Language Training Facilitator Manual

Language Training Facilitator Manual

Welcome! NCCER and constructnet International (cni) have partnered to provide instructional language courses via the Internet in a series titled Construction English for the Spanish Speaker. With your assistance, we are working together to further enhance the industry s ability to promote clear communications and safety at the job site. As a Language Training Facilitator (LTF), you are crucial to ensuring the success of this unique solution to a long-standing industry challenge teaching construction-related English to non-english speaking employees. You will be responsible for managing and facilitating a series of Internet-based courses for Spanish-speaking individuals, many of whom may have no experience with a computer or the Internet. A critical component of the instructional language series is the orientation for the course participants, which you will lead. The orientation is the single most important activity, aside from entering and completing the actual course, in which the participants will engage. You will become their point of reference for such issues as using the computer, logging onto the Internet, navigating the course, answering questions about the evaluations and group activities, and so forth. In addition, to conduct a successful orientation and manage the courses, you must be fluent in English and Spanish and have a strong working knowledge of the computer and Internet technology. You will have direct access to support from NCCER and cni, and your participants will be able to call an 800 number where experienced, native Spanish-speakers can help with any issues that may arise. Thank you for your support and commitment to our industry. This manual is intended to help you succeed in a one-of-a-kind effort in construction, and your role is paramount. Your success is the participant s success.

I. PROGRAM OVERVIEW The following information presents an overview of the instructional language series, including a description of the courses and program elements. A. Course Descriptions 1. Construction English for the Spanish Speaker: A series of five courses designed to improve communication on the job site between Spanish-speaking and English-speaking employees. Each course builds upon knowledge and skills obtained in the previous course. Introduction to Construction English I Participants will be able to understand and employ familiar everyday expressions and basic phrases used on the construction site. Participants are introduced to the importance of safety on the job. This introductory course is most appropriate for employees new to construction and who do not speak English. Introduction to Construction English II The participant will be able to understand statements and frequently used expressions related to areas of most immediate relevance and will be able to communicate about tasks requiring a simple and direct exchange of information on familiar and routine matters. Intermediate Construction English I The participant will be able to understand and communicate clearly about familiar matters regularly encountered at work, including discussions in the crafts, and will deal with situations most likely to arise while traveling in an area where English is spoken. The importance of safety on the job will continue to be reinforced. Intermediate Construction English II The participant will be able to understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in the crafts, and can produce clear, detailed language on a range of subjects at work. Advanced Construction English I The participant will be able to understand a variety of long spoken and written text and recognize implicit meaning. 2. Construction Spanish for the English Speaker: One course aimed at foremen, supervisors, crew leaders, and administration. The primary purpose of this course is to ensure clear communication between the Spanish-speaking employee and the Englishspeaking manager, particularly to ensure safety on the job site. B. Technology It is critical for the company or organization offering the program to adapt to the characteristics of the delivery system and technology. It is also important for the LTF to have a working knowledge of these technologies in order to answer any questions training participants may have.

1. Minimum technical requirements Internet access 256Kbps, DSL or LAN (recommended) E-mail account Microsoft Internet Explorer 4.0 Anti-virus software (recommended) 2. Minimum Software Requirements Flash Player 8.0 Real Player 10 Acrobat Reader 7 Microsoft Office 97 Software to compress and decompress files Microsoft Java Virtual Machine Java C. Critical Program Elements Several elements contribute to the successful implementation of the training program, including: 1. Language Training Facilitator The LTF will give the orientation to the computer and manage the course. 2. Orientation The orientation is a requirement. This is perhaps the first time that a participant will take a language course or use a computer. The LTF will be responsible for conducting the required orientation for participants. 3. Monitoring The LTF is able to monitor the participants progress on the Internet at all times. The LTF will have access to databases and views not available to participants. This function is extremely critical. Experience indicates that participants need encouragement and prompting. Detection of problems with the course, the technology, or decreasing participation, coupled with early intervention, increases the chances of success for participants. Progress monitoring also requires the LTF to provide reminders to the participants of important dates and providing immediate feedback regarding exam results. 4. Evaluation The final evaluation of participant progress will be proctored by the LTF. The final evaluation will also include a practical session where the participant will need to orally demonstrate his or her command of the English terms and phrases learned in the course. The online evaluation will be password protected and the LTF will provide this information to the participants. Instructions for the practical section of the evaluation will be provided to the LTF.

5. Benchmark Sessions The courses contain a series of suggested benchmarks, which consist of physically meeting with participants and include written evaluations to assess progress to that point, and an interactive session where the LTF will verbally engage in English with the participants to determine progress in the learning process. Benchmarks provide the LTF the opportunity to assess the extent to which participants are learning at a given point in the course This group activity will also include exercises that require participants to speak and demonstrate, not only that they comprehend what is being said, but that they can also express themselves correctly in English. 6. Customer Service and Technical Support For questions regarding credentials and customer service: Contact NCCER Phone: 888.622.3720 E-mail: info@nccer.org For technical support for the organization. LTF, and/or the participant: Contact cni: Phone: 480.346.4233 8 a.m. 5 p.m., PST, April-October; 8-5 p.m., MST, October-April 800.264.7120 Spanish language support E-mail: custservice@constructnetonline.com II. PROGRAM IMPLEMENTATION The following section contains the Language Training Facilitator guide for implementing NCCER's Online Instructional Language Series. It includes information, tasks, activities, and processes that increase the likelihood that the language program participant will succeed in his or her effort to learn to speak English on the job site. Each group of participants is different, and the approach to presenting the orientation may change in order to accommodate the characteristics and needs of a particular group. Sponsoring organizations and companies are free to customize some aspects of the orientation, such as evaluation forms. Several elements are paramount to the success of this program: Spanish-speaking employees must be required to participate in the language program. The extent to which sponsoring organizations or employers require participation will determine the individual s success learning job-related English; The LTF must be fluent in Spanish and English; Customer service and technical support must be readily available to participants and the LTF; Sponsoring organizations and employers should not assume that participants can begin the program on their own. A. Prepare For the Orientation Prior to presenting a successful orientation, the LTF should consider the following elements while preparing for his or her session. 1. Know Your Audience The program is designed specifically for Spanish speakers who do not speak English and are currently in construction, as well as for individuals interested in construction as a career. These individuals

present very specific characteristics, including cultural differences among countries of origin and a broad range of education backgrounds. 2. Demographics a. Age Age differences represent a challenge because each age group presents different attitudes, expectations, and needs. The LTF should consider how to utilize the strengths of each group, for example by teaming a younger more technically knowledgeable individual with an older person intimidated by the computer and Internet. b. Cultural considerations Participants often represent different countries of origin with their respective cultures. The LTF should be sensitive to this fact and avoid generalizations or assumptions regarding the participants background. The fact that the course is presented in Spanish can be a distraction for participants if they perceive the Spanish used in the course to be different to the one spoken in their country of origin. When individuals get caught up with different Spanish dialects they should be reminded that the course is about English. Also point out that they are increasing their Spanish vocabulary and cultural knowledge of other Hispanics. If different nationalities are represented, it is important for the LTF to maintain an atmosphere of respect among the participants. The LTF must remember that cultural differences affect perspectives and can remind participants that they have much in common as well: They all work, or will work, in construction; They are Spanish speakers who they must learn English and therefore share common challenges, fears, and concerns; Their safety on the job depends on learning English, and safety is a common and critical concern. 3. Learning Styles The LTF should be familiar with learning styles and be able to adapt to the different styles that will be represented in any group. Generally, experience indicates that most of the Spanish-speaking construction workforce is not highly educated but do read and write in Spanish. They also demonstrate the range of learning styles common to any group being trained. Some participants will need one-on-one attention, while others will proceed with training on their own. The LTF must be prepared to proceed accordingly. 4. Environmental Characteristics Experience with many orientations indicates that these individuals share common environmental and physical characteristics. The knowledge of these factors may be helpful to the LTF while conducting the orientation.

Participants are used to manual work with tools and heavy equipment and generally do not have much experience with training in the U.S. Some react with fear of damaging the computer since it is perceived as very delicate equipment. On the other hand, some tend to attack the keyboard, pressing the keys too hard and long, with a variety of resultant situations. Participants work outdoors, and many seldom experience a structured indoor classroom session; some may be intimidated by the experience. The orientation will be the first time some participants have been asked to speak in an educational environment and in front of a group. Leaders among the group will present themselves, and often have English speaking skills. Depending on the day and time, participants may be tired and reluctant to participate in the orientation. Follow-up after the orientation (tracking and monitoring participant progress) can be challenging, and the LTF must emphasize that participants must be actively involved in the course to succeed. 5. Login Information Usernames and Passwords Participants will need their own usernames and passwords in order to access the course. After registering participants, the LTF will receive login information for the group within 48 hours and before the orientation. The LTF must ensure the login information works properly prior to distributing the logins to the participants at the orientation. 6. Materials The following materials are included in the LTF s resources section of cni s Web site: a. Surveys A set of surveys relative to the orientation and course benchmark exams have been designed to provide tools for the LTF to assess levels of: Knowledge prior to training Satisfaction with the course and training experience Progress in the course b. Participant Guide The participant guide contains step-by-step instructions for logging into the course and useful information to refer to during the course. c. Power Point Presentation Basic Elements of a Computer and the Internet This PowerPoint presentation is key to the LTF when the participants are not familiar with the computer and/or the Internet. The presentation includes notes for the LTF to enrich and facilitate the presentation. d. Support Materials These materials include a registration form and an instruction sheet for a group activity. Both documents will help the LTF facilitate the orientation session.

B. The Orientation Participants may be uncertain about the process in which they are about to become involved. It is therefore important to welcome the participants in Spanish and if feasible, at the door as they arrive. Greeting participants individually and in their first language tends to relax anxious participants. Sign-in sheets should be available at the door. The most important personal information that should be collected is a phone number so individuals can be contacted during their time in a course. 1. Assess Competency English and Computer Literacy The structure of an orientation depends on the level of knowledge and skills of the participant; therefore, it is critical to determine English and computer literacy at the start of the orientation. An initial survey should be given to the participants when they sign in. The survey gives the LTF a quick snapshot of the group s competencies and experiences and gathers the following information: Age Educational background Experience with computers and the Internet Perception about the use of both tools Access to computers Motives for taking the program Expectations of the program The initial survey is found in the Instructor Resources section of cni s Web site. 2. Introduction When all participants are present and have completed the survey, the LTF asks the participants to introduce themselves and include their name, birthplace, and their expectations about the orientation and the language program. Sharing birthplace accomplishes two things: the LTF learns about the different countries of origin represented in the group, and the participants begin breaking down potential barriers to communication among themselves. The LTF can also assess the level of knowledge and experience with English, the computer, and the Internet. 3. Group Activity After the introductions are complete, the LTF divides the group into teams and each team will be provided with a set of questions about computers. This activity is intended to determine how knowledgeable individuals are about computers and create group cohesion. Experience has shown that the more knowledgeable individuals help those less knowledgeable. This process tends to reduce the anxiety about the physical characteristics of the computer (mouse, monitor, etc.) while promoting positive relationships in the group. Instructions and suggested questions for this activity are included in the LTF Resources section of cni s Web site.

4. How to Use a Computer The greatest challenge for the LFT will be providing computer training to a group that has a wide range of competencies and knowledge. Although the LTF can assume that the great majority of participants are not familiar with the computer, experience has shown that a good number of individuals will be computer literate. The most effective strategy for training is to encourage the more knowledgeable to team with the less knowledgeable. a. Components The LTF will visually point out and explain, if necessary, each of the following: Monitor CPU Mouse Keyboard b. Uses As a result of the training, the participant will be able to: Use the mouse Select objects Drag objects Right click Left click Use the keyboard Understand the way the information is presented in Windows 5. The Internet The LTF briefly describes the Internet as a network of connected computers and servers that share information around the world, and explains the characteristics, advantages, and risks associated with the Internet. The LTF demonstrates how to use a Web browser. An effective exercise is to access several utilitarian Web sites, for example doing a search of NCCER, or construction to demonstrate the breadth of the Internet while easing fear and discomfort. Experience indicates that those new to the computer will thoroughly enjoy this newfound knowledge. The participant should learn how to open an Internet browser in any computer and learn basic functions, such as how to minimize and maximize a screen. Have the participants practice. Each individual should have access to his or her own computer during the orientation. At most, two or three persons can share a computer for training purposes. The more that participants have to share computers, the more significantly the chances of success are reduced.

6. How to Access the Course When the LTF is assured that the participants can use the computer, he or she begins the process to teach participants how to access the course through cni's Web site. Participants can be reminded that the steps to access the course are included in the participant guide. The LTF takes the group through the following steps: Have participants turn all computers off and back on. Locate and open the Internet browser Input the address of cni s Web site on the browser Locate the link to the login screen Input their login information Select view my courses Select enter my course Make sure that they can access the contents of the course. Have the participants begin the course and, before ending the orientation, ensure that all participants leave feeling comfortable with the computer. 7. Closure and Evaluation The orientation ends when all the participants are able to access the course on their own. Before closing, the LTF should conduct a survey to receive feedback from participants regarding the orientation (facilities, equipment, process), and to evaluate the effectiveness of the activities they included on the orientation. The survey in the Instructor Resources section includes open-ended questions for participants who are uncomfortable speaking in a group environment. This evaluation of the orientation will be used to enhance the orientation process and procedures. Remind participants that they have access to an 800 number for support in Spanish. C. Monitoring After the orientation, participants will take the course at their own pace. Therefore, it is critical for the LTF to monitor individual progress. This preventive maintenance aspect of the language training program ensures that individual problem areas are identified quickly and solutions are presented as soon as possible. The Learning Management System (LMS) where the courses sit provides an exceptional tool to achieve this goal. The LTF can access the system at any time and oversee the progress of the participants, including generating, exporting and/or printing reports. Through the LMS the LTF can track: Topics and activities visited by the participant Completion, by percentage, of topics and activities Time spent in each topic and activity Grades Overall time spent in the course Overall course progress Detailed information into how to access and operate the platform can be found in the Instructor Resources section of cni s Web site.

D. Frequently Asked Questions Experience has identified two major problems that participants encounter while taking a course, and these topics should be addressed in the orientation. 1. The course doesn t come up! Part of the requirement to use the course is that the pop-up blocker must be disabled. If this feature is not disabled, the course will not appear. The pop-up blocker feature is found in the tool bar. The Internet service provider may just be slow. Participants need to be informed that the computer must meet basic the minimum technical and software requirements (page 4 of this Manual). Dial-up access will not work with any of the instructional language courses 2. I can see the course and the audio is okay, but I cannot see the text. Often times this problem is related to the participant s version of Flash Player and can be solved by downloading the latest version. 3. The reports section doesn t come up! In order to access the reports, the LTF needs to configure his or her computer. Instructions for this can be found in the appendix in the LMS. E. Evaluation The final evaluation will determine the participants progress. The participants will be required to have at least 70% in order to be credited with completing the course. The final evaluation consists of an online assessment and a practical assessment. The online assessment is password protected and the group will need to meet so the LTF can distribute the password and proctor the exam to ensure the integrity of the results. The practical assessment will be conducted by the LTF and will determine the ability of the participants to communicate and verbally use the English learned in the course. F. Benchmark Sessions Benchmark sessions are face-to-face meetings with groups who participated in the orientation together. These sessions are shorter and simpler than an orientation session and involve a written evaluation administered by the LTF. After the evaluation the LTF leads, in English, a discussion with participants about the evaluation process and the course content covered up to that point. Benchmark sessions emphasize the importance of practicing English. They also reinforce the human element of online courses and identify individual problems that need to be addressed by the LTF, the sponsoring organization, the employer, or cni.