The overlap between adult literacy and ESOL. Anne McKeown 29 March 2011. Convergence. UK context, reflected in other countries How and in what ways have literacy and ESOL come together? Why? What is distinct to literacy or ESOL? What does it mean for practice?. Historical context.
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29 March 2011
Simpson and Cooke (2008)
On leaving school, Ismail eventually got voluntary work which required him to write a report, so he decided to go back to study. He was eventually enrolled in an Entry 3 ESOL Literacy class in the ESOL department of a further education college.
Learner Profile – ESOL landscape in London 2009
170 languages spoken
610,000 Londoners with no qualifications
1 in 5 Londoners literacy levels below that expected of 11 year old
(employment rate 45%)
Refugee employment rate 33%
Heterogeneous group with complex needs and
barriers to progression
Huge need at pre-entry level – generally
From London Development Agency data 2009
Classes across England
Grief, S., Meyer, B., Burgess, A. (2007) Effective Teaching and Learning: Writing. London: NRDC
Baynham et al 2007 Effective Teaching and Learning ESOL, London: NRDC
“…learners of basic literacy in ESOL face different challenges to those of English born or schooled adult literacy learners, Though they may speak some English, they will not have the instinctive knowledge of English syntax, vocabulary or idiom that people reading their mothertongue would have and will not always have the cultural awareness needed to understand texts.”
Spiegel and Sunderland p.17
From the curriculum documents:
Relevant learning contexts
Integrate text, sentence and word level
Guidance on application of the teaching standards to literacy and ESOL, produced by Lifelong Learning UK (LLUK), Sector skills council for lifelong learning
Understand how language varies and changes and how this influences language and literacy use.
Analyse the phonological features of language
DfES (1999) A Fresh Start: The Moser report. DfES