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
E. and A. Williams for CfBT Education Trust (2007)
The report provides an overview of provision of English language teaching in the ESOL and EFL sectors and recommends the two should be amalgamated.
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.
This document reviews the provision for vocational training for 14-19 year-olds. One of its key recommendations is that ‘post-16, English and Mathematics should be a required component of study programmes for those without good GCSEs in these subjects’.
Greater London Authority (2009)
This document sets out to define and implement the Mayor’s vision for refugee integration in London. The strategy will guide the implementation of this vision over the three-year period from 2009 to 2012.
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
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.