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This book provides a lively introduction to the theory and research
surrounding adult learning of English by speakers of other
languages. Offering an accessible discussion of contemporary
debates, the book examines a wide geographical and social spread of
issues, such as:
- How to understand the universal characteristics of learning an
additional language
- What makes a 'good' language learner
- Multilingualism and the taken for granted assumptions about
monolingualism
- Learning the written language
- Learners coping with oral communication outside the ESOL
classroom
- The effect of recent Government immigration policy on language
learning processes.
As a majority of adults learning ESOL are made up of communities of
immigrants, refugees and asylum seekers, the diversity of social
and personal histories of the learners is a critical dimension of
this unique book. The question 'what is the relationship between
themental processes of language learning and the social and
cultural contexts of learning?' is one that threads through the
entire text, bringing in discussion of types of classroom and
language teaching methodologies.
Full of practical activities and case studies, this book will be
essential reading for any basic skills teacher undertaking a course
of professional development, from GNVQ through to post-graduate
level.
This book provides a lively introduction to the theory and research
surrounding adult learning of English by speakers of other
languages. Offering an accessible discussion of contemporary
debates, the book examines a wide geographical and social spread of
issues, such as:
- How to understand the universal characteristics of learning an
additional language
- What makes a 'good' language learner
- Multilingualism and the taken for granted assumptions about
monolingualism
- Learning the written language
- Learners coping with oral communication outside the ESOL
classroom
- The effect of recent Government immigration policy on language
learning processes.
As a majority of adults learning ESOL are made up of communities of
immigrants, refugees and asylum seekers, the diversity of social
and personal histories of the learners is a critical dimension of
this unique book. The question 'what is the relationship between
themental processes of language learning and the social and
cultural contexts of learning?' is one that threads through the
entire text, bringing in discussion of types of classroom and
language teaching methodologies.
Full of practical activities and case studies, this book will be
essential reading for any basic skills teacher undertaking a course
of professional development, from GNVQ through to post-graduate
level.
This book presents a critical discourse analysis of official
representations of family literacy programmes, a globalised
pedagogic discourse introduced into the UK in the 1990s. This new
educational practice brings social action in the private domain of
the home into the institutional domain of the classroom. Boundaries
are crossed both within the educational fields and between public
and private spheres. Family literacy aims to reach marginalised
families with few educational qualifications. The author explores
this pedagogy's potential contribution to creating a more equal
society through analysis of British teacher training films produced
for educators new to the practice. She shows how representations of
interaction with the written language are transformed by the social
relations of the genre, and how power relations are interwoven into
them. The analysis draws on Basil Bernstein's theory of pedagogic
discourse to critique these representations of literacy education
and argue that they are based on tacit class-based assumptions
about literacy practices in the home. It should be of interest to
scholars and postgraduates in education and discourse studies
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