Debates in ESOL Teaching and Learning: Culture, Communities, and Classrooms

Debates in ESOL Teaching and Learning: Culture, Communities, and Classrooms

Debates in ESOL Teaching and Learning: Culture, Communities, and Classrooms

Debates in ESOL Teaching and Learning: Culture, Communities, and Classrooms

Synopsis

This unique book provides a lively introduction to the theory and research surrounding the adult learning of English for Speakers of Other Languages. Offering a digest and discussion of current debates, the book examines a wide geographical and social spread of issues, such as:

• how to understand the universal characteristics of learning an additional language
• what makes a 'good' language learner
• multilingualism and assumptions about monolingualism
• learning the written language
• the effect of recent Government immigration policy on language learning processes.

As a majority of adults learning ESOL are from communities of immigrants, refugees and asylum seekers, understanding the diversity of social and personal history of learners is a critical dimension of this book. It also recognises the social pressures and tensions on the learners away from the classroom and discusses various types of classroom and language teaching methodologies.

Full of practical activities and case studies, this book is essential reading for any basic skills teacher undertaking a course of professional development, from GNVQ through to post-graduate level.

Excerpt

The books in this series are aimed mainly at teachers, trainers, researchers and postgraduate students concerned with the education of adults in the field of language, literacy and numeracy. They address people working and training teachers in the many contexts in which teaching and learning takes place: including colleges, family and community-based settings, workplaces and prisons. We expect the books to be useful within both initial and continuing professional development courses. They address the curriculum and subject specifications, as well as offering reflective and research dimensions for those whose interest has been sparked to probe deeper into the absorbing issues thrown up in the field. While recent national government strategies in the UK and some other countries have boosted research in the field and opportunities for professional development, as yet there are few easily available resources of the kind offered by the books in this series.

Each book in the series offers an up-to-date introduction to theory and research evidence in some aspect of the field, reviews the debates and issues and discusses how they apply to educational practice. The books are designed to be accessible to interested but non-specialist readers and each can be read independently as well as in relation to the series as a whole. The key readings and research evidence on which the books draw are international in origin and scope. Because of this and because they focus on topical debates and issues that are central to the field, the books will have wide appeal to the international research and practice community for adult literacy, language and numeracy. Development workers in a range of international contexts may also find them of interest.

These books draw on the authors’ varied experience of teaching, researching and working with practitioners in short courses, summer schools, continuing professional development and networks. Each book reflects the approach of an individual author, and contains specially written discussion papers giving an overview of issues and debates, along with key readings brought together from a wide range of specialist sources. Each chapter has suggestions for exploring the material further, through reading, research activities and reflection. Key terms are explained throughout. These features, together with the access offered to key research articles in the field, make these books a unique, engaging, topic focussed resource for professional development.

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