Dot's point about 'all-round' beginners - I think most providers have to try and split E1 down to cater for the fact that some people with a very early starting point take longer to get there. I've seen all sorts of names for this -
pre-entry/E1
Steps 1, 2, 3
ESOL Start, ESOL 1
ESOL a, b, c
and so on, but it all means 'working towards E1'.
On Literacy, I think that where possible that dedicated provision needs to be set up for learners with literacy needs as they are often not beginners. Many have already developed understanding (listening) and speaking to some extent, even in E1 basic literacy - that acquisition is already happening. These learners don't need to see a lot of print, whereas learners with transferable skills need to see print to help them learn. I find teaching mixed E1 classes where some learners can't read,painful for this reason.
The questioning on approaches to literacy is good. I think that learners can progress where the literacy learning is delivered methodically (incrementally, with lots of revision, small core print vocab etc), in small groups and in dedicated settings, as in the kind of approach advocated by Lisa Karlsen. But, as Philida says, to what extent ultimately? Sometimes there are barriers which prevent progress. And there is an issue over expectations - I remember getting very frustrated with one learners 'lack of progress' years ago, but then she told me how good it was for her to finally be able to sort out post that was for previous occupants of her flat and not for her.
Mel's point on a bilingual approach is very interesting... it would be good if that could be explored and supported.
But I don't think that it is realistic to try to teach speaking and listening first and leave literacy until later. Often these learners identify reading and writing as their prime need and it is a need, in terms of life skill. And they have usually started to develop other language skills and want some intervention and help now, even with what many would see as very small things like spelling a name or a child's name, or recognising an address.
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