'More than a language...' : final report
著者
書誌事項
'More than a language...' : final report
NIACE, 2006
- タイトル別名
-
More than a language : final report
大学図書館所蔵 全1件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
"October 2006"
"NIACE Committee of Inquiry on English for Speakers of Other Languages chaired by Derek Grover"--Cover
"The work of the Committee has been supported by the European Social Fund (ESF)."--Cover
Includes bibliographical references (p. 75-78)
内容説明・目次
内容説明
The independent Committee of Inquiry into English for Speakers of other Languages (ESOL) was supported by NIACE and chaired by Derek Grover CB. It is the first comprehensive overview of policy on ESOL since the DfES committee which produced "Breaking the Language Barriers" in 2000. Its key finding is that policy development and planning of the delivery of ESOL should be coordinated across the full range of government policies and the full range of providers. The report recommends a series of actions to ensure that there is more ESOL provision effectively targeted on the world of work; and a package of activities designed to address the most significant quality issues, including concerns about recently introduced qualifications for learners. It also makes a number of suggestions intended to improve teacher supply and quality. Recognising that the present funding situation is not sustainable, it makes further recommendations designed to target resource on those learners and potential learners most in need, and to increase the range of funding sources available to support ESOL provision.
目次
- Section
- 1 Preface
- 2 Introduction, executive summary and summary of recommendations
- 3 What is ESOL and why is it important?
- 4 ESOL and social inclusion
- 5 ESOL and work
- 6 Quality, qualifications and learner support. 7 Teacher supply, initial training and continuing professional development
- 8 Leadership and management
- 9 Funding
- 10 What next?
- References
- Annexes
- 1 Members of the ESOL Committee
- 2 Gathering the evidence
- 3 Comparison of approaches to language learning for migrants in different countries
- 4 Acronyms used in this report.
「Nielsen BookData」 より