Supporting ESOL Learners within Mainstream Programmes: Designing and Embedding a Simple Resource

Aim To produce a resource and approach that will develop the confidence of tutors supporting ESOL learners within their mainstream programmes.

Resources We developed two resources: Hints and tips sheet – What you can do to help learners with language needs Visual model that shows how the resource and ESOL strategies can be embedded within existing organisational strategic and operational processes

Planned Approaches The value of referring to the first language to be included within the resource Ensure resource provides strategies that can be implemented in any mainstream classroom ESOL tutors to input into the resource Monitor through steering group and DA Measure impact via tutor and learner surveys

People involved Test Group of learners: 1 x numeracy group including 10 ESOL learners 1 x childcare group including 4 ESOL learners Staff – 3 tutors ( 1 x numeracy, 1 x childcare and 1 x numeracy support tutor) Steering Group: Head of School (Life Skills and ALS) Senior Lecturer Lit/Num Head of Teaching and Learning (ESOL) Project Manager Key/Functional Skills Vice Principal

Impact For Learners Feedback at the end of the project was positive as all scales had improved Data was not significant statistically as a limited number of learners completed questionnaires due to the short timescale of the project

Impact For Tutors Confidence of tutors improved to 6 out of 10 at the end of the project Tutors felt more aware of the language focus they needed to adopt and strategies to use to enable learners to achieve Tutors felt that the learning experience of the students had improved by about 20%

Lessons Learnt Choose the right mix and balance of people on the steering group Have people on the steering group that are positive about the project Set clear parameters for the project, keeping outputs manageable within timeframes

Lessons Learnt Cont. Write an action plan with SMART targets Have one person with overall responsibility for the project Report progress regularly to a member of the steering group who can act as a critical friend Refer back to action plan regularly to keep to timeframes

Lessons Learnt Cont. Stick rigidly to original aims and objectives – keep new ideas as an extension to the project Consider how the outcomes of your project can be embedded within organisational processes Ask people from outside the project to critically evaluate your resource

Next Steps Hints and Tips sheet: Create interactive version on Moodle Embedded within interactive toolkit Introduced through vocational team meetings Embedded as a prompt for lesson observers

Next Steps Visual Model: This will be presented at Curriculum SMT as a model for embedding ESOL/other initiatives Learner journey has already been developed using this visual model

Acknowledgements These resources have been produced as a result of a grant awarded by LSIS.  The grant was made available through the Skills for Life Support Programme in 2010. The resources have been developed by (managers and) practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes Reference: visual model based on diagram created by Sara Whalley, Inspire2learn Ltd, 2005