In any language teaching-learning situation success depends on giving proper consideration to both the human elements, such as the role of the teacher and the nature of the learner(s), and also to non-human elements, such as the textbook, computer software, realia (real world materials), the curriculum, and the number of hours allocated to language study. Such consideration should be made carefully and systematically.  Teachers should also be aware of all the teaching aids that they have on hand and, then, select and use those aids that best serve the objectives of the lesson, the needs of the students, and their own teaching styles.  

Selecting Core Materials

The content of Job Corps ESL instruction should be defined primarily by the competency objectives in the six instructional levels, not by the content of the particular textbooks or computer programs used. No individual text, series, or computer program will cover all the curriculum objectives. Similarly, not all the instructional content in a particular text or program will be relevant to the objectives. On the other hand, there are some excellent texts available that can be used as core instructional materials and supplemented by other activities and lesson plans such as the Sample Lesson Plans (MS Word file, click to download MS Word Viewer) in the resource section) to ensure that curriculum objectives are adequately addressed.

Centers have the opportunity and responsibility to evaluate a variety of recommended instructional materials to determine which ones will serve that center’s ELLs best at the appropriate instructional levels. It will be necessary to combine the use of different texts and computer mediated materials in order to adequately address all of the curriculum objectives. Instructors also have the opportunity and the responsibility to plan their instructional units and lesson plans to maximize the use of instructional materials that are aligned with the curriculum.

The most appropriate way for centers to select instructional materials, both textbooks and computer programs, is to carefully review the curriculum section included for each of the six instructional levels. Keep in mind that a variety of recommended materials may cover any given objective. By examining a number of alternative texts, centers can determine which ones are most appropriate for ELLs at a given level, based on content, instructional format, appeal, ease of use, and any other criteria established by the center. Sample criteria for the review of texts and computer-based materials are provided below.

Criteria to Consider When Reviewing a Textbook

Criteria to Consider When Reviewing a Computer-Based Learning Tool

There are a broad range of criteria to consider when selecting computer-based learning tools. The criteria noted above for evaluating potential textbooks are also important when evaluating computer-based materials. In addition, the following is a short list of items and issues to consider:

• Support Materials
• Language Proficiency Level
• Focus of Language Skills
• Content
• Content Features
• Content Design
• Technical Design
• CASAS Competencies
• Hardware requirements
• Cost

See also the Comprehensive Evaluation Form (PDF file, click to download Adobe® Acrobat Reader) created by the Division of Adult and Career Education, Los Angeles Unified School District.

Once core texts and computer-based materials have been selected, it is important that each instructor prepare instructional units and lesson plans to ensure that the core instructional materials are used to effectively address the curriculum objectives. Again, it is the curriculum objectives that should define the content of the ESL instruction, not the texts or programs used. Instructors will need to select relevant text material and program modules, avoid material that is not related to the curriculum objectives, and develop original material and strategies as necessary to address objectives not adequately presented in the texts and computer programs.

Just as career technical training is supplemented with work-based learning, so should ESL training that uses texts and computer-based programs as the instructional foundation be supplemented by interactive and authentic communication activities. Authentic materials are items found in everyday life that have not been modified for ELLs. Authentic communication is interaction between an ELL and another person, which is used to share information. It is not an “exercise,” but active use of knowledge. The Resource Section of this web site includes Sample Lesson Plans that include multi-level activities for classes of ELLs with varying levels of English language proficiency. The activities incorporate the use of authentic materials such as newspapers, video excerpts, product labels, and authentic communicative tasks such as conversations with other center staff.

Recommended ESL Curriculum Materials

ESL instruction in the Job Corps setting means providing a foundation of knowledge in reading, writing, speaking, and listening that will prepare the student for academic coursework, as well as trade-specific career technical training. While ELLs are gaining the language skills needed to interact in a social environment, they should also be developing employability skills in order to succeed in the workplace.

The texts and computer mediated instructional materials listed below contain content appropriate for one or more instructional levels of the ESL curriculum. Materials vary widely in content, approach, and degree of coverage relevant to the Job Corps ESL instructional objectives. Materials selection decisions should be based on a thorough evaluation of the content, instructional format, appeal, ease of use, and other criteria established by the instructional staff of each center’s ESL program. (See "Selecting Core Materials".) While the National Office may make recommendations on textbooks and supplemental materials that will be most useful for ESL at a variety of centers, it is up to each individual center to decide on the textbook and materials that best serve their specific ELL populations and are compatible with the teaching preferences of their instructors.

The instructional level of each text or computer program is indicated as seen below:

Only texts that have been evaluated by the Job Corps National Office and recommended as appropriate to the Job Corps ESL curriculum objectives are included in this list. Publishers release new instructional materials on a regular basis. Each center is encouraged to conduct its own evaluation of materials to include center specific criteria before making purchasing decisions.

Text Books for Core Basal Series

These are all-skills (listening, speaking, reading, and writing) materials  that can serve as the main text in the instructional program. Many programs use a core basal series to organize instruction across the various program levels. Supplementary materials will still be required in order to address all of the skills and instructional objectives for each level.

The following textbooks are recommended:

• English in Action Series (Thomson-Heinle)
• Expressways (Pearson-Longman)
• Foundation (Pearson-Longman)
• New Practice Readers (Phoenix Learning Group)
• Ready to Go 1-4 (Pearson-Longman)
• Real Life English Series (Steck-Vaughn)
• Scott Foresman English Series
• Side by Side (Pearson-Longman)
• Weaving It Together: Connecting Reading and Writing Series (Thomson-Heinle)

Reviews of these textbooks are available by viewing Recommended Texts for Core Basal Series.

The reviews are based on, and include information on, the following selection criteria:

• Appropriateness: Is it designed for the Job Corps population (not a children’s book, not university level); is it appropriate for the age (16 – 24) and career technical and/or academic goals of the students?
• Instructional Level: e.g. Beginning Literacy; High Intermediate
• Design: workbook, conversation text, teacher’s manual, or other
• Content: workplace related, social studies, citizenship, grammar text, social skills, cultural, or career technical
• Series: part of a series and how many levels in the series
• Skills addressed: listening, speaking, reading, writing
• Strengths: user-friendly layout, etc.
• Weaknesses: use of stereotypes; lack of pair work.

English language instructors and academic managers may want to refer to several sources of textbook reviews. Some comprehensive reviews have been conducted by the ESL/CBET and Citizenship Programs, Division of Adult and Career Education, Los Angeles Unified School District and Colorado State University.

Video-based ESL/VESL Programs

Video-based programs can complement the use of texts in the second language acquisition process for ELLs by providing visual and audio materials to reinforce concepts presented in lesson plans.

• Crossroads Café (Thomson & Heinle)
• Connect with English (McGraw Hill)
• EASY (English Academic Success for You™)
• English For All  (www.myefa.org)
• On Common Ground

Computer-based ESL/VESL Programs

Computer-based materials can complement the use of texts in the second language acquisition process for English language learners by providing visual, audio, and interactive tools that can be accessed at the pace of the individual learner. The following programs are recommended as suitable for the Job Corps population. Many of these products have support materials that can assist instructors in tailoring their ESL program to the needs of their center.

• EASY (English Academic Success for You™)
• ELLIS Academic
• Rosetta Stone
• Oxford Interactive Picture Dictionary
• Words for Work
• Reading in the Workplace Series
• DynEd ESL Software

Reviews of these materials, as well as cost, are available by viewing Recommended Computer and Video Programs.

Supplemental Materials

Supplemental materials are used to address particular content or skills, but are not recommended as main texts for the instructional program. Supplemental texts can be used in conjunction with a core basal series, or a number of supplementary materials can be used together in lieu of a basal series to cover reading, writing, and grammar, as well as life skills, workplace preparation, and cultural knowledge. Many supplemental materials combine books with companion software (or vice versa). Recommended supplementary materials are grouped by the following skill area or topic:

• ESL
• Life Skills
• Vocational ESL
• Citizenship ESL
• Academic Content Areas
• Professional Development

Reviews of supplemental materials are available by viewing Recommended Supplemental Texts. ESL instructors can also use other materials in print and on-line to plan lessons. Click here for a list of additional resources, such as dictionaries and websites.