Job Analysis

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TESL 0160
Transitioning to the Classroom

 One of the assignment that we had to complete in this course was a Job Analysis. In the first part of the assignment, we were to explore various aspects of a specific, cultural environment and its implications for the ESL or EFL teaching profession. In the second part,we were to apply our findings by choosing a short activity from our existing ePortfolio and adapting it for the use in the chosen context. Below is my job analysis for a part-time Adult ESL Instructor position at the Red River College Language Training Centre in Selkirk, MB. 

 For Part 1 of the Job Analysis I created an Infographic on www.canva.com. 


Part 2:  Adapted Activities for Chosen Context

I created the original activities described below in a previous TESL course for use in a High Beginner conversation class. I have adapted a couple of activities from the original lesson plan to make them suitable for a Stage II, CLB 6 Intensive English as a Second Language for Newcomers class that could take place at the Red River College Language Training Centre in Selkirk, MB.

Original activities:

1. Warm Up
·        Review what small talk is and what some of the common topics are. Discuss that talking about daily activities and leisure activities is very common.
·        Make a list of some daily activities and leisure activities.
·        Ask students to share with a partner one thing that they did yesterday from the list.

2. Speaking Practice
·        Partner Practice: Have students walk around and talk to five classmates. Have them take turns asking and answering the question, “What did you do last night?” Students should share one activity they completed.
·        Small Group Practice: Have students form groups of four. Have them take turns asking and answering the question, “What did you do on the weekend?” Students should share 2-4 activities that they completed.

3. Speaking Activity
·        Have students work with a partner to write a dialogue where two people discuss what they did on the weekend. Each person in the conversation should share 2-4 activities that they completed. After they have practiced a few times, have students video-record their conversation on Flipgrid and post it to the class page.

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Adapted Activities:
1. Warm Up
Post the following questions and have students discuss them in a small group:
·        What is small talk?
·        What is the purpose of small talk?
·        Where and when do people engage in small talk?
·        What are some popular small-talk topics in Canada?
·        What topics do you think are inappropriate for small talk in Canada?
·        Share some examples of small talk you recently engaged in.

2. Speaking Practice
Tell students that two common ways to initiate small talk with a stranger include asking a question or making a statement about the location where the conversation takes place or asking the other person’s opinion about something. Provide some examples. For each of the following locations, have students think of what they could say to start a conversation with a stranger. Then have them practice starting and responding to small talk with a partner for each of the locations.
1. At an exercise class
2. Waiting at a bus stop
3. In line at a grocery store
4. The first day of your English class
5. At your child’s daycare
6. At a work training

3. Role-Play
Put various situations in which people would engage in small talk into a hat/bowl. Have pairs choose one and role-play a conversation. Videotape the conversations so that they can be reviewed, and specific feedback can be given. The conversation should include:
·        Greetings
·        Small talk (2 or more topics)
·        Closing

Rationale for Adaptations:
The changes that I have made reflect the change in the level as well as the context of the class. The original activities were designed for a High Beginner conversation class, approximately CLB 2-3, whereas the adapted activities were planned with a CLB 6 Intensive English as a Second Language for Newcomers class in mind. According to the Canadian Language Benchmarks, students at this level can communicate in routine social situations for some everyday purposes.  They can open, maintain and close a conversation and use and respond to small talk. The adapted activities are at a higher speaking and listening level to reflect the CLB 6 context. Students at this level will be more independent and will be able to complete activities in pairs and groups with less teacher guidance. The activities also provide for critical thinking and interaction, which will increase student engagement. In addition, the adapted activities were designed with task-based learning in mind, wherein the goal of the lesson is to prepare students for “real world” situations. The original activities focused primarily on beginner conversation skills. In the adapted activities there is a communicative purpose to the lesson; students are building and using language skills that they will be able apply in a variety of real-life scenarios. These changes make the adapted lesson suitable for the context described in Part 1 of the Job Analysis.

References

 Brown, D. & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed). White Plains, NY: Pearson Education.

Centre for Canadian Language Benchmarks. (2012). Canadian Language Benchmarks. Retrieved from http://www.cic.gc.ca/english/pdf/pub/language-benchmarks.pdf

Jones, L. (2007). The student-centered classroom. New York: Cambridge University Press


*Here is a link to a PDF of my Job Analysis assignment:
Sheila Bostick TESL 0160 Assignment 2 Job Analysis

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