Natecla Plenary 2018: ESOL provision and our learners
The aim of my plenary last year was to explore the delivery of ESOL and how it meets the needs of the migrants and refugees who come to our classes. I thought that it would be interesting to put research evidence and the views of colleagues in the sector alongside each other. That is why Laura Plotnek-Jones from Natecla and I created an online questionnaire with six questions. We had fantastic participation with 81 people taking part. Below you find a summary of five of the questions that attracted the most attention and quiz participants' responses. I am going to leave my original question 1 on the importance of speaking, listening, reading and writing for a later date as it is a substantial topic .
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Document Type: Research Article
Publication date: July 1, 2019
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- Language Issues is the part peer-reviewed journal of NATECLA, the national association for teaching English and other community languages to adults. The journal explores the area between academic research and classroom practice, sharing experiences of teaching, training and management and disseminating research and ideas relating to language, political and social issues. Language Issues comprises articles on published and unpublished research, current studies and pieces of action research relating to ESOL and community languages, language learning theories, methods, materials and learners. Voices from the Classroom brings reflections and experiences from teachers, students and others on topics ranging from bilingualism to testing to poetry in the language classroom. There are also interviews with professionals from the field, reviews and reports. Language Issues looks at broad issues and big ideas and is an invaluable resource for everyone interested in language teaching and learning, both in in the UK and elsewhere in the world. You can subscribe to the journal via the NATECLA website. Publisher: National Association for Teaching English and other Community Languages to Adults.
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