Article: Combining ESL and Job Training

ESL Magazine September/October 2002, by Stephaney Jones-Vo

In recent years, some Iowa companies have been experiencing a distressing shortage of qualified job applicants. As a result, these companies have explored new ways of marketing themselves as desirable employers to non-traditional workers. It was this premise that led me to use my experience as an ESL teacher and offer my first industry-specific ESL course for housekeepers and janitors at the Marriott Corporation in 1997. Since then, I have authored and offered several additional courses through DeeZee Manufacturing and a five-month intensive daily course through Ramark Industries. Both manufacturing companies employ refugees with limited English who use welding skills on the job. These companies are leading the way in Iowa and setting an example for companies nationwide by providing dual instruction in both English and job skills to otherwise unemployable workers, thereby creating a "win-win" situation for their employees as well as their own companies.

Bleak Socioeconomic Conditions

Several socioeconomic factors brought about these innovative corporate educational initiatives. Despite an increasing population, Iowa's workforce is in danger of not meeting the state's growing economic demands. The fastest growing segment of Iowa's population is senior citizens over the age of 100, according to Iowa Governor Tom Vilsack. The celebrated "graying of Iowa" is diminishing the workforce.

At the same time, Iowa hosts a large population of recent refugees and immigrants. Beginning in 1975 when Iowa Governor Robert D. Ray led the country in resettling Southeast Asian refugees, the state today continues to resettle refugees from Bosnia, Sudan, Somalia, Afghanistan, Sierra Leone and Pakistan. Yet despite these increasing numbers, Iowa's employers have been struggling to fill existing positions. This lack of qualified workers could have a chilling effect on the state's economic growth, if not for some creative hiring and retention strategies recently adopted by some of the state's top employers, the Iowa Bureau of Refugee Services, and inventive ESL teachers.

Why Offer Job Training and English Classes?

Executive Officer of the Bureau of Refugee Services, MaryAnn Vedder, explained how her agency, the only state funded agency of its kind in the United States, sought not only to improve job placement for her clients, but also to contribute to an economic boon for employers.
"After meeting with over 75 employers of our refugee clients, we understood their number one issue was the employees' lack of English skills, especially ones that related to the workplace. Realizing the importance of listening to our employers, the Bureau decided to fund some industry/workplace ESL classes. These classes have proven to be well worth the time, effort and money spent. One of our employers specializing in welding, Ramark Industries, had previously received no responses to job postings seeking skilled welders. Using a creative, if not desperate, strategy, Ramark officials combined industry-specific English training while simultaneously providing on-the-job welding training in an intensive, daily program over the course of five months. As a result of this unusual willingness to meet the needs of the hard-working, but non-English speaking and unskilled potential workers, Ramark was able to physically expand the company into Des Moines, buy an existing vacant building, and increase their workforce by 15 workers."

Aiming to meet the needs of employers and to expand the state's economy, the Bureau has partnered with select businesses to provide funding for English and job training classes. Two instructors were hired to teach at Ramark Industries. I was hired as the ESL teacher to conduct a welding­specific class highlighting terms, equipment, accurate measurement, print reading, etc. A professional welding instructor was hired to complement the daily ESL classes with hands-on welding demonstrations and coursework throughout the day designed to prepare students for a welding certification exam. The welding instructor and I collaborated to reinforce each other's content. Ramark provided an on-site classroom with acrylic board and materials for the students.

A number of factors contributed to the success of this dual class. Most importantly, the participants were willing and the management was supportive. In addition, we accommodated the welders' schedules by starting classes at 5:30 a.m. rather than at the end of the work day. This allowed parents of young children to provide afternoon childcare while their spouses worked a different shift. Furthermore, humor and an accepting environment in the classes proved critical to the participation and success of all students. The class was embedded into the normal work hours so that workers were actually paid for time spent in training. This incentive inspired excellent attendance and individual participation. In five months of daily classes, participants' overall absence rate was lower than 1%.

Having succeeded in getting the new plant running and generating income with a workforce of resettled refugees, Ramark Industries received the Governor's Volunteer Award for its service to the state of Iowa in 2001. The Ramark example demonstrates that creative thinking and investing in people can surmount seemingly impossible human resource obstacles. It also opens the doors for ESL teachers to seize similar opportunities.

Other Companies Benefit from the Dual Class Model

Cindee Moyer, Director of Human Resources at DeeZee Manufacturing, a growing firm that produces truck parts for Ford and Nissan, also credits the dual class model (combining job skills with English instruction) with providing benefits to both the employer and employees. She notes, "We implemented ESL training within the first few months of hiring 30 Bosnian refugees in 1997. We developed concerns that they might not understand product terminology, safety issues, benefits and personnel evaluation.

"We decided to incorporate 'DeeZee specific' training into the ESL classes that we were offering our employees. Each employee voluntarily signs up to attend twelve two-hour sessions. He or she must pass both a written and an oral examination to be eligible for a $250 bonus from DeeZee. We offer back-to-back sessions of beginning and intermediate classes (each class allows 20 advance registrants) and have had excellent success with employee participation.
"We feel it has been an important step in developing good employee relations. The employees seem excited about attending the classes and our supervisors see the benefit of their attendance. Today we employ over 250 refugees. They have become a vital part of our workforce and the ESL classes are an important part of its success."

Moyer also praises the work ethic, attendance record and longevity with the company exhibited by these new hires. She credits them in part with the record-breaking production that DeeZee has experienced this year. She also points out that some workers are requesting a third level of instruction to improve their English even more.

It should be noted that the attendance bonus provided by DeeZee is certainly an additional motivator for students to pursue the ESL training. DeeZee also provides a signed certificate for each successful candidate as well as refreshments upon completion of the final oral and written assessments at the last class in a series. The tangible support and encouragement of employees by DeeZee management contributes greatly to a positive work climate. While the ESL class retention rate varied from 50%-100%, the variation could be at least partially explained by a heightened demand for employees working overtime to meet increased production needs. Overtime hours occasionally conflicted with the ESL class time of 5-7 p.m., but employees were not penalized for those absences.

DeeZee employee Husein Cikotic remarks, "I have finished second level of ESL classes at my companyŠBefore taking ESL classes I could not talk to other people because I couldn't speak EnglishŠNow I can contact with other people because I have learned to speak English. All together I had 48 hours of ESL classes. Those classes have helped me a lot with my English, but I think that I need more classes."

Elements of a Successful Dual Program

Providing meaningful instruction that empowers immigrants and refugees to contribute to their communities and their own success requires content germane to their performance. One way to discover corporate goals and to solicit input from all concerned is to organize a meeting including managers and supervisors. They must be clear in their expectations of the ESL instructor and the industry-specific classes. Defined benchmarks must be established so that student progress can be observed, documented and assessed. Incentives such as an attendance bonuses, completion certificates, a company outing or celebration of achievement, and attendance requirements must be agreed upon. Registration must be organized. Each company may express different needs.

For example, Marriott Corporation desired that their staff demonstrate how to be helpful and friendly to hotel guests, follow directions, and improve their job-related English. Attendance of the year-long, on-site Marriott course was voluntary. Marriott generously provided refreshments for the participants, as well as texts, notebooks and pens, family tickets to an ice show, tickets to a local amusement park and football games, and a celebration with pizza and bowling at the end of the course. These features, as well as humor and an accepting classroom environment provided by the instructor, were critical to a high retention rate. Students were motivated to attend and extremely appreciative of the opportunity but did not receive additional pay.

Teaching strategies in the Marriott classes included role playing to simulate guest interactions, vocabulary expansion to include hotel and job specific terminology, pronunciation practice and general ESL instruction to improve reading, writing, listening and speaking. Relevant realia such as cleaning equipment was brought in and supervisory staff were frequently consulted to make certain that pertinent topics were being included.

The Future of Industry-specific English and Job Training Education

Given the inadequate size of the workforce in Iowa at a time when many companies are looking to expand globally, common sense demands that we educate our unskilled and non-English speaking refugees. They often bring with them a strong work ethic, a desire to rebuild their homes and families, a drive to put down roots, and pride in their performance. In the past, it is the determination and grit of such hard workers that have made America strong. These willing students are grateful for the opportunity to learn English in the context of their jobs and such gratitude translates to loyalty and performance. Despite fatigue, multiple jobs and family responsibilities, the exemplary attendance at these classes indicates the high priority accorded them by students.

The dual English/job skills courses present a perfect opportunity to incorporate civics and citizenship information into the classes since many of the participants will seek United States citizenship. The ESL teacher can help make a profound difference in the quality of life for these students by empowering them to understand, knowledgeably participate in, and appreciate their new government. Students are hungry for information on how their democracy functions. Supervisors may wish to include instruction about company policy, sexual harassment, personal hygiene, or a host of other individualized topics. There is no limit to what the ESL teacher can create in these classes; the eager students will guide the way by revealing what they need to know.

ESL teachers are in an enviable position to create, shape, and present the keys that unlock many aspects of successful, fulfilling, and rewarding futures for refugees in their new homeland. These students, in turn, contribute to the economic well-being of the companies that hire them. By bridging the gap between newcomers and productive employment, ESL teachers can play an increasingly pivotal role in strengthening our nation's economy. Stephaney Jones-Vo is project director of two federal grant programs in Des Moines Public Schools to improve literacy in elementary ESL students. She is a former K-12 ESL teacher. Active in refugee resettlement, she has also taught in the Intensive English Program at Drake University in Des Moines, Iowa, and currently serves as a consultant and teacher to corporations implementing English instruction and job training.