Supporting Community Language Learners Naeema Hann Leeds Metropolitan University

Community Language Provision in Yorkshire ‘ 34 languages are currently in use in Yorkshire and the Humber, by at least 6,550 children’ (McPake,J.2006) Kirklees Council provides information in 15 languages including Pahari and Albanian. ( Leeds libraries provide information in 10 languages including Albanian. ( According to LEA figures, in 2004, 146 school children in Leeds were entered for GCSE Urdu, 54 for Punjabi, 23 for Bengali and 9 for Gujarati. Arabic and other Community Language classes are run independently of the authority (McPake,J.2006) Population in Wakefield has become more diverse over the last five years. Earlier there were around 1,000 Panjabi/Urdu speakers and fewer than 10 Chinese speakers and no other language groups. Now there are increasing number of Portuguese and Polish Speakers (McPake,J.2006) Bradford had a 33% Asian population under 15 in 1988 but did not provide figures for the 2006 report by Scottish CILT (McPake,J.2006)

The Learners Children and young people in primary and secondary education who may be learning all four skills OR Improving their aural skills and beginning with literacy Adult learners who are not literate in their first language- need literacy and study skills in their first language to help them learn English Those who need support in Asian Languages for bilingual courses such as those offered by the Institute of Linguists Adult learners who would like to learn a heritage language Learners of Urdu as a Foreign Language

The Tutors Have at least a bachelor’s degree from their country of origin Have opportunities to develop skills in Fun and effective language teaching Developing materials to support the learners Have intercultural skills and work with tutors of other languages to share good practice and materials

The Venues Schools Colleges Community Centres Temples Gurdwaras

Learning Activities Exposure to target language outside the classroom Variety of activities Group, pair and individual work Whole class activity at least once during each session

Strategies for Successful Learning A diagnostic/ initial assessment of all students Regular review of learning Access to IT in the target language for tutors and students Tailor made learning materials Venues local to the learners

Supporting Community Language Learners Access to learning resources outside the classroom Opportunities for tutors to share good practice – individually and in pairs Access to target language software Choice of accreditation Tutors with intercultural skills