ABE 099 I-BEST Academic Support ABE (1 to 20 credits)
Course Description
A low intermediate-level ABE course for second language students who are currently working or preparing to work in a specific job area and are enrolled in an I-BEST program. The course integrates reading, writing, listening, speaking, and math skills with the linguistic requirements of the job. The content of this course varies each time it is offered. It may include English language skills for specific content areas such as certification for childcare workers, English language skills for health services, etc.
Course Content
A. Language requirements for identified job/content area; job specific vocabulary and communication
B. Job Safety
C. Essential survival vocabulary and communication
D. Work Ethic
E. Interactions with customers and co-workers
Student Outcomes
1. Read with understanding in order to perform competently in a chosen career pathway.
a) Recognize unfamiliar and specialized words, acronyms, and abbreviations related to a chosen career pathway.
b) Demonstrate familiarity with everyday and some specialized content knowledge and career specific vocabulary in order to comprehend authentic career pathway materials.
c) Locate important information in career-specific texts using a wide range of strategies.
d) Monitor and enhance comprehension using a wide range of strategies, such as posing and answering questions, trial and error, and adjusting reading pace in order to comprehend behaviorally career specific reports, evaluations, and rules and safety procedures.
e) Use strategies such as recall, restatement, simple sequencing, simple categorization, and conversion into charts, lists, and notes in order to organize career specific text information.
f) Actively apply prior knowledge to assist in understanding information in corrections and protection officer related documents and procedures.
2. Convey ideas in writing in order to perform competently in a chosen career pathway.
a) Determine the purpose and audience for communicating in writing in order to perform the required job duties.
b) Use multiple planning and pre-writing strategies to identify and organize a limited number of ideas to support a single purpose and produce legible, grammatically correct, and comprehensible job career documents.
c) Appropriately use both everyday and specialized job specific vocabulary and well-constructed and linked paragraphs to accomplish career specific written communication documents.
d) Use several simple revision strategies to monitor writing, to make revisions based on review and feedback from others, and to produce required career specific documents.
e) Make edits of grammar, spelling, sentence structure, language usage, and text structure with the help of tools such as vocabulary lists, dictionaries, grammar checklists, and graphic organizers to produce accurate records and reports.
3. Speak so others can understand in order to perform competently in an identified career pathway.
a. Recall and use sufficient career specific vocabulary, grammar, sentence types, and registers in order to communicate effectively in the workplace.
b. Select from a range of strategies (such as elaborating with some detail and examples; determining most important/right amount of information and content to convey) to select, organize, and relay key information related to a chosen career.
c. Apply a range of strategies (including attention to appropriate register, repetition of information, adjustments in pace, tone, volume, eye contact, and body language based on listener’s response and needs) to monitor and enhance effectiveness of communication with customers, community members, and co-workers.
4. Listen actively in order to perform competently in a chosen career pathway.
a. Adapt response to varied speakers and contexts when language is not adjusted for English language learners in order to understand and respond appropriately to extended career-related explanations and narratives, detailed instructions, and complex conversations.
b. Effectively use a wide range of strategies to repair gaps in understanding and give feedback in order to understand procedures and concepts that affect career specific practices.
c. Apply linguistic, socio-cultural, and other background knowledge and strategies (such as comparing, integrating, and categorizing information for others) to understand fully the literal and implied intent of the speaker and to respond appropriately.
5. Use math to solve problems and communicate in order to function competently in an identified career pathway.
a. Recall and use mathematical procedures appropriately in order to provide accurate information on charts and reports.
b. Define, select, and organize a variety of common mathematical data and measure with appropriate tools, describe patterns, and/or use appropriate procedures effectively to monitor, chart, and report.
c. Communicate solutions to problems orally, with visual representations, in writing, by entries in a table or appropriate graph, chart, or with basic statistics.
6. Develop an Educational/Career Plan in order to secure the desired Corrections or Protection Officer job.
a. Set career and educational goals as they relate to roles in an identified career pathway and report progress on these goals and revise and update them on a regular basis.
7. Technology:
a. Knowledge and Concepts:
Describe what s/he is able to do with technology using appropriate technological vocabulary.
Acquire and use the internet vocabulary, such as search engines, web sites, and URLs.
Demonstrate a basic knowledge of the connection of computers through the internet.
Begin to apply critical thinking principles, such as separating fact from opinion, drawing conclusions, and
predicting outcomes to sources retrieved from a computer.
b. Resource Gatherings:
Begin to recognize and seek assistance for common technical problems, such as a frozen screen, virus
warning, and other warnings.
Perform basic search of the internet with teacher/peer assistance.
c. Applied Proficiency:
Use word processing to compose and revise a document, such as business letter or report, with minimal
errors.
Use multiple common software, such as spreadsheets, graphics, and multimedia programs.
Use basic functions of the internet, such as the location bar, back and forward buttons, and bookmarks.
1. Use functions of email (compose, send, forward, delete, save) to increase written fluency.
Degree Outcomes
1. Effective Communication: Recognizes that communication is influenced by perspective (e.g., the sender’s and receiver’s culture, gender, privilege, experience, level of authority, etc.) At this level, the student exhibits this element of the core ability at a competent level.
2. Responsibility: Considers a course of action: selects, plans, and executes initial/elementary action-steps that begin to address obstacles and possible resources. At this level, the student sets goals and recognizes potential obstacles in spoken English at a competent level.
Lecture Contact Hours 10-200
Lab Contact Hours 0
Clinical Contact Hours 0
Total Contact Hours 10-200
Potential Methods
A. Pair and group work
B. Portfolio
C. Self-Assessment
D. Instructor observation
E. Tape recordings
F. Oral exercises
G. Role playing
H. Language games
I. Performance Tasks
J. Written assignments
K. CASAS Appraisal Test
L. CASAS reading and Listening pretest
M. CASAS reading and Listening posttest
N. Washington State ESL Rubrics
O. Pierce District Global Ability Rubrics
P. Practicum
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