A critical history of ESOL in the UK 1870

Introduction	Setting out aims and brief background history of ESOL
Chapter 1	1870-1930 Jewish settlement, especially in London’s East End. Role of voluntary organisations and self-help texts. Methodology and materials used at the time. Issues of mother tongue maintenance, assimilation/integration.
Chapter 2	1930-1950 (i) Refugees from the Spanish Civil War and Nazi Europe. Teaching methodology and materials used: Berlitz, Linguaphone, Pitmans, Eckersley. (ii) Free French and other patriot forces. Role of armed forces education service and voluntary organisations.
Chapter 3	1950s and 1960s The different challenges from post-war patterns of immigration and refuge. (i) Immigration statistics. (ii) Government responses. (iii) Local Education Authority responses. (iv) BBC response. (v) Community response. (vi) DES response (vii) The position of ESOL teaching in the 1960s.
Chapter 4	1970s The period of expansion. Russell Report 1973. The role of the ILEA. Establishment and contribution of Language and Literacy Unit, its organisational influence, training and publications. The continuing impact of Section 11 and other forms of funding. Impact of succeeding waves of refugees from Latin America, Uganda, Cambodia, Vietnam. (none of them provided for under Section 11 funding). The role of the National Extension College (NEC) in publishing materials. Influence of the Council of Europe Threshold level and CILT.
Chapter 5	1980-1992 Consolidation and retrenchment. Relationship with the adult literacy movement. Abolition of the ILEA 1989. Abolition of Industrial Language Training 1989. The particular vulnerability of adult and community education. The recognition of other community languages.
Chapter 6	1993-2000 From incorporation to Moser Committee. The establishment of the Adult Basic Skills Strategy Unit within the central government education department. The ESOL profession’s response. Critique of materials and training.
Chapter 7	2000 onwards Importance of ESOL professional contribution, especially NATECLA, to developing the National Curriculum, teacher training and targets. Security for ESOL but dangers in aligning the needs of ESOL learners with those of Basic Skills students and the absence of the dimensions racial discrimination and social cohesion.

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A critical history of ESOL in the UK 1870–2006

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