'More than a language...' : final report
Author(s)
Bibliographic Information
'More than a language...' : final report
NIACE, 2006
- Other Title
-
More than a language : final report
Available at 1 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
"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)
Description and Table of Contents
Description
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.
Table of Contents
- 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.
by "Nielsen BookData"