ERI. Aim and Objectives. The principal aim of the project is to provide 18 case studies of effective practice in ESOL teaching and learning The process and people involved in the planning and delivery of programmes (providers, learners, stakeholders such as employers, tutors) - PowerPoint PPT Presentation
Aim and Objectives Case Studies – Effective Practice in ESOL in Scotland ERI • The principal aim of the project is to provide 18 case studies of effective practice in ESOL teaching and learning • The process and people involved in the planning and delivery of programmes (providers, learners, stakeholders such as employers, tutors) • The monitoring and evaluation approaches adopted • The impact of programmes on the learners and their families • How the programmes contributed to national and local outcomes (such as employability and the vision and principles aspired to in the Adult ESOL Strategy
Transcript
Aim and Objectives
Case Studies – Effective Practice in ESOL in Scotland
ERI
• The principal aim of the project is to provide 18 case studies of effective practice in ESOL teaching and learning
• The process and people involved in the planning and delivery of programmes (providers, learners, stakeholders such as employers, tutors)
• The monitoring and evaluation approaches adopted
• The impact of programmes on the learners and their families
• How the programmes contributed to national and local outcomes (such as employability and the vision and principles aspired to in the Adult ESOL Strategy for Scotland)
Selection Criteria
Case Studies – Effective Practice in ESOL in Scotland
ERI
• Consider: CLD, College and Voluntary Sectors
• Consider: Workplace, Family and Settled Ethnic Minority ESOL
• Attendance and participation
• Achievement of qualifications
• Achievement of informal outcomes
• Progression
• Use of resources
• HMIE and other inspection reports and awards where available
• Proficiency range
• Geographical distribution
• Sector spread and location
Approach
Case Studies – Effective Practice in ESOL in Scotland
ERI
• Online questionnaire devised
• Responses collected
• Initial contact made via email
• Secondary contact made by phone
• Further meetings/discussions help to narrow
58 responses to 25
• Leading to feasibility study
Flavour of response
Case Studies – Effective Practice in ESOL in Scotland
ERI
58 responses – including
17 Local Authorities (Highland to Borders) (map)
12 colleges
6 Voluntary Sector
Workplace ESOL: Khushi’s in Dunfermline
ERI
Task
• You’ve been asked to provide a 20-week ESOL programme for staff at a well-known and well-established local restaurant
• At the pre-meeting, you need to identify what you want for the programme before your meeting with the company.
ERI
How Did We Get Here?
Engagement
Delivery
Evaluation
Needs Analysis
Food And Drink Orders
General Conversation With Customers
Telephone Common Surnames Numbers Fife Accent
Engagement
Delivery
Evaluation
Approach
Group Dynamics Environment Tired Students Instant Results Cultural Issues Fife Accent
Common Ground Nurture Relationship Value our Service
Engagement
Delivery
Evaluation Engagement
Delivery
Evaluation
Success factors
Company has bought into provision: the restaurant manager has been involved throughout
2-sided motivation: company wants more confident and efficient staff – workers want visas and everyday English
Accessibility: most learners live above the restaurant, where lessons take place; lessons timed to fit in with restaurant hours
Cultural dimension: a homogeneous group of learners who need to be able to interact with a wide range of local customers can explore cultural issues – once they are raised
ERI
Lessons learned• Common ground: a class of learners who are all doing the
same job. • A teacher who responds to her learners as individuals
and as equals and encourages them to be informants.• Running a language class on the premises shows
commitment to staff and can only add to an employer’s reputation. Where companies have no direct input, workplace learning loses its value for them.
• Workplace ESOL can help to improve retention rates and help workers to settle into their new life.
• ESOL providers need to go into negotiations with employers with “a business hat on and their shoulders back” not be intimidated by the business ethos and be flexible especially when times are hard for companies.
