Abstract
This is a course design project successfully piloted during the Spring 2020 semester and a class that continues to be offered at Elk Grove Adult and Community Education (EGACE). The project accounts for the pre-session, first of the three phases of the Vocational ESL course for prospective custodians. VESL for custodians is offered to (1) create more options for English language learners (ELLs) to participate in vocational and career training programs being taught at EGACE which allows to maximize school’s funding and (2) improve English language proficiency of the day and night shift custodians currently employed with Elk Grove Unified School District who are taking the course for a step credit. The pre-session functions as a prerequisite for advanced level English language learners to enter the Custodial Technician Training course (phase two of the VESL). The pedagogical approach and design of course activities are informed by existing second language acquisition theories as well as studies and research in the TESOL field. The three pillars which became central in designing and organizing the course are Content Based Instruction (CBI) and two of its branches: English for Specific Purposes (ESP) and Task-Based Approach (TBA). Students enrolled in the course are scheduled to meet once a week for a period of six consecutive weeks to complete a pre-session phase. Each class is four hours long. Students also have to complete an additional four hours per week of distance learning (DL) individual work. To satisfy DL hours, students work on vocabulary exercises using the Quizlet website and complete a major course assignment leading to a presentation that takes place on the last day of the pre-session. The course is comprised of four units focusing on the four major themes that emerged after (a) examining the Custodial Technician Training Handbook BASIC (version 6) prescribed for the training, (b) observing multiple trainings in session, (c) reviewing the Custodial Technician Training Course Outline, and conducting multiple rounds of interviews with EGACE administration, an Always Learning program director, and a training instructor David Swindle. These themes align with four course units and are taught in the following order: (unit 1) Green Cleaning Program and Safety Practices, (unit 2) The pH Scale, Cleaning Agents, and soil Removal Process (unit 3) Germs and Methods of Germ Control, and (unit 4) Custodial Tools and Equipment. While the course themes allow students to preview and get familiar with the selective content of the custodial training, the main focus of the pre-session is on the field-specific vocabulary and terminology. Most of the course activities are designed to have students practice vocabulary which includes learning preselected words and their definitions by using an array of vocabulary learning tools offered on Quizlet, reviewing vocabulary in context (sentence and discourse level), and translating into students’ native languages. As CB approach demands, the course provides an opportunity for students to improve language skills such as reading, writing, listening, and speaking. Additionally, students develop study skills which include strategic reading and efficient note-taking. Through completion of the major course assignment, students gain competence in taking charge of their learning, organizing their study time, establishing study routines, and becoming autonomous learners. This combination of language and study skills prepares students for the language intensive custodial training and helps VESL students succeed during the training and at a current or future workplace.