Powerpath

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ESOL Version of PowerPath System

PowerPath now offers a research-based approach to address special learning needs in English Speakers of Other Languages (ESOL). We refer to those who have a home language that is different than English as Culturally and Linguistically Different.

What is cultural difference?

Culture is a difficult concept to define. Generally speaking, culture refers to those whose home lives, values, and daily lives are rooted in backgrounds and customs that differ from the mainstream middle-class American culture.

The world of education and the workplace has become increasingly more aware of and sensitive to these cultural differences. People of different cultural backgrounds generally experience educational and workplace settings differently than mainstream individuals. Many books and articles have been written on the subject, and many lawsuits have forced organizations to address what happens when cultures clash in the classroom.

Is PowerPath suitable for persons that are culturally and linguistically different (CLD)?

PowerPath’s interventions are highly individualized. Because PowerPath’s screenings look at essential learning functions and skills and do not label disabilities or other negative behaviors, the PowerPath system can be comfortably used with or adapted to learners from almost any cultural background.

PowerPath’s Specially-Designed CLD elements include:

Culturally & Linguistically Different (CLD) Personal Interview Kit specially designed for learners with a home language other than English.
Spanish Version of PowerPath is available for organizations that have fully implemented the PowerPath System and have staff that hold Basic or Professional PowerPath Certifications.
PowerPath’s Professional Certification series information dedicated to ESOL, including the underpinnings of culture and ESOL learning, screening, accommodations and strategies.

PowerPath’s Culturally and Linguistically Different (CLD) Personal Profile Interview

If a learner IS from a different cultural background, it is important to have information that is unique to the person and their previous educational experiences. Most importantly, with PowerPath, if a person does not speak English as a home language, it is essential to assure that the person has sufficient English language skills to make the interview and screening process meaningful and to allow an understanding of that person’s language background. PowerPath’s Culturally and Linguistically Different Personal Profile Interview helps to gather this information and address these concerns.

The Culturally and Linguistically Different Personal Profile and interview have been successfully used as intake interviews for numerous adult education and workplace education programs. Even organizations that have not incorporated all of the PowerPath system will find success in using the CLD Personal Profile on its own. This specialized interview is available for any program that works with individuals that are culturally and linguistically different.

Case Study – ESOL, CLD, APS

Maria A. is a 47 year old woman who was born in Juarez, Mexico. She is very outgoing and expressive. She came to this country as a young adult. She raised two daughters here. She has worked continuously in Santa Fe as a housekeeper. She would like to get a better job but believes her English skills will not allow it yet. She would like to improve her English skills and then take college classes. She has a good idea of her goals and abilities…

She feels that her learning English is too slow. She has a difficult time understanding what her employers say to her. She is often confused by the rapid English conversation in the community. She asks for a lot of repetition.

Maria has been coming to the Computer Lab over the last couple of months to use some of the English programs there. I offered her the PowerPath screening. She was very interested.

Because she did not speak English at home as a child or as an adult, I gave her the CLD profile form… I estimated her Student Performance Level to be a V. Her CLD interview revealed that she had 6 years of elementary education. She stopped school for five years when she went to live with her grandmother on a farm. She returned to school at the age of 19 to do three years of “junior high.” Finally, she has had 3 years of career training to be a laboratory technician, taking biology and other sciences. She had one year of practice in the field. All of this education was in Mexico…

I administered the APS to test her phonemic awareness and memory. All scores were in the poor range, except rhyming production and recognizing syllables, which were good. Even after instruction, she had a very difficult time distinguishing phonemes, repeating and counting words in sentences and reproducing multi-syllable words and nonsense words. After reviewing the PowerPath report, Maria and I decided to proceed with some phonemic training…

Maria has recently applied for a job working in an assisted living facility. She thinks that it might help her to improve her oral English skills because she would be talking more to English-speaking people.

Maria is motivated and now knows what she needs to succeed.

Karen L., OH, 2007

PowerPath has developed a wonderful tool for our ESOL students. She has also pointed out that many of us think we don’t have “ESOL” students because we think of them as Spanish speakers from another country. In reality, any student who has another language spoken at home may face issues with being culturally, not just linguistically, different – even if they have gone to U.S. schools all their lives! We have lots of those here!

Maria, NM, 2006

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