The Native English Modular Curriculum centers itself on accomplishing “World
Readiness” as defined by the ACTFL World Readiness paradigm. One of the main
tenets of this paradigm is that language learners should be able to function in the target
language within the expectations of life and views college preparation and attendance
as more of a stepping stone towards the rest of life as opposed to the final destination.
Typically intensive English programs (IEPs) view college preparation and attendance as
the destination for English language learning. The Native English team wanted to
incorporate this perspective of college attendance as a piece of English language
learning, but not the only motivation for students for learning and studying at an IEP. In
order to do so, two studies were conducted to research skills that ought to be
incorporated into our curriculum to enable students to accomplish both academic goals,
as well as professional ones.
The first study performed followed a survey of the then current student body at
an IEP, Nomen Global Language Centers. Students were asked if they were pursuing
an academic or career goal. At that time, the majority of students had a goal of college
or university attendance. Further questioning helped us to determine that knowing and
teaching to student needs would help them reach their future academic goals. This
research led us to a study by Rein and Riedmiller (2013) at the University of Northern
Iowa. Their conclusions had been presented at the International TESOL Conference
held in Dallas, Texas in 2013 and support the importance of developing a needs based
curriculum.
With that work in mind, and assuming the majority of students would share the
same goal of college or university attendance, we tested our theory. We collected data
from 29 syllabi comprising 14 lower division general education courses offered at
Brigham Young University (BYU), and 15 lower division general education courses
offered at Utah Valley University (UVU). The syllabi examined represented five areas of
study required for all lower division students in both universities: English Composition,
humanities, arts and letters, physical sciences, and social sciences. The analysis
focused only on those courses that students would be taking within their first three
undergraduate semesters. After gathering the syllabi, count and classification of
occurrences of the same or similar tasks or requirements were tabulated. From this
tabulation, we were informed of the answers to two specific questions:
1) What do professors of lower division general education courses expect their
students to do?
2) What skills do students need?
Our analysis indicated skill expectations and then directed curriculum changes in the
areas of reading, writing, speaking & listening. Grammar was taught as a foundation to
the other skills.
Our second study assumed that students had goals of career development and
language acquisition without the interim college or university experience. The question
asked in this study was this: Is there a difference between the assessed needs of
students pursuing career goals vs academic goals?
This study derived data from:
1) a survey of the internet and scholarly articles exploring the skills employers
expect their employees to have.
2) interviews with human resource executives.
3) previous research into what colleges expect of matriculating students.
4) federal reports on teaching position demographics.
In the literature review, focus was given to the types of skills businesses
regularly require of their employees. It was found that the skills that the syllabi study had
identified were not only required in the university/college setting but also in the
employment setting and, most specifically, skills that were necessary for a “successful
life”. In other words, the skills were the same. (These skills may be referred to as
“transportable skills”, “transferable skills”, “employability skills”, “soft skills”, or
“competencies.”)
Empirical evidence From these two in-depth studies was fascinating. The skill
sets students need (referred to as assessed student needs), whether preparing for
academic studies or for non-academic settings such as a profession or career, are
directly transferable in either direction. In other words, since the ultimate goal of both
groups of students—college bound or career oriented—is to settle into a career and to
ultimately “…enjoy a productive, full, and satisfying life” (U.S. Department of Labor,
1991), it appeared to us that these identical skill sets were needed, not only for the
assignments that academic or professional life would require of them, but also for the
tasks of life in general. Ten “Transferable Skills” were identified.
The Transferable Work Skills components are designed to teach students critical
thinking skills, provide practice with oral/written communication skills including
presentations, help develop problem-solving skills, promote collaboration and
encourage innovation (thinking outside the box). More closely delineated in the following
list:
1. Critical Thinking
Thinks judiciously, logically and dispassionately; assesses the credibility of sources,
analyzes arguments, and comprehends and conveys complex information. Applies
reason and logic to systematically develop ideas, to present and understand persuasive
arguments, and to make sound decisions (ADP, 2004; CCSSI, 2016).
2. Speaking and Oral Communication
Clearly conveys information and ideas to individuals or groups in a manner that
engages the listener, helps them understand and retain the message, and invites
response and feedback; keeps others informed as appropriate. (Adapted from CPS 2,
2016, p. 2).
3. Interpersonal Communication
Clearly conveys and receives information and ideas through a variety of media to
individuals or groups in a manner that engages the listener, helps them understand and
retain the message, and invites response and feedback. Keeps others informed as
appropriate. Demonstrates good written, oral, and listening skills Effectively explores
alternatives and positions to reach agreements. Uses appropriate skills and techniques
to gain acceptance for ideas or solutions. Uses influencing strategies to gain genuine
agreements; seeks to persuade rather than force solutions or impose decisions or
regulations. (Adapted from CPS 2, 2016, pp. 2 and 3).
4. Listening
Gives the speaker undivided attention and acknowledges the message. Recognizes
that non-verbal communication also "speaks" loudly; uses own body language and gestures to convey attention. Provides feedback through reflecting and paraphrasing,
asking questions, requesting clarification, and summarizing. Does not interrupt with
counter arguments, but allows the speaker to finish each point before asking questions.
(Adapted from Mindtools.com, 2016).
5. Problem Solving
Breaks down problems into components and recognizes interrelationships; compares
data, information, and input from a variety of sources to draw conclusions; makes
sound, well-informed, and objective decisions; takes action that is consistent with
available facts, constraints, and probable consequences. (Adapted from CPS 2, 2016,
p. 3).
6. Writing and Speaking in English Accurately
Produces utterances that are relatively free of grammatical errors. Writing exhibits
moderately correct grammar, usage, punctuation, capitalization, and spelling. (ADP,
2004; CCSSI, 2016).
7. Collaboration and Teamwork
Builds constructive working relationships with clients/customers, other work units,
community organizations and others to meet mutual goals and objectives; participates
as an active and contributing member of a team to achieve team goals; works
cooperatively with other team members, involves others, shares information as
appropriate, and shares credit for team accomplishments. (Adapted from CPS 2, 2016,
pp. 2 and 4).
8. Writing and Written Communication
Writes quickly and clearly on demand and communicates essential information
effectively whether by e-mail, through proposals, or via key instructions to colleagues;
expresses ideas succinctly and persuasively. (ADP, 2004; CCSSI, 2016).
9. Reading Comprehension in English
Identifies important material in the text and interprets the information and ideas.
Critically examines the information and relates previous knowledge and experience to
the reading. Makes deductions based on evidence from the text. Evaluates the
information and arrives at general conclusions and formulates an overall judgment.
Recalls and articulates salient points when required. (ADP, 2004; CCSSI, 2016).
10. Creativity and Innovation
Uses ingenuity and imagination to develop new insights into situations and applies new
solutions to problems; comes up with new and unique ideas. (Adapted from CPS 2,
2016, p. 4).
*See U. S. Department of Labor (1991), the American Diploma Project (2004), The
College Board (2007), the Partnership for 21st Century Skills (2008), the National
Association of Colleges and Employers (2009), the American Management Association
(2012), Nomen Global’s (2014) own research, CPS HR Consulting (2016), and the
Common Core State Standards Initiative (2016
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