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ESOL Provision in the UK and Ireland: Challenges and Opportunities


Edited By Freda Mishan

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.

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11 Towards intercultural competence: A model-based framework for improving ESOL learners’ cultural content knowledge (György Nagy)


György Nagy

11 Towards intercultural competence: A model-based framework for improving ESOL learners’ cultural content knowledge


This chapter provides a practical framework focusing on the cultural content of English language learning materials to promote adult migrant learners’ intercultural competence. Drawing on the models of intercultural (communicative) competence by Fantini (2009), Byram (1997), Byram, Gribkova and Starkey (2002) and Deardorff (2006), the chapter proposes a model for intercultural competence for use in teaching English for Speakers of Other Languages (ESOL) which identifies four components of intercultural competence: content knowledge, cognitive skills, attitudinal skills and awareness. The chapter then focuses on the ‘content knowledge’ component presenting two models for identifying, categorising and examining cultural content (Byram and Morgan 1994; National Standards in Foreign Language Education Project [NSFLEP] 2015) which are incorporated into a single, usable framework. The framework is intended to be used to evaluate the potential of learning materials to improve content knowledge and also to provide a frame of reference for teachers to integrate aspects of cultural content into their materials. The proposed framework can help to determine the extent to which the learning material is extensive and comprehensive regarding the cultural aspect. The improvement of migrant learners’ cultural content knowledge is a fundamental element not only in the development of their intercultural competence but also in the progress of their healthy identity construction and successful cultural integration. Therefore, the framework proposed has the intention of helping ESOL teachers and materials developers...

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