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. The ESL approach......

2. The vacational approach.....
3. The work experience approach.....
4. The workplace approach.....