This project developed methods to enable managers and practitioners in mainstream employment services to recognise and audit the skills and qualifications that migrants, who are third-country nationals, have acquired prior to their arrival in the EU, in order that such services can support the social and vocational integration of migrants. The methods developed by the IMPACT project partners from five countries are described in this training resource.
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This study surveys academic research on the development of young learners’ reading skills, international survey data, national policies and delivery across Europe. Because the distribution of young EAL learners varies so much across different countries, there is no central discussion of learning to read in another language. However, this aspect is covered under specific country headings.
This new book from ESOL Nexus is about the role of language in the integration of migrants. The writers of the chapters are all engaged in the education of migrants as teachers, researchers or policymakers in a wide variety of contexts and they provide us with a rich and thought-provoking array of perspectives from teachers and learners on language issues in migration and integration. Through them we hear directly from learners, migrants who have arrived in a new country and are now striving to master the host language. We learn much from them about the place of language and language learning in their new lives.
Insightshare carried out an evaluation project for ESOL Nexus using Participatory Video and the Most Significant Change technique. This video is a summary of the process with highlights from the 10 videos.
The team investigated the role of class discussion in building language skills. They believe that meaningful discussion of real issues is an under-exploited resource in ESOL. Discussion is often treated in an instrumental way, as a tool to activate schemata or for language practice. The team has observed, however, that when group discussion is used as a primary tool for language development, students produce language beyond their level, learn new language from each other, experiment with new language and develop new communication strategies.
LSC, KPMG and Ofsted (2009)
Report on the use of data in the learning and skills sector, in particular of the ILR (Individual Learning Record) to calculate success rates.