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.

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.

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.

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:

(Contact: Dr James Simpson)

Other project members:
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.

Beginning

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