ESOL Provision in the UK and Ireland: Challenges and Opportunities
Summary
Key Takeaways
Table Of Contents
- Cover
- Title
- Copyright
- About the editor
- About the book
- This eBook can be cited
- Contents
- List of figures
- List of tables
- Acknowledgements
- Foreword (James Simpson)
- Introduction: The ESOL landscape of the UK and Ireland (Freda Mishan)
- Part I Identity, Language and Citizenship
- Vignette 1. 2016–2017: Creating an identity: ‘Can I put “diamond trader” on my CV?’ (what it really means to migrate to the UK through Calais) (Philippa Grimes)
- 1 The construction of an independent Irish identity (Kevin McCarthy)
- 2 Effects of the UK’s government language policy on ESOL for citizenship learners and teachers (Sundus Ameer)
- 3 Socioeconomic class and learning English as a second language: A case study of Gujarati women in London (Smita Ray)
- Part II Models of Provision: ESOL Initiatives in the UK and Ireland
- Vignette 2. ESOL outside the traditional classroom setting: The Language Café (Diana Tremayne)
- Case Study 1. Full-time ESOL provision, 2002–2017, Limerick City, Ireland (Michelle Benson)
- 4 Refugee resettlement in rural Wales: A collaborative approach (Mike Chick)
- 5 An investigation of ESOL provision for adult Syrian refugees in Ireland: Voices of support providers (Bronagh Ćatibušić / Fiona Gallagher / Shadi Karazi)
- 6 Motivating unaccompanied minors in the ESOL classroom (Jeremy Idle / Lyn Ma)
- Vignette 3. ESOL outside the traditional classroom setting: Heart and Parcel – combining dumplings and ESOL (Diana Tremayne)
- Part III The ESOL Practitioner: Education, Training and Insights
- 7 ESOL, emancipation and ‘comfort radicalism’: Perceptions of ESOL practitioners in the Scottish further education sector (Steve Brown)
- 8 Building partnerships between teacher education programmes and post-primary schools in Ireland to better address the needs of EAL pupils (Angela Farrell / Joanna Baumgart)
- 9 Online training and development for those who work with adult migrants with little or no home language schooling (Martha Young-Scholten / Rola Naeb)
- Case study 2. Volunteer teachers working together: A refugee support group case study (Siân Etherington)
- Vignette 4. 2014–2015: ‘Severe and multiple deprivation’ and the ESOL Research Forum (Philippa Grimes)
- Part IV Responding to Diversity
- Vignette 5. 2012–2013: ESOL and superdiversity in Birmingham, UK (Philippa Grimes)
- 10 Beyond ESOL provision: Perspectives on language, intercultural and integration support for Syrian refugees in Ireland (Bronagh Ćatibušić / Fiona Gallagher / Shadi Karazi)
- Case study 3. Are we failing ESOL literacy students by not taking account of SLA research in our approaches to teaching them? (Ann Cowie)
- 11 Towards intercultural competence: A model-based framework for improving ESOL learners’ cultural content knowledge (György Nagy)
- Vignette 6. The learners that publishers forgot (Kathryn Aldridge-Morris)
- Conclusion. ESOL provision in the UK and Ireland: Challenges and opportunities (Freda Mishan)
- Bibliography
- Notes on contributors
- Index
- Series index
ESOL
Provision in
the UK and
Ireland
Challenges and Opportunities
Edited by
Freda Mishan
PETER LANG
Oxford • Bern • Berlin • Bruxelles • New York • Wien
Bibliographic information published by Die Deutsche Nationalbibliothek
Die Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available on the Internet at
http://dnb.d-nb.de.
A catalogue record for this book is available from the British Library.
Library of Congress Control Number:
A CIP catalog record for this book has been applied for at the Library of Congress.
ISSN 2296-2808
ISBN 978-1-78874-373-0 (print) ISBN 978-1-78874-374-7 (ePDF)
ISBN 978-1-78874-375-4 (eBook) ISBN 978-1-78874-376-1 (MOBI)
© Peter Lang AG, International Academic Publishers, Bern 2019
Hochfeldstrasse 32, CH-3012 Bern, Switzerland
info@peterlang.com, www.peterlang.com, www.peterlang.net
All rights reserved.
All parts of this publication are protected by copyright.
Any utilisation outside the strict limits of the copyright law, without the permission of the publisher, is forbidden and liable to prosecution.
This applies in particular to reproductions, translations, microfilming, and storage and processing in electronic retrieval systems.
This publication has been peer reviewed.
Freda Mishan specializes in language learning materials development, including areas such as materials for intercultural language learning, blended learning and ESOL. She has forty years’ experience in the field of TESOL (teaching English to speakers of other languages), teaching in Italy, the UK and Israel before settling in Ireland. She completed her PhD at the University of Limerick and went on to do post-doctoral research as an IRC scholar, subsequently lecturing on the Structured PhD and MA TESOL programmes there. She is editor of the Materials Development Association (MATSDA) journal, Folio.
About the book
“As this excellent collection of papers makes clear, ESOL practice, and ESOL practitioners, and above all ESOL learners in the UK and Ireland have much in common. The voices of teachers and learners, heard loud and clear throughout this excellent and much needed volume, reveal a vibrant, but contested field, one that is concerned with much more than language learning. This is a must-read for anyone involved in or interested in migration, language education, and social cohesion and the connections between them.”
David Mallows, Principal Teaching Fellow,
UCL Institute of Education, London
Situated within the context of unprecedented levels of inward migration to the UK and Ireland bringing with it all the complexities of integration, this volume focuses on a key aspect of this - language provision. Through the voices of stakeholders in the field of teaching English to speakers of other languages (ESOL), this volume critically examines models of language provision and integration, the relationship between language and identity, developing ESOL practices and ESOL policy. A distinctive feature is the diversity of contributions, ranging from research studies to vignettes presenting living portraits of ESOL practice on the ground. The volume fills an urgent gap in this area, offering a snapshot of the ‘state of the art’ of ESOL in the UK and Ireland and projections of how the needs of new migrants can be addressed into the future.
This eBook can be cited
This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.
Contents
Introduction: The ESOL landscape of the UK and Ireland
Part I Identity, Language and Citizenship
Vignette 1. 2016–2017: Creating an identity: ‘Can I put “diamond trader” on my CV?’ (what it really means to migrate to the UK through Calais)
1The construction of an independent Irish identity
2Effects of the UK’s government language policy on ESOL for citizenship learners and teachers←v | vi→
3Socioeconomic class and learning English as a second language: A case study of Gujarati women in London
Part II Models of Provision: ESOL Initiatives in the UK and Ireland
Vignette 2. ESOL outside the traditional classroom setting: The Language Café
Case Study 1. Full-time ESOL provision, 2002–2017, Limerick City, Ireland
4Refugee resettlement in rural Wales: A collaborative approach
Bronagh Ćatibušić, Fiona Gallagher and Shadi Karazi
5An investigation of ESOL provision for adult Syrian refugees in Ireland: Voices of support providers
6Motivating unaccompanied minors in the ESOL classroom
Vignette 3. ESOL outside the traditional classroom setting: Heart and Parcel – combining dumplings and ESOL←vi | vii→
Part III The ESOL Practitioner: Education, Training and Insights
7ESOL, emancipation and ‘comfort radicalism’: Perceptions of ESOL practitioners in the Scottish further education sector
Angela Farrell and Joanna Baumgart
8Building partnerships between teacher education programmes and post-primary schools in Ireland to better address the needs of EAL pupils
Martha Young-Scholten and Rola Naeb
9Online training and development for those who work with adult migrants with little or no home language schooling
Case study 2. Volunteer teachers working together: A refugee support group case study
Vignette 4. 2014–2015: ‘Severe and multiple deprivation’ and the ESOL Research Forum
Part IV Responding to Diversity
Vignette 5. 2012–2013: ESOL and superdiversity in Birmingham, UK←vii | viii→
Bronagh Ćatibušić, Fiona Gallagher and Shadi Karazi
10Beyond ESOL provision: Perspectives on language, intercultural and integration support for Syrian refugees in Ireland
Case study 3. Are we failing ESOL literacy students by not taking account of SLA research in our approaches to teaching them?
11Towards intercultural competence: A model-based framework for improving ESOL learners’ cultural content knowledge
Vignette 6. The learners that publishers forgot
Conclusion. ESOL provision in the UK and Ireland: Challenges and opportunities
Index←viii | ix→
Figure 3.1. National Framework of Qualifications Ireland (NFQ)
Figure 8.1. EAL as a subject specialism for TP in schools (January 2015–January 2018)
Figure 9.1. Participants in modules
Figure 9.2. Sharing on the international, multi-lingual discussion forum
Figure 11.1. A model for intercultural competence in ESOL
Figure 11.2. Pentagon of Culture
Figure 11.3. Comparing ‘tea drinking’ in Ireland and ‘tea drinking’ in Hungary←ix | x→ ←x | xi→
Details
- Pages
- XVI, 404
- Publication Year
- 2019
- ISBN (PDF)
- 9781788743747
- ISBN (ePUB)
- 9781788743754
- ISBN (MOBI)
- 9781788743761
- ISBN (Softcover)
- 9781788743730
- DOI
- 10.3726/b13398
- Language
- English
- Publication date
- 2020 (June)
- Keywords
- ESOL English for Speakers of Other Languages Integration Migration
- Published
- Oxford, Bern, Berlin, Bruxelles, New York, Wien, 2019. XVI, 404 pp., 7 fig. b/w, 12 tables
