A content & language integrated learning programme to:

• Improve workplace communication skills of non-English mother tongue speakers, exposing them to the information, language and terminology of the workplace,
• Using accelerated learning principles to save time and cost.

The Storyline Method

Molly’s diary entries sets the scene for  the training. It unfolds against the background of the specific work environment and a fictitious team at work.

The training process is interspersed with writings by all characters in the storyline and forms the launching platform for literacy/numeracy inputs.

General  & Specific Aims.

Alignment to Critical-cross-field outcomes. 

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The ‘language transferee’. Horne (2002) explains the dilemma of the transferee.

“A transferee is a person who, in order to make a living, has to transfer daily from his/her natural language environment (and culture) to a different language environment (and culture) and is assumed/expected to cope like a mother-tongue user. In South Africa more than 90% of the workers transfer to an English language environment daily. Some find the transition easy, some manage somehow but the vast majority don’t cope at all.”

In compiling the learning programme, we have assumed that most, if not all, the delegates – 

• are language transferees (i.e. English is not their mother-tongue)

• are keen to qualify for the required Literacy and Numeracy level required of employees or prospective employees

• would welcome an opportunity to focus on and improve their basic communication skills.     

A module requires at least ten topics from the workplace learning content. Four steps are followed in each topic.

Step 1: Cognition & Proficiency:  This is an introduction to the topic and theme and clarifies knowledge and understanding of basic principles and concepts in preparation for the next step.

Step 2: Company specific training: Using the content and context as the central theme in meeting criteria of critical cross-field outcomes for the particular context.

Step 3: Self-check & assess: Provides the opportunity to integrate the four basic skills as well as  employing Bloom’s taxonomy of  learning.

Step 4: Cognition & Proficiency: Application of language and/or numeracy skills whilst applying knowledge and understanding of workplace content.

Ideal Delivery

You will need:

• Facilitator training

• The Resources provided

• Quality assurance & certification

  provided by us.  Click for Cost.

Out-contracted training:

Venue requirements:

Training venue requirements should meet the following:

• 2-3 m ² area per learner
  

• Adult desk and chair per learner
  

• Training room outlay as per attached
  

  room plan
  

• Low noise factor
  

• Appropriate lighting
  

• Sufficient air conditioning
  

• White board as teacher’s aid
  

• Flipchart and paper
  

• Overhead projector and screen
  

• Ablution facilities in close proximity
  

Health & Safety certification in order as per requirements of the Act.

Group size:

Costing is based on a group of not less than 10, and not more than 14 learners per group.

Implementation:

These vary from company to company depending to a large extent on whether the programme is offered during working hours or not. In the ideal situation, the course is offered at the rate of two or three one-hour sessions per week.

This allows time between lessons for assimilation and application of new skills while not over-extending the entire duration of the programme.

Where this is impractical in terms of production time, one two-hour lesson per week will suffice.

For optimal results, lessons scheduled to take place early in the day will be preferable to those at the end of a busy shift.

Alignment to Critical-cross-field outcomes.

The learning programme is aligned to the critical cross-field outcomes, ensuring development of the life-skills needed for learners to function effectively within, and as a contributor to the world of work.

It will develop those qualities that people will need to be responsible, active and successful members of society.

• Identify and solve problems in which the responses display that responsible decisions using critical and creative thinking have been made;

• Work effectively with others as a member of a team, group, organisation or community;

• Organise and manage oneself and one’s activities responsibly and effectively;

• Collect, analyse, organize and critically evaluate information;

• Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasions;

• Use science and technology effectively and critically, showing responsibility towards the environment and the health of others;

• Demonstrate an understanding of the world as a set of related systems by recognising that problem solving does not exist in isolation; and

• Contribute to the full personal development of each learner and the social and economic development of the society at large.

General Aim

Preparing co-ordinate bilinguals to manage in and meet the demands of the current day workplace.

Assisting employees to make the transition to “learning in and through” English relatively easy. The co‐ordinate bilingual copes because of COPE, i.e. COgnition and Proficiency  (listening, speaking, reading, writing) in English.

Specific Aims

• Upgrading basic communication (viz. listening, speaking, reading and writing) and numeracy skills in order to:

• meet NQF exit level outcomes;

• stem the tide of regression into illiteracy;

• stimulate conceptual maturation;

• optimize company training;

• enhance job performance and productivity;

• improve industrial relations;

• raise the self-esteem of workers;

• increase job-satisfaction;

• establish a foothold for self-advancement, empowerment and improved quality of life;

• promote interpersonal relations and better understanding.