NRDC : A review of current ESOL Research (Completed)

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A review of current ESOL Research (Completed)
Related documents:	Adult ESOL pedagogy: a review of research, an annotated bibliography and recommendations for future research – Report (pdf 651 KB) Adult ESOL pedagogy: a review of research, an annotated bibliography and recommendations for future research – Summary (pdf 152 KB)
Related publications:	Adult ESOL pedagogy: a review of research, an annotated bibliography and recommendations for future research Reflection and action in ESOL classrooms
Project description:	This review covers research into the learning of English in classroom settings by adult speakers of other languages (ESOL). It was produced as part of NRDC’s work in support of Skills for Life. A section on learners and learning is concerned with studies of the process of language learning, including factors such as age, aptitude, personality and motivation. A section on teachers, classrooms and tasks discusses research which investigates the relationships between teaching and learning, including the learning of language form and uptake. A section on ESOL literacy is concerned with research into the teaching and learning of the written language. A section on organisation of provision looks at issues of policy, intensity of provision, language support and work-place provision. There is a further section on research methods and a short section of assessment procedures.
Findings:	Actual pedagogic practice It is recommended that a large scale study of actual practice in different settings is carried out. Alongside this larger study there should be a number of smaller ethnographic studies of good practice in ESOL classes, covering: learners with little prior experience of the written language; bilingual literacy provision; workplace courses; and language support on mainstream courses. The aim of these studies is to provide accounts that can be disseminated to other practitioners. Teaching and learning processes There should be ongoing research into the relationships between teaching and learning in formal contexts. This could be based around a programme of practitioner research, with support from established researchers. This research should explore: specific classroom tasks to address issues of accuracy and fluency in the spoken language an investigation of different media of learning, including written materials and new technology learners’ discursive experiences and practices outside the classroom, and how classroom practices can take account of them learners’ expectations and learning strategies. The learners Studies tracking learners through different kinds of provision would give more information about particular sorts of learners and their learning experiences both in and out of classrooms, and provide an account of pedagogic practice from their position, including: learners with very little previous experience of literacy, or of formal education learners who arrive in the UK with professional qualifications and experience, but low levels of English learners whose first language is an English based Creole or dialect learners with trauma.

Programme One: Economic development and social inclusion