Hi,

Yes, I’d also really like to know what qualifications you use to bridge this gap. We are seeing more and more learners whose S&L level is far higher than their literacy level and without any extra support, the gap only widens. It feels like we are doing a great disservice to our learners, who have ‘achieved at L1’ ie S&L, but have E2 or lower reading and writing skills.

 

 

Response to Stephen: I totally agree with this ‘between level’ analysis. I’d really like to know what your ‘bridging qualifications’ are as this is exactly what I am looking for. Some funded courses which enable learners to get their reading and writing to a level where they can go on to succeed at the next level.  I’ve put in place some ACL courses to improve pronunciation and grammar, but these are short, with low GLH, and even concessions have to pay £50. What I need are some transitional courses so that students are not forced to progress to the next level when they are still not ready, and won’t achieve, despite the fact that they have achieved the previous level.

 

 

Ana asks “When does an ESOL learner become a literacy learner?”

 

The NRDC research of The right course problematises the institutional practices of placement. From a social practice perspective it is spot-on.

 

However, from a pedagogy perspective, we might argue that an ESOL learner has the potential to become a literacy learner between every level when they have not consolidated the literacy skills of the prior level (though may have achieved the S&L) so are hence not ready to progress to the next level.

 

Example, we use bridging quals for those that might need a further year consolidating their R&W skills at a given level (E1, E2, E3, L1) though they may be competent S&L at that level and ready to move up.

 

This conflates the politics of placement with the practical problem of learners achieving all language skills in a neatly bound academic year, but why not muddy the water a bit more?

 

 

 

Hello Ana, all

Here is a direct link to the research Judy mentions:

http://www.nrdc.org.uk/publications_details.asp?ID=136

The reference is Simpson, J., M. Cooke and M. Baynham (2008) The right course? An exploratory study of placement practices in ESOL and Literacy. London: NRDC.

I took a look at the report yesterday. While the theoretical background is a little out of date, and the policy landscape has changed, the conclusions are still as relevant if not more so. I’d still say that both government policy and institutional structures are failing to cater adequately for the multilingual reality on the ground, when it comes to literacy provision for adult migrants whose dominant language is other than English.

All the best

James

 

 

Hi Ana and Viv

 

It may be a simple question but there is no simple answer!

 

The NRDC did some research a few years ago into the placement of Literacy and ESOL learners – see http://www.nrdc.org.uk/content.asp?CategoryID=1256

 

In 2009, LLUK produced a guide for literacy and ESOL teachers/teacher-trainers, based on the professional standards, which was designed to help identify the similarities and differences between teaching ESOL and teaching Literacy. The introduction refers to the NRDC research and states:

 

The study 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 for3.

The issues raised by this research are central to the

practice of literacy and ESOL teachers today. While

many of these issues are beyond the scope of this

guidance, the research findings that relate to the

contexts within which teachers work are central to

the discussion of those similarities and differences.

It is more important than ever to acknowledge that

the teaching of literacy is not solely concerned with

meeting the needs of monolingual speakers of English.

Although in some parts of the UK literacy classes still

cater for ‘traditional’ literacy learners, in other areas

classes contain more bilingual learners than they do

monolingual speakers. Similarly, some ESOL learners

who have reading and writing difficulties very similar

to those encountered in a ‘traditional’ literacy class.

Both situations demand a degree of flexibility and

responsiveness from the teacher that is extremely

complex. We acknowledge that this is difficult to

capture in a guidance document of this nature.

 

The document can be accessed at http://webarchive.nationalarchives.gov.uk/20100202100434/http:/89.31.209.91/llukimages/LLUK/Literacy-and-ESOL-companion-guide-January-2009.pdf

 

Regards

 

Judy

 

 

Dear all, My question is quite simple however I don't seem to find an answer. When does an ESOL learner become a literacy learner? Even though we register learners from Africa, for example, in literary courses because they have been in contact with the l2 language since childhood. I understand that if the learner's English is not advanced they may need to learn how the structure works. The SFA funding states that we should not enrol learners on courses that obstruct their waybto a GCSE. I've also considered the requirements for legal settlement. Where could I find mote guidelines ? If someone that has lived in the UK for more than 5 years, has right to stay and has a level 1/2, GCSE level, could they be entitled to a literacy class instead? I'm trying to set up a standard of work to assess and recruit learners and I'm struggling with this one. Kind regards. Ana

 

---

From: Laila El-Metoui <[log in to unmask]>;
To: <[log in to unmask]>;
Subject: Funding information and incentives | FE Advice
Sent: Thu, Sep 25, 2014 10:03:57 PM

 

Of interest to people looking to get in to FE ... In case you had not seen this http://www.feadvice.org.uk/next-steps/funding-information-and-incentives Laila El-Metoui NATECLA London Chair Education Consultant & Trainer * new video now out https://www.youtube.com/watch?v=T_UW4UOtwvc www.lelmeducation.com Follow me on twitter @lelmeducation Nominated Positive Role Model for LGBT at the National Equality and Diversity Award 2013 *********************************** 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 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 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 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 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 To contact the list owner, send an email to [log in to unmask]

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