12/26/2024 4:04:05 PM	ESL 335 Course Outline as of Fall 2014	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  ESL 335	Title:  VESL FOR CULINARY ARTS
Full Title:  Vocational English as a Second Language for Culinary Arts
Last Reviewed:10/12/2020

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	3.00	Lecture Scheduled	3.00		17.5 max.	Lecture Scheduled	52.50
Minimum	3.00	Lab Scheduled	0		17.5 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	52.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  105.00

Total Student Learning Hours: 157.50

Title 5 Category:  AA Degree Non-Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:

This course will provide a foundation for non-native English speaking students for 4 introductory Culinary Arts classes.  Students will become familiar with basic culinary and food safety vocabulary; learn reading, writing and test-taking skills; and oral communication skills necessary for the professional culinary environment.

Prerequisites/Corequisites:

Recommended Preparation:
Course Eligibility for ESL 314 OR Course Eligibility for ESL 716

Limits on Enrollment:

Schedule of Classes Information
Description:

This course will provide a foundation for non-native English speaking students for 4 introductory Culinary Arts classes.  Students will become familiar with basic culinary and food safety vocabulary; learn reading, writing and test-taking skills; and oral communication skills necessary for the professional culinary environment.

(Grade or P/NP)
Prerequisites:
Recommended:Course Eligibility for ESL 314 OR Course Eligibility for ESL 716
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:		Effective:		Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Certificate Applicable Course

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

Upon completion of this course, the student will be able to:

 

1.  Identify and define common culinary and food safety terms, ingredients, products,

and concepts.

2.  Identify and describe the use of common culinary and food safety equipment.

3.  Identify and describe basic cooking techniques.

4.  Participate actively and communicate effectively in group discussions, role-plays,

and presentations on food safety and culinary arts topics.

5.  Identify and discuss the roles and responsibilities of a professional food service worker.

6.  Demonstrate ability to clarify spoken instructions and lecture material.

7.  Demonstrate understanding of oral and written instructions and objective test formats.

8.  Recognize and demonstrate understanding of food safety and culinary charts, recipes,

and diagrams.

9.  Read, annotate, and demonstrate comprehension of the main idea of selected topical

readings.

10.  Interpret simple word problems and various recipe forms correctly.

11.  Write about selected topics.

Topics and Scope

I.  Food Safety and Sanitation

   A.  Vocabulary Recognition

       1.  Microbiological Hazards -- terms and concepts such as:

       pathogen, bacteria, virus, parasite, fungi (molds and yeasts),

       toxin, intoxication

       2.  Types of Hazards in Food: physical, chemical, and biological

       3.  Foodborne Illnesses Terms and Concepts

           a. Basic concepts such as: foodborne illness, pathogen, cross

              contamination;

           b. Pathogen types and characteristics such as: bacteria,

              virus, parasite, fungi (molds and yeasts)

           c. Food danger zone

           d. Importance of time and temperature controls

       4.  Safety and Sanitation Procedures, Terms and Concepts

           a. Personal hygiene and disease transmission

           b. Food danger zone

           c. Cleaning and sanitizing steps: wash, rinse, sanitize, air dry

           d. Cleaning and sanitizing chemicals: bleach, iodine, quats

              (quaternary ammonia)

           e. Cleaning versus sanitizing

           f. Accidents, hazards and emergency procedures: choking,

              lacerations, burns, slips and falls.

   B.  Oral/Aural Skills

       1.  Discussion skills for effective groupwork (active

       listening and participation, politeness strategies, asking

       questions, clarifying information)

       2.  Role-plays and presentations on food safety and sanitation topics

       3.  Understanding main ideas and details in spoken

       instructions and oral presentations on food safety and

       sanitation topics

       4.  Identifying safety and sanitation responsibilities of food

       service workers

   C.  Reading

       1.  Understanding main ideas and details in food safety and sanitation readings

       2.  Highlighting important information in food safety and

       sanitation readings

       3.  Using skimming, scanning, and context clues to identify important

        vocabulary and definitions related to food safety and sanitation

    D.  Writing

        1.  A short dialogue on food safety and sanitation topics

       2.  A worksheet to evaluate for safety and sanitation

       3.  A summary of a presentation about sanitation

 

II.  Culinary Arts Survey

   A.  Vocabulary Recognition

       1.  Culinary techniques, tools and terms (such as: broil, sauté, poach,

        mince, serrated knife, steam kettle, host, menu, broth)

       2.  U.S. measurement standards and their equivalents

   B.  Oral/Aural Skills

       1.  Listening to instructions and presentations for main ideas

       and details

       2. Discussion skills for effective groupwork (active

       listening and participation, politeness strategies, asking

       questions, clarifying information)

   C.  Reading

       1.  Interpreting charts and timelines of culinary history

       2.  Using skimming, scanning, and context clues to identify

       important vocabulary and definitions related to professional cooking

       3.  Highlighting important information in culinary history texts

       4.  Interpreting and using table of contents, index, headings,

       charts and pictures to find information and improve

       understanding of culinary and syllabus information       

    D.  Writing

       1.  Note-taking

       2.  Creating timeline based on culinary history reading

       3.  Completing culinary problem-solving worksheets

       4. Poster presentation on ingredient from the student's culture

 

III.  Professional Cooking Basics

   A.  Vocabulary Recognition

       1.  Ingredients (vegetables, fruits, grains, legumes,

       potatoes, pastas, meats, fish, poultry)

       2.  Equipment  (hand tools, measuring tools, cookware)

       3.  U.S. measurement standards and their equivalents

       4.  Cleaning tools and supplies

       5.  Kitchen hierarchy (executive chef, sous chef, area chef,

       line cook)

       6.  Cooking techniques and concepts (mise en place, dry heat,

       moist heat, combined cooking)

   B.  Oral/Aural Skills

       1.  Listening to instructions and presentations for main ideas

       and details

       2.  Oral presentation and demonstration of a recipe from the student's culture

       3.  Clarifying, asking questions, confirming instructions

   C.  Reading

       1.  Interpreting and using table of contents, index, headings,

       recipe formats, charts, and pictures to find information and

       improve understanding of culinary and syllabus information

       2.  Using skimming, scanning, and context clues to identify

       important vocabulary and definitions related to professional

       cooking

       3.  Highlighting important information in culinary texts        

    D.  Writing

       1.  Note-taking

       2.  Summaries of cooking demonstrations

       3.  Completing culinary problem-solving worksheets

       4.  Writing a recipe from the student's culture

 

IV.  Introduction to Baking and Pastry

   A.  Vocabulary Recognition

       1.  Ingredient groups (leavenings, fats, flours, dairy)

       2.  Equipment (hand tools, machinery, scales)

       3.  Measurements (liquid, dry, weights)

       4.  Baked goods (doughs, pies and tarts, quick breads, cakes, breads)

   B.  Oral/Aural Skills

       1.  Listening to instructions and presentations for main ideas

       and details

       2.  Clarifying, asking questions, confirming instructions

   C.  Reading

       1.  Interpreting and using table of contents, index, headings,

       recipe formats, charts, and pictures to find information and

       improve understanding of culinary and syllabus information

       2.  Using skimming, scanning, and context clues to identify

       important vocabulary and definitions related to professional

       cooking

       3.  Highlighting important information in culinary texts  

        

    D.  Writing

       1.  Completing culinary problem-solving worksheets

       2.  A summary of baking demonstration

        3.  Note-taking

Assignments:

Representative Assignments:

1. Reading and writing assignments including notetaking, highlighting,

   summarizing, and short reports (6-10)

2.  Skill demonstrations:

   a) Memorization of culinary and food safety terms;

   b) Internet research;

   c) Role-plays;

   d) Oral presentations and demonstrations (3)

3.  Problem solving:

   a) Recipe conversion exercises;

   b) Mathematical conversion exercises;

   c) Problem-solving worksheets

4.  Vocabulary, reading, and grammar quizzes (4-8)

5.  Final written exam including various objective and subjective questions

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 10 - 30%
Writing assignments
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 5 - 20%
Conversions, worksheets
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 10 - 20%
Presentations & demos., memorization, role plays
Exams: All forms of formal testing, other than skill performance exams.		Exams 20 - 40%
Multiple choice, true/false, matching items, completion, dictation, quizzes, exams
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 10 - 15%
Attendance and participation

Representative Textbooks and Materials:

Instructor prepared materials.

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