100_teaching English As Foreign Language.docx

Teaching English as Foreign Language (TEFL) “Workplace and Vocational L2 Instruction” LECTURER Emma Rosana Febriyanti, M.Pd

By : Nanda Safitri (1610117320025) Ria Dhaturahimah (1610117320030)

Semester V Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan & Ilmu Pendidikan Universitas Lambung Mangkurat Tahun 2018/2019

PREFACE

Assalamu'alaikum Wr. Wb. Alhamdulillahirabbil’alamiin. We are grateful for the presence of Allah SWT who has given us His grace and blessings so that we can complete this task on time. Prayers accompanied by greetings may always be poured out on the Messenger of Allah and all his family and friends, may we be among those who will receive blessings from the end of the day. Amiin. We would like to thank all those who helped complete the preparation of this paper on time, including to Ms. Emma Rosana Febriyanti, M.Pd, as an English lecturer as a Foreign Language Teaching (TEFL) course and my friend who helped. In the preparation of this paper, we realized that there might still be many mistakes because humans are never perfect. Therefore, we expect criticism and suggestions from readers. We apologize if there is a mistake in writing a word or sentence and to God we apologize. Thank you for your attention. Wassalamu'alaikum Wr. Wb.

Banjarmasin, September 18, 2018

AUTHOR

TABLE OF CONTENT

DISCUSSION

Workplace and Vocational L2 Instruction The last couple of decades of the twentieth century saw a surge of interest in language instruction within the context of the workplace: factories, restaurants, hotels, retail stores, and offices, to name a few examples. Workplace L2 instruction offers distinct advantages by tailoring language to the specific linguistics needs of carrying out one’s duties “on the job”. Workers engaged in housekeeping services in hotels, for example, can in an hour or two a week of classroom instruction larn to comprehend basic vocabulary (e.g., towel, sheet, pillow), useful phrases (“ I need an extra towel”), produce an appropriate responses (“I’ll bring an extra pillow”), and even read simple messages left by hotel guests (“please repair the air conditioning”) (Holloway, 2013) Administrative challenges are sometimes an obstacle in that businesses are asked to provide instruction as part of the paid contract of a worker. Employees themselves may need to be convinced of the benefits of going to classes. And of course, instructors ned to be paid and classroom space provided at the job site. Offsetting such potential obstacle are the ultimate “soft skills” (“etiquette, customer relations) acquired by workers, which has been shown to raise self-efficacy of employees as well as the company’s reputation for service (John and Price, 2014). Vocational English as a Second Language (VESL) VESL refers to the language needed to interact with English speaking customers or employees, to fill out job applications, or to use manual or catalogues, and its goal is to teach the language required for successful participation in training programs and for job performance. Several different program models have evolved to meet the different skills, education levels, and vocational goals of students. These models include: (1) the ESL approach; (2) the vocational approach; (3) the work experience approach; and (4) the workplace approach. Another model that should be mentioned is the bilingual vocational training model. The following should be considered when designing a VESL program: finances; administration and staff development; curriculum development; needs assessment; support services; and cross-cultural training.

1. 2. 3. 4.

The ESL approach...... The vacational approach..... The work experience approach..... The workplace approach.....