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.
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.
This publication will interest and stimulate anyone who is involved in planning and providing education and training for teachers of English before they take up their positions in educational institutions
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.
Dermot Bryers, Melanie Cooke and Becky Winstanley from EFA London investigated how the concept of integration was understood and articulated by ESOL learners in two classes in London.
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.
Recent trends in the initial training of teachers of literacy, numeracy and ESOL in England (LLUK)
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.
ILR Fact finding review: Impact on success rates
This article discusses the UK Government’s policy decisions related to assessing language proficiency for migration purposes.
This project built an initial research evidence base by drawing directly on learners’ and teachers’ experiences of issues of sexual diversity within ESOL. This concept of ‘bringing the outside in’ (Roberts and Baynham 2006), understanding how learners’ lives affect and impact on learning and life opportunities, is a key strategy in understanding the heterogeneity of ESOL learners and supporting them in an unequal world.