Effective Teaching and Learning - ESOL

Abstract

There is a high demand for English speakers of other languages (ESOL) teachers as people are migrating to Britain from other European Union (EU) countries. This report describes a sample group of teachers: 56 per cent are part-time. They have spent an average of just over 10 years in the profession and an average of four years in their current setting. Over 70 per cent have completed the Adult ESOL Core Curriculum (AECC) training and 60 per cent have undertaken other language, literacy and numeracy (LLN) training. Four groups of teaching strategies are described: (1) balance and variety; (2) planning and explicitness; (3) a collaborative learning environment; and (4) connecting the classroom with learners outside lives. Effective ESOL teaching combines these strategies. Most good practice focuses on the key skills of listening and talking and utilises the opportunities that learners present to 'turn talk into learning'. There is a small correlation between 'balance and variety' and improvements in test scores because there is a convergence with fluency/accuracy and a variety of activities and material that motivate students to learn. Learner interviews suggest that teachers require assistance with supporting traumatised refugees and asylum-seekers, including training and access to bilingual counsellors.

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