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.
List of figures
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→
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