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Early Language Learning in Europe (ELLiE)
Edited by J. Enever for European Commission and British Council (2011)
The ELLiE study provides detailed insight of the policy and implementation processes for early foreign language learning programmes in Europe, giving a rich description of learner experiences and contexts for learning.
Department for Business, Innovation and Skills (2011)
This Equality Impact Assessment examines the potential effects on adult learners participating in English for Speakers of Other Languages (ESOL) courses as a result of changes to policy concerning eligibility criteria for fee remission as set out within wider funding and structural reforms in Skills for Sustainable Growth and
According to this CBI-EDI Education and Skills Survey, almost half of employers report problems with literacy, numeracy and employability skills in the workforce. Chapter 5 sets out the evidence for the need to improve these skills. In addition, the report identifies two other areas for development, the need for STEM (science, technology, engineering and maths) and foreign-language skills in chapters 9 and 12 respectively. While the report does not reflect on second language speakers and the contributions that they make to UK commerce and industry, the latter two areas are particular strengths for the EAL & ESOL target groups.
OECD PISA studies have shown that migrant students in most OECD countries tend to have lower education outcomes than their native peers. This paper looks at the ways in which education policies can influence factors at system, school and individual level to help provide better educational opportunities for migrant students. The educational levels covered are pre-school, primary and secondary school. The main focus is on first- and second-generation migrants enrolled in these levels of education. “First-generation migrants” refers to those children who were born abroad and whose parents were also born abroad, while “second-generation migrants” refers to those children who were themselves born inside the receiving country but whose parents were born abroad.
This document consists of a core curriculum inventory for teaching the English language. It is based in part on the Common European Framework of Reference (CEFR) and is constructed around key language points for each level, including grammar, vocabulary, discourse markers and functions. It is based