Breaking the language barriers: the report of the Working Group on English for Speakers of Other languages (ESOL)

Department for Education and Employment (DFEE)
Working Group on English for Speakers of Other Languages (Great Britain), corp creators. (2000) Breaking the language barriers: the report of the Working Group on English for Speakers of Other languages (ESOL).

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Item Type:	Document from Web
Publisher:	Lifelong Learning UK
Additional Information:	This report follows on from the 1999 report of the working group on adult basic skills, 'A fresh start' (indexed at TD/IRD 88.175) and addresses the needs of adults who are speakers of other languages and who need to develop skills in listening, speaking, reading and writing in English. These learners are a diverse and dynamic group ranging from: long-settled minority ethnic communities to more recently arrived refugees; those who lack basic literacy and numeracy skills in their own language to those with high levels of education and qualifications in their home country; and those who are not keen to re-enter formal education to those who are highly motivated to learn. Part one discusses the scale of need, identifying the range of potential English speakers of other languages (ESOL) learners and the impact of the lack of fluency in English; part two looks at the issue of access and provision, identifying current provision, barriers to access and learning and ways to develop a strategy for ESOL learners; and part three looks at quality and quality assurance issues. Recommendations of the working group include: all developments in the national adult basic skills strategy must address ESOL needs alongside but distinct from basic literacy and numeracy and this should be a specific responsibility of the Adult Basic Skills Strategy Unit; the national standards for basic literacy should encompass ESOL standards up to Level 2 but there must be a distinct ESOL curriculum framework; and the review of the national basic skills standards framework planned for 2003/4 should consider the specific factors relevant to ESOL and involve consultation with experienced ESOL practitioners. Barrier; Basic skill; Access to education and training; Curriculum; Accreditation; Teacher training; Teachers
Depositing User:	New Material1
Date Deposited:	31 Jul 2013 10:47
Last Modified:	31 Jul 2013 10:47
URI:	https://dera.ioe.ac.uk/id/eprint/18101

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