Integration of basic English skills with computer and job-preparation skills through:

• Cross-training English as a Second Language (ESL) teachers, computer teachers, the career advisors who provided job-preparation workshops, and the interpreters who helped out in classes where learners spoke very little English. In addition to regular meetings, teachers communicated via an electronic bulletin board.

• Contextualized curricula for English for Speakers of Other Languages (ESOL) classes, computer classes, and job-prep workshops which focused on helping learners get the skills needed to get and succeed in the jobs they were most interested in.

• Ongoing communication with learners to clarify what jobs they were most interested in, what learning activities they felt were most useful, and concerns they wanted help with.

• A mix of learning activities aimed at helping learners learn in various ways, using different learning modalities: For example, learners went on local field trips, organized holiday parties, created publications illustrated with clip art and photos (hard copy and web-posting), and used a computer lab regularly for keyboarding, surfing and ESOL practice.

• Portfolios in which learners stored sample work, to enable teachers, learners, staff, and funders to track learner progress.

• Focus on both job-related and other skills: The curriculum recognized that the learners played multiple life roles (worker, family member, and community member) and had both immediate needs (e.g., get a job) and longer-term ones. The curriculum therefore focused on (a) communication skills needed to handle tasks faced in a wide range of jobs, (b) skills learners could also use in other situations not directly related to work, and (c) helping learners connect to additional adult learning opportunities beyond this program.

Intensity of learning activities:

Funding allowed learners to participate in a minimum of 25 hours per week over a 13-week period. This is in contrast to the more common three to six hours of classroom time typically found in adult ESOL classes. In fact, learners could receive a $300 per week allowance if they successfully participate in 25 hours of classroom activity, making it easier for the unemployed and financially-at-need learners to participate.

Support for teachers:

In addition to providing curriculum resources and training to teachers, the program pays what — for adult educators — is a substantial wage, under a contract negotiated with the teachers’ union. For more information, contact Debbie Buxton at 212-647-1900. These three examples provide ideas and inspiration for those who believe in work-related adult basic education. But in this uncertain time, we need to become more effective as advocates for our work. We need to educate policy makers and funders — who are distracted by many other pressing priorities — about the value of this work and the supports we need to do it.