chapter_10_esol_subject_knowledge_cb_v2 (2).doc

8/14/2019 Chapter_10_ESOL_subject_knowledge_CB_V2 (2).doc

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Skills for Life Support Programme

(...teachers need to culti,ate their own curiosit* both about spokenlanguage and about strategies for de,eloping it+ with a ,iew to beingresourceful and knowing the!sel,es.- (2aton #$$7' p6$#&

After a discussion of approaches+ !ethods and resources+ we will then focus onESOL learners and learning and finall* on the local and national context of ESOL.

At e,er* stage there will be consideration of what teacher educators can do ontheir courses to de,elop and support ESOL practitioners in de,eloping theirconfidence+ pedagog* and professional ,ision. 8irst of all howe,er it is useful toidentif* who the trainees on ESOL training courses !a* be.

Who are ESOL teachers in training

So!e will be in the earl* stages of teacher training+ perhaps working towards aninitial


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explain and teach how the language works and is used. hat do people need toknow about how language works+ and how can we de,elop this knowledge

!ask "'hat do people need to know about how language worksTake a few !o!ents to /ot down so!e ideas...

Fou will probabl* ha,e a ,er* long list of ideas including so!e of the following andse,eral !ore'

functions of language

differences between spoken and written language

coherence and cohesion in spoken and written discourse

lexis+ lexical fields+ s*non*!*

phonolog* including intonation+ word and sentence stress+ how sounds areproduced

register

spelling+ punctuation

text organisation including la*out+ paragraphing

aspects of discourse such as purposes+ turn taking+ discourse !arkers+

register+ ,arieties of English

aspects of gra!!ar including the tense s*ste!+ articles+ the noun phrase+

use of infiniti,es and gerunds+ acti,e and passi,e ,oice

the connections between for! and function

E,en gi,en double the ti!e that is t*picall* a,ailable on training courses trainerscould not possibl* co,er e,er* aspect of how the English language works and isused. Ski!!ing through a gra!!ar book alone re,eals what an enor!ous topicthis is and what a challenge it is to de,elop a secure understanding anddeclarati,e knowledge of all its aspects. Indeed e,en after !an* *ears as alanguage teacher I still get


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Sessions should be exa!ples of good practice in language learning b* includingexplorator* tasks and collaboration as well as so!e teacher led work. So+ forexa!ple+ an understanding of coherence and cohesion can be de,eloped b*gi,ing pairs of trainees a set of cards. Each card has a paragraph on it and thetask in,ol,es reBconstructing the original text in correct order. 2airs can then

co!pare their results with other groups. Giscussions of the results+ differences andthe clues used to co!plete the task will begin to re,eal so!e of the ele!ents ofcohesion and coherence such as discourse and se


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also !odels a strateg* that teachers can use the!sel,es with learners. Dunan"6777 p6:7& ad,ocates this'

(lassroo!s in which the principle of acti,e exploration has been acti,atedwill be characterised b* an inducti,e approach to learning in which learners

are gi,en access to data and are pro,ided with structured opportunities towork out rules+ principles+ and applications for the!sel,es. The idea here isthat infor!ation will be !ore deepl* processed and stored if learners aregi,en an opportunit* to work things out for the!sel,es+ rather than si!pl*being gi,en the principle or rule.-

Explorator* and research acti,ities can encourage practitioners and students totake greater responsibilit* for their own learning. A considered balance will need tobe struck between collaborati,e pro/ects and so!e !ore didactic teaching. ESOLteachers and trainers all need to consider how to balance classroo! strategiesand approaches to !eet learner expectations+ needs and !oods.

Language changeTo return to the the!e of language+ !an* current training courses for ESOLteachers rightl* include the topic of language histor* and language change with aparticular focus on English. The ,er* language that we are teaching B and whichitself is the !ediu! of instruction B dates+ de,elops+ and shifts around us.Gictionaries+ a core reference tool for teachers and students+ go out of date al!ostbefore the* are published as new ,ocabular* and new usages arise. There is new,ocabular* fro! for exa!ple technological inno,ation5 !eanings and connotationsof words alter with new generations "ga*+ wicked+ sick&. Intonation patterns "therising intonation of estuar* and *outhful English& and !orpholog* "text hasbeco!e a ,erb+ !obile has beco!e a noun& change. S*ntax has not escapedchange' prescripti,e gra!!ars state that the ,erb likecannot be used in thecontinuous tense. These da*s howe,er it is beco!ing increasingl* co!!on tohear *ounger people sa* (I4! liking this-. :$ *ears ago in the UK when we ga,eso!ething to so!eone we t*picall* said (ere *ou are-5 nowada*s !an* of us are!ore likel* to sa* (There *ou go-.

The geographical identities of language users also shape and create ele!ents ofthe language that we are teaching. The de,elop!ent of orld Englishes is acritical consideration here+ as is the range of ,arieties of English+ of dialects and of

accents that learners are exposed to.

ESOL learners !a* also use English in social groups+ situations and en,iron!entsthat their teachers do not belong to and in which language use is different fro! the,ariet* of English nor!all* used b* the teacher. hile I would argue that teachersshould be able to teach and !odel the use of Standard English in a range ofsituations+ so!e !a* still feel out of their depth working for exa!ple with 63B67*ear old students who also need language to co!!unicate with their Englishspeaking peers. One exa!ple of this is the language of text !essaging with itsabbre,iations+ e!oticons and shortcuts. This can be a useful starting point inESOL classes for an exploration of appropriate use of language for particular

contexts and a co!parison of the ,ariet* of text language with that of Standard

9


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English. So!e teachers in training !ight need to research this the!sel,es beforeexploring it with their own learners.

These


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boardDo, Gec $7&. Teachers need to be able to !ake /udge!ents about whether+when and how to encourage the use of other languages in the classroo!. The*also need to understand the ,alue of language co!parison acti,ities for ESOLlearners in de,eloping bilingualis!. If teachers are to ha,e the professional ,isionand confidence !entioned b* )a*nha! "#$$3& the* !ust ha,e opportunities to

discuss and to reflect on


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8or detailed explorations of teacher talk in language classroo!s see )rock+"67%3&+ Thornbur* "6773&+ ullen "#$$#& and Dunan "6776&. There is a consensusa!ong these writers that it is a particular challenge for language teachers to uselanguage the!sel,es sensiti,el* and effecti,el*. As teacher educators we need tofoster these skills in teachers in training but it is arguabl* one of the !ost

challenging things we ha,e to do. The skills are not


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longer turns and asking


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(If there4s one thing we4,e found in the Effecti,e 2ractice pro/ect+ it is thatthe teacher is the resource. Fou can4t necessaril* identif* the best !ethodbecause an*one can wreck a !ethod. The teacher is the !ediator of the!ethod+ so our notion of effecti,e practice is not sa*ing' This is the bestwa* of doing such and such+ or that e,er*one should be doing it like this.

hat we are sa*ing is' let4s raise the professional capacit* of the teachersthrough support and training to get a reflecti,e workforce that can deli,erthe goods.-

The i!plication of this is also that teachers should ha,e a repertoire of !ethodsand techni


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I had an opportunit* to explore and facilitate language learning on a !oreindi,idual basis+ taking into consideration for exa!ple learners4 starting points+pre,ious education+ purposes for learning+ their interests+ wa*s of learning andpersonalit*. A (con,ersion course- designed for E8L teachers who wanted to !o,ein to ESL encouraged planning according to the personal circu!stances and

aspirations of learners rather than fro! a language based starting point. It alsopro,ided an opportunit* to learn to use a Language Experience approach withstudents.

At this ti!e there were also other new and influential de,elop!ents in languagelearning+ particularl* the 8unctional Approach and o!!unicati,e LanguageTeaching. These triggered !an* new !aterials and classroo! acti,ities such asinfor!ation gap work+ the use of realia and role pla*. olleagues also began touse acti,ities drawn fro! The Silent a* and Total 2h*sical 0esponse.Subse


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different props !ake theories and teaching !ethods contain part truths.There are i!plications rather than affir!ations5 propositions rather thanprescriptions5 insights rather than edicts.-

It is reassuring to read in ar!er "#$$6& that (All this a!ounts to a prag!atic

eclecticis!-

Approaches are also grounded in beliefs about the nature of language itself. 8orexa!ple so!e reflect a !ore structural ,iew of language influenced in part b*ho!sk*+ others are !ore in line with a social ,iew and influenced b* allida*.'ragmatic eclecticismi!plies that these beliefs and ,iews can be drawn on toco!ple!ent one other and that indeed the* !a* well work in har!on* rather thanexclusi,el*. As Sutter "#$$7& su!!arises'

(Internal and external factors+ or theories based on either of these+ are not+howe,er+ necessaril* opposed. Indeed the* could be seen as

co!ple!enting each other+ and !an* researchers are now looking atpossible wa*s of s*nthesiing these two perspecti,es. 8urther there areclai!s that the categories Cinternal4 and Cexternal4 are a false dichoto!*'!inds are not purel* internal pheno!ena and soBcalled social factors arenot outside indi,iduals.-

In the span of a teacher4s career the range of a,ailable options and changes inteaching fashions !a* be si!ultaneousl* exciting+ sti!ulating+ daunting andbewildering. These feelings can be as keen for experienced teachers in training asfor new teachers. Dew techni


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8or !ore detailed discussion of IT in the ESOL classroo! see ooke andSi!pson "#$$%&. 8or experi!ents in capturing and sharing authentic speech foruse in ESOL classroo!s go to www.esoluk.co.uk

There are nu!erous other websites which support English Language Learning+

and these should be explored. Teachers should bring those the* alread* know tothe training group and it is useful to co!pile and regularl* update a list. So!ereco!!ended sites that are currentl* popular and reliable are listed at the end ofthis chapter. Fou can encourage teachers to tr* si!ilar options+ such ascontributing to foru!s+ with their own learners.

0esources de,eloped on older technologies still ha,e their place in the ESOLclassroo! and this is not onl* because !ore ad,anced e


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include personal experience as well as reports and research papers fro! D0G+DIAE+ DATELA a!ongst others. GPGs such as I came to England(,--.)pro,ide an excellent opportunit* to focus on a range of factors "e.g. culture+language use+ circu!stances& in training sessions. 0ecent publications"Schellekens #$$;+ ooke and Si!pson #$$%+ 2aton and ilkins #$$7& also offer

further insights and anal*ses.

These authors also include discussions of theories of language learning. 8or ano,er,iew of Second Language Ac


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learners sat on co!fortable sofas and chairs but had no suitable place to write. Inanother co!!unit* centre teaching took place next to a roo! where drug usersca!e to exchange used needles. In prisons there are significant restrictions on!aterials and resources' access to the Internet is nor!all* banned+ as is ha,ingscissors+ glue or blue tac in the classroo!. These exa!ples illustrate that


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The funda!ental point for planning for e!bedded learning is that it should arisefro! the content of the ,ocational course. 2lanning for work based learning shouldfollow si!ilar principles but both should also !aintain a focus on de,elopinglanguage skills for the wider aspirations of the learners in work+ life and stud*.

Teachers in training should ha,e the chance to explore the Skills for Life !aterialsfor e!bedded learning. Excellent background reading on E!bedding ESOL andpro,iding ESOL support in the workplace can be found in Schellekens "#$$;&.

!he wider conte)te began to discuss changes in the profiles of our learners brought about b*!igration. Higration itself is influenced significantl* b* international politics. 8orexa!ple+ with the enlarge!ent of the European Union in #$$1+ new groups oflearners were eligible to li,e and work in the UK and co!e to language classes.onflicts+ the!sel,es constantl* changing+ lead to new groups of people tra,elling

to seek as*lu! across the globe.

Another factor which is sub/ect to considerable change is the national polic*context of ESOL and ESOL learners. It is i!portant to consider the i!pact ofgo,ern!ent polic* on ESOL and ESOL learners and how we can take account ofthis in teacher education.

What changes in national policy in ESOL ha#e occurred during yourcareer

Gepending on how long *ou ha,e been in,ol,ed in this field *ou will ha,e!entioned so!e or all of the following+ which appear in no particular order+ andprobabl* !an* !ore'

a significant increase in funding for Skills for Life and ESOL

changes to funding for particular groups of learners

changes to the rights of as*lu! seekers in respect of language classes

the introduction of targets

changes to those targets

changes in accreditation

introduction of new


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The last two points abo,e !erit further exploration here.

The re


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(to shift the !ix and balance of pro,ision and ser,ices towards locall*identified priorit* ESOL learners-").I.S. #$$7' ;&

The )IS "Gepart!ent for )usiness+ Inno,ation and Skills& docu!ent+

Im!lementing the 1ew 2!!roach to ES%L+ also highlights Cnational priorities4 toassist those identif*ing priorit* groups+ which are as follows'

those who'R ha,e poor or no English language skills5R are isolated>excluded fro!+ and not connecting with co!!unities outsideof their own5R are currentl* not accessing or are underrepresented in learning pro,ision+or are not progressing in their learning5R are those on the path to )ritish citienship who are seeking to !eet theEnglish language and knowledge reper!anent

residence+ probationar* citienship "when it is introduced&+ and )ritishitienship5R are refugees gi,en protection b* the UK @o,ern!ent.-").I.S. #$$7'6%&

This clearl* illustrates that as well as de,ol,ing decisions about pro,ision to a!ore local le,el+ the Dew Approach also links ESOL with a Csocial cohesion4agenda tied to the twin issues of citienship and i!!igration.

The Dew Approach and the link between learning English and gaining citienshipare but two of the !an* changes affecting ESOL that we ha,e discussed in thischapter. hate,er our response to these changes+ we cannot ignore the!. So+what could we do to prepare teachers for the i!pact of these constantl* shiftingfoundations of ESOL An effecti,e training course should'

raise awareness of polic*

foster a critical stance

de,elop confidence in pedagog*

encourage networks and !utual support

foster curiosit*

sti!ulate discussion

train people to be flexible and creati,e in response to change

In #$$7+ Her*l ilkins re,iewed articles she had written in 67%$ and 677$ onapproaches to ESOL and ESOL teacher training. She concludes'

(The onl* wa* forward is to create an at!osphere of critical awareness+ to!ake sure training courses pose


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Dunan+ G. "6776& Language teaching methodologye!el e!pstead' 2renticeall

Dunan+ G. "6777& Second language teaching and learning )oston Hass'einleand einle

2aton+ A. "#$$7& CThe spoken language4 in 2aton+ A. and ilkins+ H. "#$$7eaching adult ES%L6 !rinci!les and !racticeOpen Uni,ersit* 2ress

2itt+ K. "#$$9& +eates in ES%L teaching and learning Oxford' 0outledge

0oberts+ . and )a*nha!+ H. "#$$1& English for s!eakers of other languages(ES%L)6 case studies of !rovision& learners9 needs and resources. London' D0G

0osenberg+ S.K. "#$$;&.2 critical history of ES%L in the U4 >@-/,--A Leicester

DIAE

Schellekens+2. "#$$;& #he %;ford ES%L handook Oxford' Oxford Uni,ersit*2ress

Spiegel+ H. and Sunderland+ . "#$$3& #eaching asic literacy to ES%L learnersLondon' LLU

Sutter+ . "#$$%& S!eaking from within6 archaeological !ers!ectivesLondon'0eflect Issue 6#+ London' D0G

Sutter+ . "#$$7& CSecond language ac>sflip.excellencegatewa*.org.uk>

#$
http://www.talent.ac.uk/http://www.esoluk.co.uk/http://sflip.excellencegateway.org.uk/http://www.talent.ac.uk/http://www.esoluk.co.uk/http://sflip.excellencegateway.org.uk/


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+orumESOLB0esearch is a foru! for researchers and practitioners with an interest inresearch into teaching and learning ESOL.To /oin or lea,e ESOLB0esearch+ ,isit

http'>>www./isc!ail.ac.uk>lists>ESOLB0ESEA0.ht!l

&,&sI came to EnglandLLU+ London South bank Uni,ersit* (will e availale onwww.excellencegateway.org.uk2!ril ,->-)#eaching 7asic LiteracyLLU+ London South bank Uni,ersit*ES%L Effective 'ractice6 Emedded LL1 (will e availale onwww.excellencegateway.org.uk2!ril ,->-)
http://www.excellencegateway.org.uk/http://www.excellencegateway.org.uk/http://www.excellencegateway.org.uk/http://www.excellencegateway.org.uk/http://www.excellencegateway.org.uk/http://www.excellencegateway.org.uk/http://www.excellencegateway.org.uk/http://www.excellencegateway.org.uk/

chapter_10_esol_subject_knowledge_cb_v2 (2).doc

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