Informational interviews have become a common practice among American professionals, but many English language learners remain unfamiliar with this type of networking and job search activity. ESL teachers can create both compelling classroom assignments and provide opportunities for ESL students to explore their career options by including informational interviews in their courses.
As readers of this blog know, I have given several presentations at CATESOL conferences on “Informational Interviews: A Practical, Multi-skill Activity for High Intermediate and Advanced ESL Students.” Based on my six years of assigning both undergraduate native speakers and international graduate students at the University of Southern California to conduct informational interviews, this presentation demonstrated how this one presentation assignment can lead to an entire month of engaging, demanding, and career-focused lessons for advanced ESL students. Students expand their vocabulary, write questions, conduct an off-campus interview with a working professional in a field of interest, and share the career advice they collected in a short oral presentation. It’s a challenging, satisfying, and popular assignment in my oral skills classes.
A small vocational college in Los Angeles, CES College, asked me to share the exercise with their faculty last week. Would middle-aged immigrants in blue collar jobs find this exercise worthwhile? I’m quite confident that immigrants would learn from all steps of the exercise, and expanding their social network beyond relatives and friends remains essential. Mechanics can interview mechanics and car repair show owners, and construction workers can interview construction workers – or managers. The proof, as the cliche goes, will be in the pudding and let’s see what happens with their students in the next six months.
Would this exercise work in an EFL context? I’m not sure. Many American universities can count on alumni to help their students in their job search, and granting an informational interview is a relatively easy way to contribute. Many American professional organizations also encourage their members to both assist and recruit students into the field. It may be difficult in many cultures for a younger person with less status to directly contact an older professional to seek career advice.
I do know, however, that many American colleges and graduate programs train their students to go on informational interviews to gain more detailed knowledge of their prospective careers. As in so many other areas of American life, white collar professionals have far greater access to both more information and stronger personal networks. This assignment brings a best practice outside of the elite circles.
Informational interviews can also be used with high school students as they begin to focus on their career ambitions. Here is a short list of additional links that I found last night as I prepared my presentation. The links are loosely organized from the most general sites that explain the concept to general audiences in simple English to professional documents for more specialized, often graduate-school audiences. Adult and community college ESL programs would probably find the earlier links more helpful than the later ones. As ever, use or lose.
University of Notre Dame Informational Interviewing – This six-page guide provides excellent step by step instructions for students needing assistance with locating individuals, asking interview questions, writing thank you notes, and professionally networking. http://careercenter.nd.edu/assets/488/informational_interviewing_guide_8.16.pdf
Finally, here’s a 13-slide PowerPoint presentation titled “Networking and Informational Interviewing: Nuts and Bolts” by Scott Turner from USC Marshall School of Business, one of the world’s top MBA schools. Although I’m biased as a USC instructor, I think this presentation captures the practical possibilities of information interviewing. Many Marshall instructors advise MBA students that they should always be networking and conducting informational interviews during their graduate studies.
Given the difficult economic climate in many countries, I would suggest that it behooves more ESL and EFL teachers and tutors to consider adding informational interviews to their oral skills courses for their high-intermediate and advanced students.
What motivates ESL teachers to become authors? Why do many of these authors self-publish? What’s their likelihood of success?
Naturally, I’m quite interested in these questions – and hope other English as a Second Language (ESL) teachers will share my interests. The acceptance of this panel discussion by CATESOL for the state conference both surprised and pleased me – especially since I’m the third panelist!
Here is the original 300-word proposal written in third person to make it sound more academic. Elizabeth Weal, the panel organizer and ESL author, wrote the successful proposal. She also chose the catchy title.
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Passion and Persistence: Self-Published ESL Authors Tell Their Stories
In this CATESOL panel discussion, three authors of ESL books will share the pleasures and perils of self-publishing as well as offer tips for those contemplating writing and publishing an ESL text.
Like most sectors of the textbook market, the ESL textbook market is dominated by a few large publishers. But the situation is rapidly changing as increasing numbers of ESL professionals-turned-authors start their own publishing companies, maintaining control over virtually every aspect of the book production process.
In this panel three authors of successful ESL books will recount their experiences publishing ESL texts. What motivated them to put pen to paper? Why did they self-publish as opposed to turning to a traditional publisher? How do these authors define success? What has been their greatest disappointment? What previously unfilled niche does their book fill?
The authors also will touch on some of the key issues self-published authors most address: Concerns about self-publishing and academic respectability, risks and benefits of self-publishing, and steps to follow in the self-publishing process.
Each panelist comes to the table with a different perspective. Diane Asitimbay, author of What’s Up America? wanted to answer the most common and embarrassing questions ESL students asked her; Eric H. Roth, author of Compelling Conversations teaches international graduate students the pleasures and perils of writing and speaking in English at the University of Southern California. Elizabeth Weal, author of Gramática del ingles: Past a paso and English Grammar Step by Step wanted to find a way to explain English grammar to Spanish speakers who knew very little about grammar in English or Spanish.
Ample time will be left at the end of the discussion to take questions from the audience.
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Self-publishing is both a pleasure and a headache, but I’m going to accent the positive. After all, as Churchill noted, “success is going from failure to failure without a loss of enthusiasm.”
When it rains, it pours. So goes the classic proverb.
This week has been quite rainy and cold in Los Angeles, but I’m feeling warm inside. Why? CATESOL 2010 state conference has accepted a second proposal where I will be one of the presenters. CATESOL, the California Teachers of English to Speakers of Other Languages, state convention will include a panel on ESL teachers who have published their own books.
Elizabeth Weal, an excellent adult ESL teacher and author of English Grammar: Step by Step, organized the small CATESOL panel to share our independent publishing experiences. Elizabeth, who has published four outstanding grammar books for Spanish speakers learning English with little formal education, recognized the need for ESL teachers to learn from each other and find new audiences for effective classroom and tutoring materials.
“There are millions of Spanish-speakers in the US who are eager to learn English,” notes Elizabeth. “And, I’ve found, there are almost as many Americans who are eager to help Spanish-speakers master the English language. I’ve written these books for people who aren’t necessarily teachers but who want to help a Spanish-speaker move forward in their study of English.” Visit http://tenayapress.tenaya.com
Diane Asitimbay, the author of What’s Up, America? , a witty guide to American culture for international students and new immigrants, will also join the panel. Diane, who publishes a monthly newsletter called culture link, has appeared on many television stations to comment on intercultural communication skills. Visit www.culturelinkpress.com to learn more about Diane’s books and cultural projects.
And I’m the third panelist. While I don’t have my presentation completely planned out, I will emphasize the many unexpected pleasures of publishing even a small niche ESL book. For instance, I have become more than virtual friends with fellow English teachers across the globe and learned a tremendous amount about the astonishingly diverse circumstances where English is taught.
So let the rain keep pouring in Los Angeles. This has been quite a week for me as an ESL professional with two CATESOL proposal accepted and a Facebook page under construction. Consider my California teaching soul satisfied!
Ask more. Know more. Share more.
Create Compelling Conversations.
How can English teachers help adult, college, and university students expand their network of professional contacts while improving their interview skills? What practical speaking exercise includes both off-campus interviews and classroom presentations? How can ESL teachers add informational interviews to their oral skills curriculum? What are informational interviews, anyway? What makes them vital to adult English language learners in 2010?
Thanks to the selection committee of CATESOL 2010 State Conference, I will have a chance to share my answers with fellow California educators in late April. “Informational Interviews: A Practical, Illuminating Speaking Assignment” will demonstrate the importance and relevance of this unusual assignment for a wide range of ESL students. Although officially listed for college/university instructors, the long assignment can be adapted for high school, IEP, vocational, and Business English classes. CATESOL includes California teachers of English to speakers of other languages from all levels of education and many public and private institutions.
Naturally, I look forward to sharing the good news about information interviews, a common practice in the United States where individuals interview working professionals about potential occupations. My presentation will cover the several building block assignments that are used to prepare students to find a professional to interview, conduct a successful interview, and give a compelling trip report in class. Each step covers vital vocational and speaking skills.
Hopefully, this small professional presentation will encourage more ESL teachers to assign informational interviews and help their ESL students find satisfying jobs. Given the relatively grim outlook for jobs in California, the definition of “satisfying” might be more flexible than in the past. Informational interviews, therefore, allow job seekers to meet working professionals in their field, collect detailed information on working conditions and professional practices, and expand their network of valuable industry contacts. Sometimes informational interviews also lead to job leads, internships, and even jobs. Practical and popular, this assignment consistently engages students and provides surprising insights.
What is your American Dream? This remains one of my favorite questions to ask new immigrants and American citizens.
I asked that question, followed by, “why” in a regular column for Easy English Times this month. I gave the last words to Toni Morrison, the Nobel-Prize winning author. “The function of freedom is to free somebody else.”
Easy English Times, published in California, ran an ESL conversation activity that concluded with that question, is a monthly newspaper written in simple English for these immigrants and future citizens. My co-author Toni Aberson and I have contributed a monthly column called “Instant Activity: Conversation” for the last 16 months. The editor adapts materials from our book Compelling Conversations: Questions and Quotations on Timeless Topics for beginning and intermediate students.
While the Easy English Times website remains a work in progress, it contains a number of fine features for English teachers and tutors in adult education programs, including literacy and ESL. (Unfortunately, it doesn’t include a summary of the previous Conversation Activity columns yet).
You can check out the collection of free crossword puzzles and reading comprehension activities for each back issue of Easy English Times: http://www.easyenglishtimes.com/monthly.html
The Easy English Times editors have also put together a solid EET recommends list of selective ESL resources (including Compelling Conversations):
http://www.easyenglishtimes.com/links.html
While Easy English Times remains relatively unknown outside California, the paper has earned an excellent reputation among CATESOL members, many California adult learners, and literacy instructors nationwide. (The editor and publisher of Easy English Times always give popular workshops at CATESOL regional and state conferences.)
This thin, quality newspaper focuses on a vital niche in the newspaper world: America’s often overlooked and sometimes demonized new immigrants and adult education students. I’m proud to have been working with Easy English Times for over a year. Check it out!
Time flies. Or, as the Romans used to say, “tempus fugit.”
Two weeks after the CATESOL 2009 convention in Pasadena ended, I’m finally having a chance to sort through the numerous books, doublecheck website leads, and evaluate materials that I picked up. Sometimes “the eyes are too hungry”, and I went a bit overboard in collecting ESL materials and resources for advanced English language learners. Of course, English teachers love books, new curriculum materials, and free ESL materials. I also have the excuse of working as a consultant for a workplace ESL program so I went hunting for some particular products for healthcare workers.
Here is a short list of promising materials:
VSOE ideas from CATESOL convention
American Speech Sounds program for Healthcare workers. Also www.eslrules.com has powerful training materials for focused workshops for non-native English speakers working in hospital, clinics, and across the medical field.
Effective Practices in Workplace Language Training (TESOL)
Getting Ahead in the US (Living Language) – videotape/textbook series
New Citizenship DVD for future naturalization tests. This free DVD, perfect for adult educators, confirms that the new citizenship test will only require a “high beginning” level of ESL to qualify for American citizenship. Personally, I consider this an absurdly low standard that implies new American citizens can speak worse English than at least a half a billion English speakers outside of the United States, the United Kingdom, Canada, and Australia.
Of course, low standards have many fans in the world of adult education and with many immigrant groups. More on this topic later.
I had several fascinating conversations about various English competency tests and their possible use in the workplace. The TOEIC test, on its merits, seems the strongest by far. Unfortunately, this test – used by millions in the workplace worldwide – has become almost forbidden due to lawsuits claiming discrimination in the United States. What does this mean? Millions of applicants and employees in Japan, Korea, Taiwan, France, Germany, and other non-English speaking countries have taken this test of English skills. Why? Because English has become a global language and competency in English has become an essential workplace skill.
But not in the United States! So-called labor and civil rights activists have promoted the concept that requiring English proficiency, as tested by the TOEIC, is discrimination unless the ad explicitly states “English skills required.” This strange situation means that American workers can, and so often do , speak at a lower level than educated workers in Asia and Europe. What’s wrong with this picture!!!
Software programs continue to become stronger day by day, minute by minute. English language learners, international ESL students, and adult ESL educators have more choices than ever. I will spend a solid chunk of time researching these language programs during my summer break. So far, however, it’s clear that www.openbookenglish.com and www.spokenskills.com offer great values for administrators, teachers, and students. ESL teachers will also find www.lessonwriter.com a wonderful, innovative, and time-saving site.
More later, but I must return to a large pile of research reports that need grading!
