Case study two: Heterogeneity
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Shrubshall, Paul, Chopra, Priti and Roberts, Celia (2004) Case study two: Heterogeneity. In: Roberts, Celia, Baynham, Mike, Shrubshall, Paul, Barton, David, Chopra, Priti, Cooke, Melanie, Hodge, Rachel, Pitt, Kathy, Schellekens, Philida, Wallace, Catherine and Whitfield, Shelly, (eds.) English for speakers of other languages (ESOL): case studies of provision, learners’ needs and resources. National Research and Development Centre for Adult Literacy and Numeracy, London, UK, pp. 51-71. ISBN 0954649273
Abstract
Introduction: Learners in ESOL classes, particularly community-based classes, have heterogeneous past educational experiences, needs, (language) skills, and perspectives on learning. Heterogeneity is commonly viewed as something “brought along” to the ESOL classroom by learners (e.g. DfEE, 2000, 26) and appropriate classroom responses to this diversity are described in general terms (e.g. DfEE, 2001, 5). In this case study we will focus on how heterogeneity is produced within classroom practices by learners and teachers. We will look in detail at particular features of interaction and pedagogic practices, asking two main questions:
�How does heterogeneity show itself within classroom interaction?
How do teachers and learners manage classroom interaction so that learning can take place
which is useful for all participants?
This is a case study of two London community-based classes: Green Dale (not its real name), located in a London Primary School, and TRAG, which takes place in a Tamil support centre.
| Item Type: | Book Section |
|---|---|
| Additional Information: | [1] One case study, part of a NRDC Research Project (Research Report). The aim of the research project was to identify and describe a range of current ESOL practices and establish some of the distinctive features of ESOL learners in numeracy, literacy and dedicated ESOL classes. Five case study sites were selected to cover different types of provision, different groups of learners and different levels of English language competence. The research was carried out between January and September 2003 by teams at Kings College London, Lancaster University, the Institute of Education, University of London and University of Leeds by NRDC as part of the centre’s work in support of Skills for Life. The detailed accounts of classroom practices and learners’ needs and resources show that ESOL learners differ in many ways from other adult basic skills learners. Many are professionals with successful careers and many are changed by past trauma and fearful of the future. These differences impact on their ability to learn, their ambitions and their sense of themselves. Despite of, or because of these differences, the picture that emerges is of creative learners who make the classroom a place where they can make meanings relevant to their lives and their futures. [2] ISBN 0 9546492 73. [3] Copyright: Crown Copyright 2004. [4] Extracts from this publication may be used or reproduced for non-commercial, research, teaching or training purposes on condition that the source is acknowledged. |
| Uncontrolled Keywords: | ESOL |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education |
| Pre-2014 Departments: | School of Education School of Education > Department of Professional Learning & Development |
| Related URLs: | |
| Last Modified: | 14 Oct 2016 09:09 |
| URI: | http://gala.gre.ac.uk/id/eprint/3574 |
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