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ESOL Curriculum

DTLLS Presentation
by

Maddy Brice

on 19 December 2012

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Transcript of ESOL Curriculum

Rationale for ESOL Social Cohesion Recommendations: Curriculum Models and Ideologies Definitions of "Curriculum" ‘The world class FE college actively promotes cohesion within the student/learner body. The best colleges recognise that successful educational outcomes are closely linked to creating a climate of mutual respect and support with clear boundaries on unacceptable behaviour. Many colleges understand their position within the local area as a key gateway for young
people and adults to go through, with many returning to positions of responsibility within the community following training – this brings considerable responsibility to the college to be a key “place shaper” for its area.’

DIUS (2008) ESOL Curriculum More classes per week to make quicker progress.

Better curriculum planning to ensure the needs of both
students with low literacy and those from high educational
backgrounds are catered for more effectively.

Separate ESOL from literacy at Levels 1 and 2 eg reading exam

Educate non-ESOL students to understand ESOL learners to achieve
social cohesion. recommended:
ESOL Core Curriculum
specialised teacher training for ESOL
development of specific quals for students ESOL Timeline Pre-1999 2007 2001 No centralised funding for ESOL
Funding controlled through Councils
Limited funds available
No standardised training or curriculum 1999 The Moser Report
"A Fresh Start"

21 Recommendations incl. further research into ESOL 2000 Advantages Disadvantages Government introduced Skills for Life Strategy.
Core curricula written for Numeracy, Literacy and ESOL.
Publication of related learning materials. Funding available at last
to provide ESOL courses for steady influx of immigrants. Bringing ESOL under centralised control:

“Whilst Government initiatives have brought in welcome resources, they have ... laid a heavy bureaucratic burden on teachers, one which many see as being driven by auditing purposes and economic motives related to global competitiveness rather than the facilitating of language learning or the meeting of learners’ needs”
(Callaghan 2006: 30) 2004 Skills for Life exams introduced.
Previously funded qualifications such as Cambridge Main Suite exams no longer eligible for LSC funding.
New exams were introduced specific to UK ESOL context. ESOL Core curriculum (p9) defines "curriculum" as:

"a reference document which sets out the indicative content for a whole subject area such as ESOL." Weaknesses:
Need updating to reflect
changing profile of ESOL
learners.
Uses Standard English as its model - does not reflect multilingual reality of UK. Strengths:
Topics are from everyday life eg
travel, health, neighbours, work.
Grammar follows recognised stages
of second language acquisition. Cooke and Simpson (2008) Neagley and Evan (1967) define the curriculum
as "All the planned experiences provided by the
school to assist in attaining the designated
learning outcomes to the best of their abilities". Product or Behavioural Objectives Model Tyler (1949) Strengths:
specific and measurable
aims and objectives clear
clear links between learning activities
and outcomes
Weaknesses:
Very prescriptive.
Some things hard to measure and evaluate
May hinder creativity
Too subject and examination bound
Has its roots in behaviourism
(Neary, 2002) FE model Interested in end
objectives.
Need to measure,
evaluate because of
funding and
accountability Product Process Stenhouse (1975):
Curriculum planning should focus on
gradual development of student and be
shaped by the teacher. (Tummons 2009) Cognitivism What kind of model does ESOL follow? Funding End objectives
(Assessments) Whilst learning, students
may acquire study skills and
become more independent Process Product ESOL Funding Cuts 2010 Conservative-Liberal coalition comes into power 2011 Praxis Can ESOL classes
transform lives
of learners? Their lives are transformed
through better language skills.

Reconstructionism - education to
change society. Reflect for ESOL

Regenerative Freirian Literacy
through Empowering Community
Techniques Fuses theories of Freire with
participatory methodologies.

Started by ActionAid in 1990s to
empower and educate women Modern definitions of ‘curriculum’ define
it as the totality of the experiences a student
receives as a result of the provision made, whether
it is planned, unplanned or hidden. cognitive social 2008 DIUS proposal that ESOL funding would be:
"prioritised for those individuals and communities
where lack of English is likely to contribute to the
weakening of community cohesion"
(DIUS 2008) 2012-13 ESOL funding safe for another year! Eastern European economic migration begins 'The act of knowing involves a dialectical movement
that goes from action to reflection and from reflection
upon action to a new action (Freire 1972). Reflect ESOL network Vision

Our vision is of a society where ESOL can play its full role, not only in language learning, but in personal growth, shared wealth and solidarity. We believe ESOL classes provide a forum where networks, trust and friendships can be built, where people can exchange ideas in a safe environment. But more than this, we believe we have much to learn from our students. Together we can explore those factors which contribute to poverty, unemployment and injustice in our communities, both local and global and work together for a fairer and more sustainable world. http://www.reflect-action.org/esol/visionandvalues Equality and Diversity
Equality Act 2010
9 protected characteristics
Every Student Matters
Citizenship tutorials Education for Sustainable
Development ‘Sustainable development is development that meets the needs of the present
without compromising the ability of future generations to meet their own needs’
(Brundtland Commission,1987) But .... Second Language Acquisition DfEE 1999 Dfee (2000) DfEE (2001)
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