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Bilingual Vocational Education and Support - Taft College |
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Program Components: Academic/remedial support Financial support Curriculum development
Limited English Proficient Students Title: Bilingual Vocational Education and Support College: Taft College College Contact: Dr. John D. Eigenauer29 Emmons Park Dr Taft, CA 93268 661.763.7722 ; jeigenauer@yahoo.comDescription: This practice is designed to provide viable career opportunities to studentsof limited English capabilities, and to provide these same students with opportunities for successful college experiences that will inspire students to learn English and continue their education. The practice targets five significant obstacles inhibiting college level participation of students of limited English proficiency: q The English languageq Transportationq Child careq Social inhibitionsq Limited access to and capabilities with computer technologySolutions to each of the four difficulties listed above are, in order: q Provide in class bilingual translators in Welding, Automotive Technology,and Early Childhood Education. q Provide busing from outlying communities three nights per week.q Provide child care until 10:00 PM at Taft College’s child care center.q Provide help with enrollment, social integration, book purchases, and otheraspects of campus life. q Provide community service classes taught in the Spanish language incomputer technology. The program is staffed by q Bilingual translators in Welding, Automotive Technology, and EarlyChildhood Education. q A Bus driver.q Childcare workers (already in place).q Bilingual counselor (already in place).q Bilingual teacher for community service classes.107 The practice makes use of: q Headphones for in class translations during lectures.q Translation software.q Some Spanish language books (where available) to be used as supplements.The program has been funded by VTEA, Verizon Foundation and Housing and Urban Development grants, and local sources. No formal marketing practices were used. Students commonly spoke to friends, who shared their enthusiasm for the program with others. There is considerable anecdotal evidence that suggests that students with limited English proficiency are progressing in their abilities with English, advancing to more difficult courses, and finding jobs. Program implementors recommend that to replicate the practice, other colleges should start by targeting one course or one discipline in a vocational area and fund a bilingual inclass translator. Central (5) Career areas: Engineering/industrial technology Family/Consumer Science
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