ESOL Sig Pre-Conference Day at IATEFL

1. Big challenges and small solutions
19th March, 2012

2. Overview:
• ESOL – creating the conditions for integration?
• The ESOL Nexus project – an overview
• Three big challenges and a few small solutions

3. A: Good morning, can I help
you?
B: Hi, yes, I’ve got an
appointment with Dr. Mulligan
B: Can I have your name,
please?
A: Yes, it’s Mrs Powell
B: Here we are, 10.30. Would
you like to take a seat in the
waiting room?

4. ESOL – creating the conditions for
integration?
Published 21 Feb 2012
Department for communities and
local government

5. 5 key factors that contribute to integration

6. Where does English have a role?

7. English facilitating integration:
“Integration comes from everyday life, and long-term social and
economic challenges create barriers to a more integrated
nation.
People come together through day-to-day activities, not
'integration projects' which too often feel irrelevant and prove
unsustainable. ”
Creating the conditions for Integration, Pg 8

8. Integration facilitating English
“…the degree to which a learner acculturates to the target-
language group will control the degree to which he acquires
the second language”
(Schumann, 1978a: 34)

9. The ESOL Nexus project
Background
European Integration Funded (EIF) projects enhance the integration of
third country nationals who have migrated to the United Kingdom over the
last 10 years.
The 3 year ESOL Nexus project commenced on 1 July 2011
Aims
To provide the target group with opportunities to develop their English
language, citizenship and work skills via web-based resources.
To engage with 48,000 learners over 3 years (and their teachers)

10. Key features of the project
A unique online portal providing easy access to resources for learners,
teachers, providers and policy makers
Pilot centres trialling resources and serving as a vehicle for engagement
with learners and teachers
A diverse team of ESOL specialists throughout the UK developing new
materials to meet the needs of ESOL learners, with a focus on interaction
in society and vocational contexts.

11. “Everyday life” – three challenges
1. The language that learners really need
2. The language that people really use
3. “Ready for anything” - language for unexpected
outcomes

12. The language that learners really need
With a partner, brainstorm a list of situations in which you
have used spoken English to get something done
(transactional language) over the last week or so.
You have 3 minutes!

13. My list
•Working out how to split the bill with a friend in a café
•Persuading the courier to collect as well as deliver something
•Telling someone they’ve called the wrong number
•Buying an egg and bacon muffin
•Finding out about my daughter’s progress at parents’ evening
•Giving the dentist’s receptionist my details
•Telling the hairdresser how long to cut my fringe
•Arranging an MOT for my car
•Calling the school absence-reporting line
•Dealing with the NatWest Bank fraud department

14. Small solutions
Needs analysis
“What do you need English for?”
“When do you find it difficult to communicate in English?”
Developing resources for a wider range of contexts
Parents’ evening
Driving in the UK
Working as a volunteer
Being self-employed
Reading aloud to your children

15. The language people really use
A: Do you want to come over here? 1
B: Right, thanks (3 secs) thank you. 2
A: Tea or coffee? 3
B: Can I have tea please? 4
A: Do you want any sugar? 5
B: Er, no milk or sugar, just black thanks 6
C: Right 7
B: I hate it when your hair gets so, you know a bit long 8
[C: Yeah] and it’s just straggly. 9

16. Small solutions
Authentic sources
At the post office:
Working in a charity shop

17. “Ready for anything” – language for unexpected
outcomes
With a partner:
Thinking back to your list of situations in which you have used
spoken English to get something done (transactional language) over
the last week or so, how many of these transactions went smoothly?
Did the person you were speaking to always say what you expected
them to?
You have 2 minutes!

18. Small solutions
Wrong time, wrong place
Lesson Plans
Developing communication strategies
How to…

20. How you can get involved
• Sign today up for further updates on the progress of the portal
• Publicise the project to colleagues and learners
• Get involved in piloting materials
• Follow us on Twitter @ESOLNexus
• Attend future workshops and events
• Contribute to online blogs and opportunities to leave feedback on the
website
• Access online CPD Modules and other training opportunities
For further information contact: Dot.Powell@britishcouncil.org