A very interesting report, James, with some points I need to think about.
(My L1L2 groups have been reclassified as literacy, but I continue to teach
ESOL in those groups, in effect, using ESL/EFL materials.)
My impression is that it is not only literacy teachers and managers who need
to understand that literacy is not the only possible route of progression to
GCSE or vocational programmes. Vocational and GCSE tutors also often lack
awareness that non-native speakers may make mistakes which do not reflect
their language capabilities and may judge non-native speakers and writers
more harshly than those from literacy programmes, often discounting their
sometimes substantial educational and training achievements from other
countries. ESOL programmes have probably contributed to this by focussing on
speaking and listening skills to the disadvantage or even neglect of reading
and writing skills. Lack of class hours for guided learning in these areas
is a big problem for many (most?) of us, of course.
I hope the report is destined for general circulation through Adult,
Community and Further Education.
Cheryl Thornett
ESOL tutor
Birmingham Adult Education
----- Original Message -----
From: "James Simpson" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Monday, March 17, 2008 2:01 PM
Subject: New research report on ESOL and Literacy
Hello
In late 2006-early 2007 I, along with Melanie Cooke and Mike Baynham,
carried out an NRDC research project on placement in ESOL and Literacy
classes. Here's the summary from the report:
This study set out to answer the question: How do ESOL or bilingual learners
get placed or place themselves in literacy and/or ESOL classes? While
colleges or centres in multilingual cities or neighbourhoods might have
well-developed ESOL provision, their literacy classes also show huge
linguistic diversity. At around Entry 3 and Level 1 in the National
Qualifications Framework, bilingual learners might end up studying in
either. The study has found that the boundary between ESOL and literacy is
not clear-cut, and that the range of learning needs encompassed by the two
subject areas is more complex than a rigid distinction can allow for. The
findings and implications expressed here stem from this overall conclusion.
The work has now been published as 'The Right Course? An exploratory study
of learner placement practices in Adult ESOL and Literacy'. You can download
the report of the project, or order it from the NRDC:
http://www.nrdc.org.uk/publications_details.asp?ID=136
James
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