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Hi Linda and colleagues

I'm not sure if it was my work you had picked up on or someone else's but I've been talking recently about using a simple technique which I developed out of my research with women learners who use a range of languages with their families, and from realising at work that I don't really know what learners use and when; and more importantly, what impact this has on them and their relationship with learning English.  I started mapping to learn more about family language practices, but you can develop this as a class activity around what languages are used in the local area, for example.

So the idea is simple - you get people to take a blank piece of paper - A4 usually - and write their name in the middle, draw a circle around it. Then they draw in everyone they live with. (If this is really small and they have significant others nearby, put them in). Good to model this yourself on whiteboard. Caution re those who don't want to say who they live with- may be tricky for your LGBT learners or others who prefer to remain private.

Then they draw an arrow to each person and write alongside the language used. There is usually more than one. then add in the % each one is used. So someone may speak 90% Spanish and 10% English with their daughter.

The next step is to draw in the return arrows. So the daughter may use 80% English and 20% Spanish for example.

However this goes, there is plenty of material for use on an individual level or with a group. Obviously this should be used sensitively as producing a graphic like this can bring into the open some uncomfortable issues (which is what my research showed about the painful gaps emerging within families)  - but it's incredibly helpful for tutors to have a more nuanced picture of what is happening with learners.

If this feels too personal, learners may find they can do a joint map to show what languages are spoken by them on the street, at home, in church or whatever and this could be overlaid on a large scale local map.

Just need to make sure that everyone gets the idea of percentages as this is the bit that tells you what's really being used. Otherwise fine for pre-entry people.

for more info/ to see how a map works, please email me and I'd love to hear from anyone who's trying them out

good luck!

Sheila Macdonald


On 25/08/2013 11:57, [log in to unmask] wrote:


Dear All,


I was just re- reading the thread about pre-entry learners and I have a query which may be quite obvious to many of you - 

What are mapping techiques in relation to ESOL teaching ?  I'm guessing it isn't just about mind maps and so on


Yours


Linda Tamir

----Messaggio originale----
Da: [log in to unmask]
Data: 17/05/2013 10.36
A: <[log in to unmask]>
Ogg: Re: Summary of discussion - Pre-entry and E1 learners

Thanks so much for doing this Dot - it was on my to-do list for this weekend!

In Kent we are reviewing our work with early/ beginner learners over the coming weeks and depending on funding streams for next year will hope to experiment with some new ideas, so will be keeping in close touch with this debate.

Cheers

Sheila


On 15/05/2013 14:41, [log in to unmask] wrote:
[log in to unmask]" type="cite">

Dear colleagues

 

When I asked the question I am not sure I what I was expecting, but probably not a flood of 55 messages! (and counting)

 

I have grouped all the thoughts received so far into a range of themes, and I think it makes very interesting reading.  I have quoted each contribution verbatim (with a very few tweaks for readability).  I hope you feel I’ve done you justice.

 

I hope you will find this useful and long may the discussion continue!

 

I will write again soon to tell you about some new initiatives (for both learners and teachers) we aim to put in place during Year 3 of the ESOL Nexus project, in response to the needs identified.

 

Meanwhile, watch out for an interactive CPD module on teaching basic literacy to ESOL learners (written by Judy Kirsh), which will be online soon.  We also have a series of resources called “The Town” available here: http://esol.britishcouncil.org/the-town .  These include lots of resources suitable for ESOL learners with literacy needs.

 

All the best

 

Dot  

 

Dot Powell

ESOL Nexus Project Director I English and Exams

0207 389 3037

07717498402

voicemail is not currently available on my landline - please leave messages on mobile number if necessary

 

Visit the ESOL Nexus website: http://esol.britishcouncil.org

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*********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html A quick guide to using Jiscmail lists can be found at: http://jiscmail.ac.uk/help/using/quickuser.htm To contact the list owner, send an email to [log in to unmask]

*********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html A quick guide to using Jiscmail lists can be found at: http://jiscmail.ac.uk/help/using/quickuser.htm To contact the list owner, send an email to [log in to unmask]



*********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html A quick guide to using Jiscmail lists can be found at: http://jiscmail.ac.uk/help/using/quickuser.htm To contact the list owner, send an email to [log in to unmask]