TAP into Workplace Literacy with LESLLA Learners

Abstract

Adults learning an additional language in their new country of residence, frequently called second language learners and, more recently, emergent bilinguals, can play a valuable role in the workplace in the new country. However, all of these learners, and specifically LESLLA learners, need text-based vocabulary-specific instruction that will help them navigate through the work they are doing or plan/need to do. Teachers of workplace readiness literacy need to have a set of specific strategies and support to help learners develop work-related literacy skills. Processing, learning, and using skill-specific, trade-specific, and context-specific vocabulary, often with multiple meanings, must support learners' comprehension of work-related practices and tasks. there must be multiple opportunities, with correct language use, for learners to learn and engage in the language and related vocabulary that they need to interact with coworkers and clients. The article describes a clear, accessible, seven-element process, "TAP" (Teach, Apply, Practice), that teachers focused on developing LESLLA learners' workplace readiness skills can follow to help these learners 1) comprehend a job-related text, 2) learn workplace-related vocabulary in relation to that text, and 3) engage in oral workplace-centered interactions and activities that will help them to be better prepared for their jobs. Although many different approaches to teaching workplace literacy are used in adult education classes, as summarized below, teachers often do not have a clear, step-by-step process to follow. The process described was developed and is effectively used in K-12 settings using key elements of second language acquisition strategies and practices for language and literacy development. The steps are described here.