English for vocational purposes: Language use in trades education - book overview

This book, written by Coxhead, A., Parkinson, J., Mackay, J., and McLaughlin, E. and published by Routledge in 2019, is the academic output from the Language of the Trades project funded by Ako Aotearoa as a National project.

The Ako Aotearoa project report provides the 'nuts and bolts' descriptions along with the various outputs, including word lists and guides for trades teaching practice.

The book, along with several articles, are the academic outputs, providing deeper details of the scholarly underpinnings and findings from the project. As there is very little literature on the topic of literacy pertinent to the learning of trades work, the work is of great importance. Of note, is the project's work in identifying 'key words' or most commonly used words in a range of trades - building/carpentry, automotive engineering and engineering (fabrication and tool-making). The corpus of vocabulary is also extended into Pacific languages exampled by Tongan.

First chapter summarise the rationale for undertaking the project. The rationale include the importance of understanding the complexities of the specific language, used in the trades and the specialised terms prevalent in trades work but not often recognised as being difficult to learn.

Chapter 2 provide an overview of the project as per the Ako Aotearoa report. 

Chapter 3 uses a case study of automotive technology classroom practice and the ways tutors in NZ engage students in the trades language discourse. In short, a summary of situated learning as undertaken in workshop based learning across Aotearoa. 

In the fourth chapter, the builders diary is used as the data to better understand the writing requirements of trades learners.The builders diary is often used in NZ to track the learning of carpentry students and includes diagrams and 'reflective learning' collected as work-based learning progresses through apprenticeship.

Chapter 5 surveys the visual literacies requires in trades learning. How diagrams are prevalent in trades text – manuals, brochures, textbooks – and how visual literacies are taught and learnt. The spatial awareness required to match 2D diagrams to 3D objects is important in many trades. This is an area for extensive follow up and study.

The sixth chapter discusses the technical vocabulary of trades work. The specialised terms and the learning of these, provide opportunities for learners to become part of the trades community. Learning a trade is therefore not only learning the skills and knowledge but also learning to 'be' through learning and adopting ways of speaking and communicating which include the ability to use trades language in context.

Chapter 7 explores the listening and speaking skills required in trades work. Communicating whilst engaged in trades work is again, a vocationally/occupationally specific form of language use. Not only listening and speaking, but understanding the underlying body language and 'response' are learning requirements.

The eight chapter looks into reading in trades – what is required, how this is being taught within the situated learning context of trades classrooms and how this can be improved.

Chapter 9 draws the threads together to recommend how to apply the learning from the project into actual trades teaching and learning.

The last chapter draws the book to a conclusion with reflections, implications and proposes directions for future research.

All in, a worthwhile read covering a neglected aspect of literacy research. The research team has many possible follow up and extension projects. All to add to a better understanding of 'learning a trade' as more than just learning how to do, but to also learnig bow to become and be tradespersons.

Proust and the Squid: the story and the science of the reading brain - overview

Came across this book by Maryanne Wolf (2007) published by Icon Books, at the local public library

Positive reviews from the guardian and a recent one from hastac encouraged me to work my way through the book over several evenings.

The book reads well, Wolf intersperses her own challenges with a dyslexic son, with the latest interpretations through neuroscientific research, of how the brain learns how to read. The book uses metaphors from the recent media and the western literature corpus, to bring light to concepts on learning, neuroscience and philosophy. An audience, unexposed to the delights of classical books like Charlotte’s Web, the Lion, the Witch and the Wardrobe, Dr. Seuss etc. may have a bit of work to do to unravel some of the explanations.

However, of importance is the explanation of how reading evolved in different cultures. How writing is organised, whether logographic (Egyptian hieroglyphics, Chinese, Japanese Kanji) or alphabetical / phonetic (Germanic languages), affects how people learn how to read. Different parts of the brain are activated when language is presented in different ways.

Three parts:

Part 1 presents book overview and two chapters of how the first writing systems evolved and the development of the alphabet. Socrates argument of writing replacing the rigours of the oral tradition is also presented and discussed.

Part 2 reviews neuroscience studies on how the brain learns including how children learn to read (or not). Much of relevance here in understanding how parts of the brain are used for different aspects of reading.

Part 3 presents latest perspectives on why some people find it difficult to learn how to read, including discussions on the causes of dyslexia and how the present move to ‘screen reading’ and the ‘google’ generation may lead to changes in which reading develops. This section is on the weak side but the points discussed are important.

NZ Vocational Education and Training Research Forum - Day 1

At the annual NZ Vocational Education and Training Research forum today and tomorrow. The forum is a held a little later this year then previous years. Good to catch up with various industry training organisation representatives.

The conference begins with a mihi and welcome from ITF CE Mark Oldenshaw. The first conference keynote is with Rosalie Staggard from Innovation and Business Skills in Australia. She presents on the topic 'identifying key capabilities for VET practitioners'. Framework for VET practitioners capability development developed 2013. Capability framework to support the efficient and strategic management of the workforce ensuring all human resource functions and activities are aligned and focused on what is important to organisational success. Provided rationale for developing a capability framework and the process of producing a national Australian VET practitioners framework. Framework has 3 levels, 4 domains and 6 skill areas. Framework is supported by a 'tools' resource. Levels related to educator skills and experience - level 1 are beginners (level 4 cert), level 2 (diploma level) more experienced and level 3 in leadership type roles. Current qualifications mapped to framework to find out if qualifications meet needs and if any gaps. For each domain and skill area, the levels are detailed. Note levels are not equated with experience but capability. Domains are teaching, assessment, industry and community collaboration and systems and compliance. Capabilities are identified for each domain. Eg. for teaching domain, learning theories, design etc.

After morning tea, the short 20 minute concurrent sessions begin. first up with Dr. Linda Bonne, from NZCER on 'the textbook is just the textbook: How builders, GP doctors and engineers are integrating theory and practice. Reports on the 'knowing practice' research team with Karen Vaughan, Jan Eyre & Sally Robertson. Broader approach taken in the project to widen the traditional association of practice -based learning with apprenticeships. Used model by Evans, Guile,, Harris & Allan (2010) putting knowledge to work: A new approach. Nurse Education Today 30(3), 245-251. Interviews with building apprentices, training advisors, trainers, BCITO reps.; GP teachers, registrars, medical educators; and Engineering cadets, mentors, team leaders, managers and IPENZ reps. Compared the contexts to distil commonalities and differences. Trying to understand how skills learning is mediated across the contexts with different approaches to training. Shared some of the evidence gathered by apprentices, GPs and engineers, recording their work learning. Used critical incident narratives - tell us how you integrate theory and practice learning? to engage and assist participants to explain their experiences. Themes were being able to see something bigger, taking on responsibilities and solving complex problems. Learning from experience is not automatic and requires learners to 'structure' and deliberately practice.

Second session with Terry Weblemoe form AUT University with 'teaching therapeutic skills online'.  Presented rationale for teaching the subject. A collaborative project between AUT and Youthline. Both have different perspectives and to provide learning on-line to a largely 'relational' and dispositional skill set challenging. Also move from didactic to interactive learning and collaboration.
Then Chantal Pillay, from Le Cordon Bleu School with 'students' reflections on work-integrated learning in the culinary arts'. Provided background of formation of Le Cordon Bleu and it's programme - Bachelor of Culinary Arts and Business - not to train chefs but graduates with strong culinary background focused on business management. Currently programme is into second year. Study focused on students expectations and perceptions of WIL and the effectiveness of WIL. Qualitative case study pre and post with semi-structured survey, student reflective reports and participant observations, analysed thematically using nVivo. Only 3 students between 18 - 28. Findings supported efficacy of WIL for students, revealed WIL challenges.

Final concurrent session this morning, Denis Keys from Bay of Plenty Poly. on 'choice but challenging: how carpentry students and tutors have responded to an ePortfolios project'. Presented using clips from their Ako Aotearoa project - reported in the form of a video - to report on the work undertaken using project-based focus. Provided background and rationale for the approach. The details on how assessments were developed to support the project-based focus. Provided example of a student's eportfolio.

After lunch, Dr. Nicky Murray and Joel Rewa-Morgan present on 'Connecting research and action: Pacifika voices at the heart of the matter'. Provided background of Careerforce and reasons for undertaken the study. Research undertaken with input from participants, a listening exercise. An 'ideal state' presented to participants and stakeholders after distilling the contributions into 'themes' and learning from literature. Ideal stated includes respectful relationships, pastoral support, cultural acknowledgement, community and family and celebrating success. review of where Careerforce is with 'present state'. Action then to 'bridge the divide' between ideal and present states. Be goal focused, achieve easy wins, undertake change management and plan, monitor and evaluate.

Next up, 'achieving success in the Pasifika trades initiative at Weltec' with Tavita Filemoni , Dr, Lisa Wong and Dr. John Horrocks. Evaluative approach taken to find out what works and what does not. 27 interviews with students, Pasifika community, support and teaching staff plus results from ALNTs and programme results. One success factor was to find out what students aspired to becoming and then how to assist them to eventually become (citing findings from first year apprentices project on belonging and becoming). Contributions from the community also important to assist individual students who required support. Insitutional support around celebrating Pacific events and providing visibility to Pasifika through linking with other students, staff and a 'feel at home' environment. Weltec now has Pacific strategy and planning further expansion of the Pasifika centre. Whole institution support undertaken to raise Pasifika engagement, work readiness (assist students to obtain drivers licence), increase literacy and numeracy and help broker work at the end of programme.

Third round of concurrent sessions. I catch up with Dr. James McKay and Emma McLaughlin's work on the language of the trades project, an Ako Aotearoa National project. Reporting on progress to date, 6 months into a 3 year project. Presented rationale and some indication of initial data collected. Edwards, Minty & Miller, 2013) say vocational learning vocabulary as complex and not very much actually known. Interviews with students, tutors and industry. So far 23 trades tutors, class observations in automotive, carpentry, electrical and plumbing. Recordings of classroom conversations. Analysis of electrotech text - reveals 62% 1000 word list, 22% technical, 8% academic and 8% in 2000 list. Learners need to understand and use the words of their trade .Vocabulary, visual / oral communication and behaving all inter-connnected. Gee 1990 - ways of communicating, thinking, believing, valuing and behaving that identity you as part of a specific social group. Literacies related to written (job cards, builders' diary), visual /spatial (plans, representations of abstract concepts - electrical diagrams). Common problems for students with diagrams include interpretation of the elements, transferring ideas from 2 to 3 dimensions and relating circuit diagrams to actual. Shared future work.

Then, 'building foundation learners' literacy and numeracy: the role of formative assessment feedback with Dr. Linda Bonne from NZCER. Concentrated on how ALNET being used. Important to drill deeper into how the educator-learner ' feedback conversations are deployed. Socio-cultural view of learning used with learners as active participants in learning. Need to privilege the learner voice which is rarely represented in the literature. Online survey of youth guarantee learners and tutors with six providers. Trying to trace if effective learning conversations are being undertaken. interim results shared.

Afternoon session after tea are plenary sessions on culturally responsive practice with a series of three short presentations. First up, Tania Mullane and Kihi Tawhai from Waiariki on 'harnessing the potential of innovative curriculum, teaching and learning practice in foundation learning'. Evolution and revolution of programme design to meet needs of foundation learners. Selected a series of practical and theory units and embedded relevant literacy and numeracy standards, Situated learning in the marae. 16 weeks foundation followed by vocational skills for rest of the year through vocational pathways.Good outcomes achieved with new programme.

Secondly, Anne Greenhalg from Workforce Development Ltd. follows with the topic - 'Paunga te matapae oranga : Puanga, the instigation of vitality!'  presents on work taking place within the corrections department. Presented the realities of the context and challenges. Presented the support structures required to support educators

Last session today 'Lead-engage-innov8: Finding k(new) momentum for rangatahi in industry training' with Glenda Taihuna from Te Wananga o Aotearoa.

A networking session closes a busy day. At the session, launch of new ITF work on workplace learning anchors the session.

September sums and sentences - cpit embedding literacy / numeracy month

Attended then first in a series of presentations for CPIT embedding literacy and numeracy on Thursday. The series runs across the month of September with about two or three lunch time of ealy evning sessions offering various glimpses of CPIT teaching practice through tutors work with mainly foundation and trades learners. I will report on sessions I manage to get to over the course of the month.

Lynette Winter presents the first session on how to make better use of the Assessment tool reports, using numeracy as examples. The Assessment tool results  should be a formative assessment tool although the Ministry of Education / Tertiary Education Commission also uses the results  to quantify outcomes by comparing before and after programme participation/completion literacy/numeracy progression levels.

The progression levels are now more simple to understand. Providing information on what learners know or are able to complete at different progression levels and these assist with better interpretation of learner reports. The profiles on Numeracy capability profiles web sites assist with judgement of levels so that tutors are able to ensure there is a better match between the specialist skills learners need to attain and how much scafolding is required

 Using the appropriate tools and information, it is important for tutors to understand how to use the data by reading the data as it is presented in the assessment tool reports and also reading between and beyond the data for each class group and each individual student.

For instance, what does being at a certain step in the progression tell us about the learner 's ability?
The compare group profile to the demands of the course and assess learning needs of the group.
Tutors then need to widen and deepen understanding by not just teaching to meet us outcomes but ensure students have enough understanding to apply these to other contexts.

ITF research forum now online

The efficient staff at the ITF have now put all the presentations made at the ITF 2008 research forum available online.

Of interest to me were the concurrent sessions that I did not attend as I was presenting in the other room. The three most relevant would be:-

• Initial Results from the Upskilling Research Programme by Dr John Benseman and Anne Alkema, Department of Labour which was on projects completed in the workplace to improve literacy in the workforce. I have witnessed many young apprentices making great improvements in their literacy and numeracy over the course of their apprenticeship. In year one, some struggle to string sentences together but by year three, many have used the opportunities afforded by situated learning in their workplace context, to write more confidently and fluently.
• The Ministry of Education Research and Monitoring Programme from David Earle and Paul Mahoney from the Ministry of Education who provided statistical information about the Industry Training Administrative Dataset Analysis and Advanced Trade, Technical, and Professional Qualifications. All pertinent to planning for ITOs and providers. This initiative provides data very much like the work of the Australian NCVER on apprentice completions etc. good to see NZ pertinent data is now also available.
• Employment Profile, Skill Needs and Training Priorities in the New Zealand Hospitality Industry by Anne Benson, from the Hospitality Standards Institute which was a quantitative look into training needs for the NZ hospitality industry into the next five years. Another good resource, useful in forecasting needs and work we are doing on re-structuring programmes in hospitality and cooking this year.

All of this work provides for a good foundation as vocational education research gains some impetus in NZ.