The right course? An exploratory study of learner placement practices in ESOL and literacy

Abstract

Introduction 1.1 Contexts of ESOL and literacy placement practices 1.2 Themes of this research 1.3 Research design and methods 2 Two colleges and their placement practices 2.1 Cranshaw College 2.2 Rushton College 2.3 Summary 3 Established positions and the challenge of superdiversity 3.1 Established positions 3.2 Bilingual learners: A challenge to fixed conceptions of ESOL and literacy 3.3 Addressing the distinction between ESOL and literacy 3.4 Summary 4 Language needs and learning focus of bilingual learners in literacy classes 4.1 The learning focus of literacy lessons 4.2 The language needs of bilingual literacy learners 4.3 Recognition of a training need for literacy teachers 4.4 Summary 5 Placement, progress and status 5.1 Word of mouth 5.2 Progression 5.3 Differential valuing of ESOL and literacy 5.4 Marginalisation 5.5 Summary 6 Conclusions, implications and directions for future research 6.1 Findings and implications 6.2 Directions for future research

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