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 tables
Table 0.1. Equivalences ESOL, CEFR, SCQF
Table 2.1. Participants of the semi-structured interviews
Table 2.2. Research design of the study
Table 2.3. Responses to the ESOL teachers’ questionnaire
Table 9.1. Hours of LESLLA training and continued professional development
Table 9.2. Participants’ employment status
Table 9.3. Pre-test results
Table 9.4. Post-test results
Table 11.1. Categorisation of the Fields of Culture into the Pentagon of Culture
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