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Leading adult education through support for and the effective application of technology.

Needs assessment in occupation-specific VESL or how to decide what to teach

Series or Serial: The ESP journal; v. 3 (p. 143-152)

Publisher: The Pergamon Press

Published At: Exeter, UK

Date Published: 1984

Material Type: Article

Intended Audience: Mentor/Teacher/Trainer

Physical Media: Print

Subjects: Vocational English (Second Language); Needs Assessment; Curriculum Development

A VESL instructor is usually also a curriculum developer, challenged to determine the language needed for success in a particular vocation and then to apply ESL teaching techniques to meet those needs. This article discusses how best to use various sources of information, including reference books on job descriptions, vocational education materials, job site observations, and vocational instructors. Data is then organized into content areas (such as equipment, safety, measurement, processes, and quality control) and language requirements (such as vocabulary, situations, functions, structures, and register). Syllabus design comes from a logical analysis of the job.

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OTAN activities are funded by contract CN200091-A2 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.