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ESOL
Part of the joint NIACE and NRDC series, Developing Adult Teaching and Learning: Practitioner Guides
Melanie Cooke and Celia Roberts
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Published by NIACE in partnership with the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), this is one of a series of guides to good practice – each in a key area of adult education – arising from five Effective Practice Studies carried out by NRDC from 2003 to 2007.
The series looks critically at how emerging and published research can inform the development of teaching and learning strategies for adults. It is designed to support practitioners working in a variety of settings.
Each guide in the series aims to update teachers on research and to encourage them to reflect on their practice. They are intended to inspire teachers to try ideas and approaches which research suggests are effective. Principles of good practice are illustrated by clear and relevant case studies from current research. All examples are highly relevant to the classroom. Pointers to further reading are provided.
ESOL contains sections on opening up spaces for learners to talk; about speaking at Entry level 1; about standard western narratives (probably useful for people teaching classes at Entry level 3 and above); and argumentation (which will be appropriate for levels 1 and 2). Readers are encouraged to challenge the concept of ‘level’ and to experiment.
Each section describes the action research cycle as experienced by one of the teachers, and each one provides a set of suggestions to follow if you want to try something similar yourself. The sections all end with a list of further reading for those who wish to find out more.
Click here to order all nine guides in the series for a special price
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Contents
| Acknowledgements | |
| How to use this guide | |
| Chapter 1. | Background and context Introduction The ESOL Effective Practice Project (EEPP) Action research Turning talk into learning: Principles for ESOL classrooms The scope of this guide Using transcriptions If you want to find out more |
| Chapter 2. | Turning talk into learning:
Opening up interactional spaces Introduction Opening up spaces for talk Carol’s class James’s class Conclusion – Spaces Try it out If you want to find out more |
| Chapter 3. | Turning talk into learning at
Entry 1 Introduction Jim’s class Planning with confidence Conclusion – Entry 1 Try it out If you want to find out more |
| Chapter 4. | Turning talk into learning:
Narratives Introduction The importance of narratives Patrick’s class Conclusion – narratives Try it out If you want to find out more |
| Chapter 5. | Turning talk into learning:
Argumentation Introduction Discussion topics Two types of talk in discussion lessons Conclusion – argumentation If you want to find out more |
| Conclusions | |
| References |
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The joint NIACE and NRDC series, Developing Adult Teaching and Learning: Practitioner Guides
Click here to order all nine guides in the series for a special price |
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