, which you may be entitled to. As you’re a Job Seeker you may be asked to provide proof of your Job Seeker Allowance and if you’re on benefits, you may need to get a letter from the Benefits Office and which they’ll examine accordingly. Do you understand?

SCRIPT 2 – spoken slowly with gestures

Go to the Funding Office on the first floor [gesture] and take [gesture] your Job Seekers letter with you.

Ask [gesture] about travelling expenses and fill out [gesture] the form.

Ok?

What do you need to do?


Revised 03/11 26

References

Published Sources of BME Information

National Employment Panel (2007), Race Equality in the Workplace, accessed online at:

http://www.dwp.gov.uk/docs/buscommissionreport.pdf on 31/03/11

Scottish Executive (2004), Analysis of Ethnicity in the 2001 Census: Summary Report, accessed online at:

http://www.scotland.gov.uk/Resource/Doc/47210/0025543.pdf on 31/03/11

Published Information on ESOL Learner Interview Performance

Campbell et al. (2007), Frequently Asked Questions, King’s College London

Campbell at al. (2007), Successful at Selection, King’s College London

Online Sources of Scottish ESOL Information

www.esolscotland.com – Scottish Government and Learning and Teaching Scotland ESOL website

www.sqa.org.uk/sqa/5398.html - Scottish Qualifications Authority ESOL website

www.learnesol.com – Glasgow ESOL website (also contains generic national information)

www.esolhighland.com – Highland’s ESOL website

http://www.dwp.gov.uk/docs/buscommissionreport.pdf�

http://www.scotland.gov.uk/Resource/Doc/47210/0025543.pdf�

http://www.esolscotland.com/�

http://www.sqa.org.uk/sqa/5398.html�

http://www.learnesol.com/�

http://www.esolhighland.com/�

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