Wednesday, 26 October 2011
QUestion
WHat was the needs analysis basis for the AECC? Conducted when knowledge on learners was thin on the ground. And hard to reach communities were hard to reach then?? SO the policy was imposed.
Space, placement and Liminality in Adult ESOL Classes
Mike Baynham and James Simpson, Sept 2010, TESOL Quarterly
Draws on Bernsteins notion of vertical and horizontal discourse.
Draws on positioning theory.
Draws on legitimate peripheral participation.
Draws on liminality
Draws on de Certeau' s use of spaces occupied by people: institutions use strategies to define space, individuals use tactics to negotiate space
Bernstein:
Horizontal discourse is segmented. Can be discrete. Agents can have differing vocabularies with a horizontal segment. Communicative, everyday discourse.
Vertical discourse is hierarchical, and is linked strongly t the language of progression.
Baynham and James use a mixture of sociological concepts. For that reason there is a bit of vagueness about the paper. They argue that learner trajectories can be viewed as vertical progression through the space of Skills for Life (Bernstein). But they also argue that it can be viewed as moving from the periphery to the centre. They also argue that students take up identity positions in relation to the class and to space. .
They argue that the NFQ is ironically effective as the learner's own identity positions can enable them to move vertically upwards.
Th epapaer is essentially descriptive of ways of being within the available space. It is not suggestive, nor critical of the processes or institutions that form those spaces. However, it is suggestive of the value of horizontal discourse in that it suggest it as a mechanism whereby access to measured outcomes (vertical discourse) is made possible.
Draws on Bernsteins notion of vertical and horizontal discourse.
Draws on positioning theory.
Draws on legitimate peripheral participation.
Draws on liminality
Draws on de Certeau' s use of spaces occupied by people: institutions use strategies to define space, individuals use tactics to negotiate space
Bernstein:
Horizontal discourse is segmented. Can be discrete. Agents can have differing vocabularies with a horizontal segment. Communicative, everyday discourse.
Vertical discourse is hierarchical, and is linked strongly t the language of progression.
Baynham and James use a mixture of sociological concepts. For that reason there is a bit of vagueness about the paper. They argue that learner trajectories can be viewed as vertical progression through the space of Skills for Life (Bernstein). But they also argue that it can be viewed as moving from the periphery to the centre. They also argue that students take up identity positions in relation to the class and to space. .
They argue that the NFQ is ironically effective as the learner's own identity positions can enable them to move vertically upwards.
Th epapaer is essentially descriptive of ways of being within the available space. It is not suggestive, nor critical of the processes or institutions that form those spaces. However, it is suggestive of the value of horizontal discourse in that it suggest it as a mechanism whereby access to measured outcomes (vertical discourse) is made possible.
Monday, 17 October 2011
Improving Immigrants Prospects through work focused Language Instruction
Improving immigrants prospects through work focused Language Instruction
Margie McHugh and A.E.Challinor
Migration Policy Institute
June 2011
Endnote tagged
Important points :
"For those with low to mid level skills, language proficiency is the ticket to better paying jobs and upward mobility"
See his referred studies. This seems reasonable. Gives a number of examples of programmes, including McDonalds, Canada's Enhanced Language Training Programme, German at Work programme, Swedish policy.
But UK provision cut - see related posts, and September 2011 ended funding for employers.
Report recommends:
Expand language instruction contextualised for workplace use
Combine language and skills training
Encourage partnerships and work with employers
Encourage work based instruction
Take into accoutn the needs of non-traditional students
Evaluate programmes: share and support effective practises
Comments on recommendations;
1. This is CBE. It has problems - is it socioeconomically deterministic? See Auerbach
2. Combine language and skills training; This is also CEB
3. encourgae partnerships - UK has withdrawn funding
4. Encourgae work based instruction - see above
Non trad students - effectiely abandoned to self financing
Evaluate programmes - this is done in the Uk via social cohesio measurements - self fulfilling prophecy, or worse linking non-connected things.
Margie McHugh and A.E.Challinor
Migration Policy Institute
June 2011
Endnote tagged
Important points :
"For those with low to mid level skills, language proficiency is the ticket to better paying jobs and upward mobility"
See his referred studies. This seems reasonable. Gives a number of examples of programmes, including McDonalds, Canada's Enhanced Language Training Programme, German at Work programme, Swedish policy.
But UK provision cut - see related posts, and September 2011 ended funding for employers.
Report recommends:
Expand language instruction contextualised for workplace use
Combine language and skills training
Encourage partnerships and work with employers
Encourage work based instruction
Take into accoutn the needs of non-traditional students
Evaluate programmes: share and support effective practises
Comments on recommendations;
1. This is CBE. It has problems - is it socioeconomically deterministic? See Auerbach
2. Combine language and skills training; This is also CEB
3. encourgae partnerships - UK has withdrawn funding
4. Encourgae work based instruction - see above
Non trad students - effectiely abandoned to self financing
Evaluate programmes - this is done in the Uk via social cohesio measurements - self fulfilling prophecy, or worse linking non-connected things.
Uninvited Guests: The Influence of Teachers' Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom
Uninvited Guests: The Influence of Teachers' Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom
Yoon, Bogum. American Educational Research Journal
45. 2 (Jun 2008): 495-522.Logged in endnote.
Study based on positioning theory.
Important points:
1. Much research indicates that proficiency dictates participation. Participation dictates success in language learning (see Good Language Learner). However this study showed that across three classes, individual's participation varied. This is in part because of how the teachers positioned learners within the class - learners participated more when teachers engaged in culturally sensistive teaching. Teaching about America and students disengaged (see common practice abot Halloween etc etc).
2. Teacher's view that if you expose learners to English they will learn it (see Eileen and the others teachers in my study). Illustrates a need for research and teachers who know what they are doing.
Limitations: did not comparitively obsevre participation of individuals across classrooms.
Friday, 14 October 2011
Skills for life.Auerbach/Competency based ESL
Aurbach's paper 'Competency based ESOL: ONe step forward of two steps back?' is very interesting. Firstly what is interesting is when it was written 1985. And it includes a historical context the refers back to ESL from the 1900's. The basic premise is that competency based ESL courses are socially/economically deterministic - designed to maintain migrants as working/blue collar.
The resonances between Auerbach's commentary on then USA policy and current Skills for Life are striking.
To examine Auerbach's claims in more detail its necessary to assess what CBE is, whether it actually is fundamentally still the foundation of Skills for Life and then look at Skills for Life in relation to Auerbach's claims.
Auerbach claims CEB is :
Based on humanistic, communicative based language approaches.
The emphasis is on what learners can do with language rather than what they know about language.
Auerbahc identified several features of CBE:
1. A focus on successful functioning in society: The goal is to enable
students to become autonomous individuals capable of coping
with the demands of the world.
2. A focus on life skills: Rather than teaching language in isolation,
CBAE/ESL teaches language as a function of communication
about concrete tasks. Students are taught just those language
forms/skills required by the situations in which they will
function. These forms are determined by "empirical assessment
of language required" (Findley & Nathan, 1980, p. 224).
3. Task- or performance-centered orientation: What counts is what
students can do as a result of instruction. The emphasis is on
overt behaviors rather than on knowledge or the ability to talk
about language and skills.
4. Modularized instruction: "Language learning is broken down
into manageable and immediately meaningful chunks" (Center
for Applied Linguistics, 1983, p. 2). Objectives are broken into
narrowly focused subobjectives so that both teachers and
students can get a clear sense of progress.
5. Outcomes which are made explicit a priori: Outcomes are public
knowledge, known and agreed upon by both learner and
teacher. They are specified in terms of behavioral objectives so
that students know exactly what behaviors are expected of them.
6. Continuous and ongoing assessment: Students are pretested to
determine what skills they lack and posttested after instruction in
that skill. If they do not achieve the desired level of mastery, they
continue to work on the objective and are retested. Program
evaluation is based on test results and, as such, is considered
objectively quantifiable.
7. Demonstrated mastery-of performance objectives: Rather than
the traditional paper-and-pencil tests, assessment is based on the
ability to demonstrate prespecified behaviors.
8. Individualized, student-centered instruction: In content, level,
and pace, objectives are defined in terms of individual needs;
prior learning and achievement are taken into account in
developing curricula. Instruction is not time based; students
progress at their own rates and concentrate on just those areas in
which they lack competence.
Auerbach's critiques:
1. Curriculum as fact versus curriculum as practise: co-construction of knowledge. essentially critical thinking - the question arises why economic migrants and asylum seekers arent encouraged to engage in critical thinking and university students are. This is a two tier system. The question does arise of basic ability to communicate, but in a plurilingual society that communication should be a two way street, not a transmission of one set of norms imposed on another. Need to justify plurilingualism as a philosophical position??? Need to get round the problem of basic communication. re-read Auerbach and ask if the curriculum is efficient in languge teaching.
See Competency based paper on desk top
Functional Language Objectives in a Competency Based ESL Curriculum
Author(s): Charles A. Findley and Lynn A. Nathan
Source: TESOL Quarterly, Vol. 14, No. 2 (Jun., 1980), pp. 221-231
The resonances between Auerbach's commentary on then USA policy and current Skills for Life are striking.
To examine Auerbach's claims in more detail its necessary to assess what CBE is, whether it actually is fundamentally still the foundation of Skills for Life and then look at Skills for Life in relation to Auerbach's claims.
Auerbach claims CEB is :
Based on humanistic, communicative based language approaches.
The emphasis is on what learners can do with language rather than what they know about language.
Auerbahc identified several features of CBE:
1. A focus on successful functioning in society: The goal is to enable
students to become autonomous individuals capable of coping
with the demands of the world.
2. A focus on life skills: Rather than teaching language in isolation,
CBAE/ESL teaches language as a function of communication
about concrete tasks. Students are taught just those language
forms/skills required by the situations in which they will
function. These forms are determined by "empirical assessment
of language required" (Findley & Nathan, 1980, p. 224).
3. Task- or performance-centered orientation: What counts is what
students can do as a result of instruction. The emphasis is on
overt behaviors rather than on knowledge or the ability to talk
about language and skills.
4. Modularized instruction: "Language learning is broken down
into manageable and immediately meaningful chunks" (Center
for Applied Linguistics, 1983, p. 2). Objectives are broken into
narrowly focused subobjectives so that both teachers and
students can get a clear sense of progress.
5. Outcomes which are made explicit a priori: Outcomes are public
knowledge, known and agreed upon by both learner and
teacher. They are specified in terms of behavioral objectives so
that students know exactly what behaviors are expected of them.
6. Continuous and ongoing assessment: Students are pretested to
determine what skills they lack and posttested after instruction in
that skill. If they do not achieve the desired level of mastery, they
continue to work on the objective and are retested. Program
evaluation is based on test results and, as such, is considered
objectively quantifiable.
7. Demonstrated mastery-of performance objectives: Rather than
the traditional paper-and-pencil tests, assessment is based on the
ability to demonstrate prespecified behaviors.
8. Individualized, student-centered instruction: In content, level,
and pace, objectives are defined in terms of individual needs;
prior learning and achievement are taken into account in
developing curricula. Instruction is not time based; students
progress at their own rates and concentrate on just those areas in
which they lack competence.
Auerbach's critiques:
1. Curriculum as fact versus curriculum as practise: co-construction of knowledge. essentially critical thinking - the question arises why economic migrants and asylum seekers arent encouraged to engage in critical thinking and university students are. This is a two tier system. The question does arise of basic ability to communicate, but in a plurilingual society that communication should be a two way street, not a transmission of one set of norms imposed on another. Need to justify plurilingualism as a philosophical position??? Need to get round the problem of basic communication. re-read Auerbach and ask if the curriculum is efficient in languge teaching.
See Competency based paper on desk top
Functional Language Objectives in a Competency Based ESL Curriculum
Author(s): Charles A. Findley and Lynn A. Nathan
Source: TESOL Quarterly, Vol. 14, No. 2 (Jun., 1980), pp. 221-231
Observation about the status of ESOL within Skills for Life
Auerbach criticism that Skills for Life only prepares people for menial work. (Auerbach, E.R> (1986) 'Competency based ESL: One Step Forward or Two steps Back?' TESOL Quarterly 20, 411 - 427.
Also note a possible new observation : Learning a second language is not a 'basic' skill - transfering from Arabic to Roman language for example is significantly harder than learning to add up?? Cognitive comparison - cognitive load theory???
see AECC embedding empolyability skills
Also note a possible new observation : Learning a second language is not a 'basic' skill - transfering from Arabic to Roman language for example is significantly harder than learning to add up?? Cognitive comparison - cognitive load theory???
see AECC embedding empolyability skills
Tuesday, 11 October 2011
Adult ESOL in England Policy Practice and research
Simpson, J. (2007) “Adult ESOL in England: Policy, Practice and Research” in: N. Faux (Ed.) Low-educated Second Language and Literacy Acquisition: Research, policy and practice. Richmond, VA: Commonwealth University of Virginia.
Superdiversity (Vertovec 2006)[2007] ‘Migrant transnationalism and modes of transformation,’ in Rethinking Migration: New Theoretical and Empirical Perspectives, A. Portes and J. DeWind (eds), Oxford: Berg [in press]
Historically ESOL neglected - ad hoc teaching.
Then Moser (A Fresh Start).
Development of AECC a good thing - students do progress in ESOL classes ( get stats on this from ESOL effective practice project).
But bureaucratisation leads to conflicts : obligation to produce 'measurable outcomes' at odds with non-linear progress of most students.
ILP ineffective.
Drive to increase private sector involvement.
Superdiversity (Vertovec 2006)[2007] ‘Migrant transnationalism and modes of transformation,’ in Rethinking Migration: New Theoretical and Empirical Perspectives, A. Portes and J. DeWind (eds), Oxford: Berg [in press]
Historically ESOL neglected - ad hoc teaching.
Then Moser (A Fresh Start).
Development of AECC a good thing - students do progress in ESOL classes ( get stats on this from ESOL effective practice project).
But bureaucratisation leads to conflicts : obligation to produce 'measurable outcomes' at odds with non-linear progress of most students.
ILP ineffective.
Drive to increase private sector involvement.
Effective Teaching and Learning ESOL
NRDC ; National Research and Development Council
Effective teaching and learning ESOL
2007
Case studies.
Authors:
Mike Baynham
Celia Roberts
Melanie Cooke
James Simpson
Katerina Ananiadou
John Callaghan
James McGoldrick
Catherine Wallace
Heterogeneity of learners
Complex and difficult lives
Survival English a good starting point but not enough
Widely differing goals not met by current provision as teachers cannot be expected to be experts in some of the fields learners want - employment, health, social work.
Newer arrival learn quicker than long term residents - possibly child care, possibly employment.
Community provision seen as marginal. Some good teachers, some stepping stones, but resources inadequate and inexperienced, unqualified teachers. However, these classes often reach students who could not be reached by other means.
Very mixed level classes do not serve learners well.
Teachers as bricoleur.
Many factors detract from effective practice because linked to policy goals rather than ESOL teaching and learning.
ILPs (Independant learning programmes) criticised by teachers and unwanted by learners.
Teachers need more support in dealing with traumatised refugees and asylum seekers and support from bilinguals.
Effective teaching and learning ESOL
2007
Case studies.
Authors:
Mike Baynham
Celia Roberts
Melanie Cooke
James Simpson
Katerina Ananiadou
John Callaghan
James McGoldrick
Catherine Wallace
Heterogeneity of learners
Complex and difficult lives
Survival English a good starting point but not enough
Widely differing goals not met by current provision as teachers cannot be expected to be experts in some of the fields learners want - employment, health, social work.
Newer arrival learn quicker than long term residents - possibly child care, possibly employment.
Community provision seen as marginal. Some good teachers, some stepping stones, but resources inadequate and inexperienced, unqualified teachers. However, these classes often reach students who could not be reached by other means.
Very mixed level classes do not serve learners well.
Teachers as bricoleur.
Many factors detract from effective practice because linked to policy goals rather than ESOL teaching and learning.
ILPs (Independant learning programmes) criticised by teachers and unwanted by learners.
Teachers need more support in dealing with traumatised refugees and asylum seekers and support from bilinguals.
Size of voluntary provision
How many voluntary places are there provided by community/voluntary groups?
A problematic question given the nature of funding - projects come and go, some groups no have website, so me are 'back-room' operations.
A problematic question given the nature of funding - projects come and go, some groups no have website, so me are 'back-room' operations.
ESOL waiting lists
The numbers of people eligible for provision are due to be cut as those only on active benefits will be entitled to free provision.
A note for the future is that this will also allow Government to claim it has reduced ESOL waiting lists - a similar trick to that pulled by New Labour when it announced it had increased the number of New Apprenticeships.
A note for the future is that this will also allow Government to claim it has reduced ESOL waiting lists - a similar trick to that pulled by New Labour when it announced it had increased the number of New Apprenticeships.
Henna (Harehills ESOL Needs Neighbourhood Audit)
Neighbourhood audit carried out in Leeds of ESOL provision.
Carried out between Dec 2010-Mar 2011. Published May 2011.
Authors:
Dr Matt Homer
Michael Hepworth
Tiffy Allen - RETAS
Rhiannon Grant - RETAS
Shamiso Sisimayi - RETAS
Melanie Cooke - King's College London
Professor Mike Baynham
John Callaghan
Funded By: Leeds City Council/YoHRSpace
Conclusions:
"ESOL provision will not be effective it it adopts a narrow view towards employability, it will only be effective if it is sustained and embedded in the whole of social life"
Provision is either 'mainstream' or 'peripheral'. 'Peripheral' is voluntary or private sector.
Many students cannot be accomodated in mainstrean provision.
Most marginalised often dependant on peripheral provision.
Funding in peripheral organsations is not coherent/sustained.
Provision is fragmented already and erosion of Skills for Life is likely to lead to a return of fragmented picture of provision of previous times.
Recommend:
Local authorities should take lead in ESOL provision.
Implications of current funding policy:
Many students likely to be excluded by new policy.
ESOL sector suffer job losses because of policy.
Responsibility is likely to be shouldered more heavily by private sector and voluntary sector.
Carried out between Dec 2010-Mar 2011. Published May 2011.
Authors:
(Contact: Dr James Simpson)
Dr Matt Homer
Michael Hepworth
Tiffy Allen - RETAS
Rhiannon Grant - RETAS
Shamiso Sisimayi - RETAS
Melanie Cooke - King's College London
Professor Mike Baynham
John Callaghan
Funded By: Leeds City Council/YoHRSpace
Conclusions:
"ESOL provision will not be effective it it adopts a narrow view towards employability, it will only be effective if it is sustained and embedded in the whole of social life"
Provision is either 'mainstream' or 'peripheral'. 'Peripheral' is voluntary or private sector.
Many students cannot be accomodated in mainstrean provision.
Most marginalised often dependant on peripheral provision.
Funding in peripheral organsations is not coherent/sustained.
Provision is fragmented already and erosion of Skills for Life is likely to lead to a return of fragmented picture of provision of previous times.
Recommend:
Local authorities should take lead in ESOL provision.
Implications of current funding policy:
Many students likely to be excluded by new policy.
ESOL sector suffer job losses because of policy.
Responsibility is likely to be shouldered more heavily by private sector and voluntary sector.
Cameron wants British history for immigrants
http://www.independent.co.uk/news/uk/politics/immigrants-will-be-tested-on-british-history-says-cameron-2368616.html
Main points:
Govt to revise citizenship test.
Increasing emphasis on 'Britishness'.
Problematizing immigrants.
Main points:
Govt to revise citizenship test.
Increasing emphasis on 'Britishness'.
Problematizing immigrants.
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