This project investigated the similarities and differences between ESOL and Literacy provision, from the perspectives of learners and providers, seeking to draw lessons for improving the transparency of placement practices and the learning opportunities available in different contexts.

The main research questions this project sought to answer were:

• What factors influence the placement of learners at ESOL Entry 3 and beyond in ESOL or Literacy provision?
• What are the distinctive characteristics of ESOL and Literacy provision from the perspective of learners and teachers?
• What lessons can be drawn for enhancing placement practice?
• What lessons can be drawn for enhancing pedagogical practice in multilingual classrooms?
• What are the issues for professional development?
• What are the issues for further research and/or development?

Report about to be published.

• contribute to the quality and fitness for purpose of both ESOL and Literacy provision, particularly, but not exclusively, in multilingual metropolitan areas, where literacy classes will typically contain learners from many different language backgrounds.
• To build on the findings of existing NRDC research, in particular the Effective Practice projects
• to investigate issues of the placement of learners at or around Entry Level 3 and beyond in ESOL or Literacy classes and the consequences for their learning.
• From this evidence base to draw out implications for practice, for teacher education as well as further research and development.

Completed project. Report available http://www.nrdc.org.uk/publications_details.asp?ID=136.