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.